<\/p>\n
Grades<\/strong> \u00a0<\/strong><\/td>\n \u00a0<\/strong><\/td>\n \u00a0<\/strong><\/td>\n<\/tr>\n \u00a0<\/strong><\/td>\n \u00a0<\/strong><\/td>\n \u00a0<\/strong><\/td>\n \u00a0<\/strong><\/td>\n \u00a0<\/strong><\/td>\n <\/p>\n <\/td>\n Participation Rubric <\/strong><\/td>\n<\/tr>\n Assignment #1<\/p>\n Reading Response on Assigned reading for one of the weeks prior to midterm: What is the argument? Why Does it Matter (to you, to others)?<\/strong> Answer the proceeding questions. Exactly 500 words\u2014ie so many academic grants and fellowships set inflexible word counts. This constraint can be inspirational. Have fun! Receives written feedback. Orally delivered as a speech ie read from the page. Multimodality not required or expected.<\/p>\n Assignment #2<\/p>\n Do not circulate or share this assignment. The projects I describe here are in pre-publication. <\/em><\/p>\n Applying Debates in the Digital Humanities through Interface Design<\/strong> Prototyping<\/strong><\/p>\n <\/p>\n <\/p>\n Objective: Deploy the Arduino Crystal Ball recipe (software and hardware design specs) to create a 3D object which incorporates the LCD display with the goal of creating a critical interface that applies concepts explored in the Debates<\/em> in the Digital Humanities (2016) and in Emerson\u2019s Reading Writing Interfaces<\/em> (2014) about social justice, inequity, embodied cognition, community formation, sexuality, race, ableism, ageism, the environment, class consciousness or gender analysis (etc) to create an ethical interface\/object that facilitates learning\/growth\/play for a better world. Emerson refers to Jeff Sealey\u2019s warning that \u201cthe philosophy driving most computing devices was one grounded in a paternalistic notion of ubiquity through invisibility [\u2026]\u201d(Emerson 9). Interface is constituted of the LCD and the 3D object to which you will attach it. Think of it this way: interface is the entire object that houses the LCD, including the LCD itself.<\/p>\n <\/p>\n The other two significant texts that will help you to conceptualize this project in prototyping-maker terms <\/strong>are \u201cNew Old Things: Fabrication, Physical Computing, and Experiment in Historical Practice\u201d Devon Elliott, Robert MacDougall, & William J. Turkel and Jentry Sayers \u201cPrototyping the Past.\u201d The Visible Language Journal: the Journal of Visual Communication Research<\/em>. 49.3, (2015). 156-177. Thus the readings assigned to date culminate in this critical prototype project.<\/p>\n <\/p>\n Requirements: 1) demonstration of successful build (assemblage of the Crystal Ball using the Arduino starter package supplies and specs) 2) demonstration of successful incorporation of Crystal Ball software recipe 3) fabrication of a physical object that houses\/incorporates the LCD display 4) Alteration of the variable strings in the Crystal Ball code to complement and enhance the meaning-making potential of the fabricated object that houses the LCD 5) Explication (length variable but which is in direction citational dialogue with texts assigned in this course, to date) 6) Digital Documentation (copy of your code, screenshots, photos, videos etc of your interface object in action. 7). Submit all of these digital files in your personal folder on Google Drive in a single folder titled \u201cAssignment 2\u201d.<\/p>\n <\/p>\n Provocations<\/strong><\/p>\n \u201cWhile interface is a productively open-ended, cross disciplinary term, generally speaking in computing it refers simply to the point of interaction between any combination of hardware\/software components. [\u2026]I settle on an [\u2026] expansive definition so that interface is a technology\u2013\u2013whether it is a fascicle, a typewriter, a command line, or a GUI\u2013\u2013that mediates between reader and the surface-level, human-authored writing taking place below the surface. The interface is, then, a threshold, but in a more complex sense than simply that which opens up from one distinct space to another distinct space\u201d (Emerson x).<\/p>\n <\/p>\n \u201cThe term interface refers to the point and\/or modalities of communication between two systems. In the study of human-computer interaction, it encompasses the physical means to provide input in a system as well as the feedback produced by the system. A wide variety of input and output devices have been created to communicate with computers, some built with specific work-related tasks in mind (switches, keyboard, mouse), and others dedicated to playing video games.\u201d (Therrien 305).<\/p>\n <\/p>\n Example<\/strong><\/p>\n To give you an example of a 3D Prototype I have created, and which has inspired me to create this assignment, runs as follows: A few years ago I created \u201cStein Bot\u201d a collaboratively-produced poem robot. The project included modifying the Arduino Crystal Ball code and designing and creating, using a laser cutter, a balsa wood box with Stein\u2019s image etched on the outside. Note that I haven not yet written a grant for a laser printer so I cannot offer this option for your fabrication process.