LAST REVISED 10/29/09 AT 9:41 PM: Revised remaining weeks, added "breathing room."http://mediaspace.washington.edu/ms/mediaspace/pg/groups/226/com-529-rategic-research-2009/Instructor: Hanson Hosein
Room: Johnson 175
Breakout Rooms: #A Johnson 026, #B Johnson Hall 022, #C Johnson 175
Section lists:
http://spreadsheets.google.com/pub?key=tL-qM87Cudlv43PU0nagihg&output=htmlWednesdays: September 30 – December 9
Office Hours: By Appointment
Contact: Hanson Hosein hosein@u.washington.edu
TA: Sheetal Agarwal: sda25@u.washington.edu; Office Hours Tuesdays - 11:00am-12pm Thursdays 10:30am-12:00pm COM 222.
Adjunct faculty:
Dr. Malcolm Parks: macp@u.washington.edu
Rick McPherson: rsmcpher@u.washington.edu
Scott Macklin: smacklin@u.washington.edu
Twitter: hrhmedia, #mcdmresearch --
class Twitter feed archiveDESCRIPTION & OBJECTIVES
This is one of the three core, required courses of the Master of Communication in Digital Media Program.
At its foundation, the MCDM balances the conceptual with the applied: both are crucial in order to equip students with the kind of strategic thinking you’ll need to exploit what’s happening in digital media and communication, where it’s going, and most importantly, why. That’s what we want you to have once you complete this introductory class to the program – in addition to enhancing your critical thinking and communication skills. After all, once you’ve had your brilliant idea, you need to defend it, improve it, and then convince others of it!
Learning Objectives
As the digital media revolution turns communication upside down, it also poses new challenges with how to strategically plan, propose, and assess the deployment of these new platforms. In this class, by confronting a real-world communication challenge related to storytelling, social media or business students will learn:
(1) How to define and frame the “problem” presented by the challenge.
(2) How to apply the appropriate research tools to the problem in order to solve it through an effective strategy.
(3) How to persuasively communicate this strategy in writing, in person and in multimedia.
Were this an MBA class, we would summarize #1-3 as identify, solve, sell.
CLASS PROJECT
(1) Research Problem Exercise (individual /10 DUE 10/14 6 p.m. via Collect-It
https://catalysttools.washington.edu/collectit/dropbox/hosein/7176): Based on an in-class client presentation, you will draw up paper that defines the problem, develops the context that helps your audience understand why the problem is important, and formulate the possible alternative solutions that should be explored based on the limited evidence from initial sources.
Hanson's clarification based on the Client's presentation: for this deliverable, refer back to what you heard from Bob, do some secondary research on the issue generally, and lay out your focused, singular representation of how you see the client's problem. Explain WHY you think this is the problem on which to focus. Then based on your research such as using the library database, news articles, blogs, previous attempts to create similar strategies, and even Shirky, give us a preliminary recommendation as to what you would suggest Bob should do. And refer to 5-10 sources along the way (APA citation style), providing a bibliography at the end (that should take up a page right there).
Remember, this is a short, fairly simple assignment. It's supposed to give you a trial run at taking on a real world situation, distilling it in a way that makes sense to you (and that corresponds to some of the client's needs), and applying some light research to it in order to lay out a path for further research and implementation.
Length: 3-5 pages, (includes bibliography that refers to 5-10 sources of any kind, including blogs and media