<\/em> My current grant secured a 3D Printer purchase. <\/em>The Stein Bot prototype or Six-Sided Stein is neither a prototype of the past nor a fabrication of the future. Instead, it is a physical intervention in the critical understanding of Gertrude Stein\u2019s Tender Buttons<\/em>. The Bot makes literal the concept that every reading is a new reading and that texts yield as many readings as they have readers. Translating the object-description-method Stein pioneered, in which associations wrap around objects creating dense meshworks of social, political, and idiosyncratic description, my collaborator Andrew Pilsch and I have given \u201cBox\u201d its fully-realized dimensional exhibition space. No longer is the poem locked to linear parsing. Instead, each press of the \u201ctender button\u201d analog sensor scrambles and reorders the poem as if the user is reading the poem as a space, looking at one word on the right facing box wall, and then, say, looking at the adjacent box wall. \u201cBox\u201d becomes its own object, triggering for the user new social, political, and personal meshworks.<\/p>\n \u201cStein Bot\u201d is responsive to its environment and makes material the metaphorical acts of meaning making involved in reading imaginative works. Each displayed scramble of Stein\u2019s \u201cBox\u201d is unrepeatable and ephemeral, requiring the touch and attention of the human user in order to exist and persist. This act of \u201ctransduction\u201d draws attention to the importance of gesture and nonverbal relational interaction (O\u2019Sullivan and Igoe 2004).<\/p>\n
\nMajor assignments will be assessed on a letter grade system from A-F.\u00a0 Letter grades will be assigned for each component of the course. They are enumerated according to University Policy as such:<\/p>\n\n\n
\n A 92.5-100<\/strong><\/td>\n B+ 87.5-89.9<\/strong><\/td>\n C+ 77.5-79.9<\/strong><\/p>\n D+ 67.5-69.9<\/strong><\/p>\n F <59.9<\/strong><\/p>\n \n A-90.92.4<\/strong><\/td>\n B 82.5-87.4<\/strong><\/p>\n C 72.5-77.4<\/strong><\/p>\n D 62.5-67.4<\/strong><\/p>\n \u00a0<\/strong><\/td>\n<\/tr>\n \n \u00a0<\/strong><\/td>\n B- 80-82.4<\/strong><\/p>\n C- 70-72.4<\/strong><\/p>\n D- 60-62.4<\/strong><\/p>\n \u00a0<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n\n
\n <\/td>\n 700 Level Assignments<\/strong><\/td>\n 800 level Assignments<\/strong><\/td>\n <\/td>\n<\/tr>\n \n <\/td>\n Participation<\/strong> 10%<\/td>\n Participation<\/strong> 10%<\/td>\n <\/td>\n<\/tr>\n \n <\/td>\n Reading Response. Due on the date the text is discussed, All RRs must be completed before 2\/20<\/strong> 20%<\/td>\n Reading Response. Due on the date the text is discussed, All RRs must be completed before 2\/20<\/strong>\u00a020%<\/td>\n <\/td>\n<\/tr>\n \n <\/td>\n Applying Debates in the Digital Humanities<\/em> through Interface Design<\/strong> 20%<\/td>\n Applying Debates in the Digital Humanities<\/em> through Interface Design<\/strong> 20%<\/td>\n <\/td>\n<\/tr>\n \n <\/td>\n Analyzing Literature with 3D Prototyping <\/strong>20%<\/td>\n Analyzing Literature with 3D Prototyping<\/strong> 20%<\/td>\n <\/td>\n<\/tr>\n \n <\/td>\n Final Paper<\/strong> \/ Project<\/strong> 30%\u00a0 5-7 pages approx. 1,250 words (can be longer if you would like!)<\/td>\n Final Paper \/ Project <\/strong>30%\u00a0 minimum 10-12 pages approx. 3,000 words (can be longer if you would like!)<\/td>\n <\/td>\n<\/tr>\n \n \u00a0<\/strong><\/p>\n \n A<\/strong>\u00a090-100:\u00a0 Engages in discussions with innovative and substantive remarks. Often follows up and reports to class on outside and supplemental research; Applies and\/or challenges readings; engages with and\/or motivates peers. Initiates conversation; excellent collaboration with classmates<\/td>\n<\/tr>\n \n B<\/strong>\u00a080-89:\u00a0 Engages in discussions when called on by professor; offers conventional sound remarks; actively listens in class and occasionally initiates comments; excellent collaboration with classmates<\/td>\n<\/tr>\n \n C<\/strong>\u00a070-79:\u00a0 Rarely speaks. Tends to disengage; has difficulty responding to professor\u2019s directed questions; might use phone or laptop for purposes not related to class; Occasionally tardy and absent; lags in collaborative group work<\/td>\n<\/tr>\n \n D<\/strong>\u00a060-69: Does not speak and\/or pay attention and\/or is disruptive; has difficulty responding to professor\u2019s directed questions. May refuse to speak. Frequently tardy or absent; Unprepared for peer review or group meetings; detracts from collaborative group work<\/td>\n<\/tr>\n \n F<\/strong>\u00a0below 59:\u00a0 Does not attend class often; may act disengaged; Initiates disruptive behavior or encourages others; detracts from class-learning; behaves un-collegially or not at all in collaborative work<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n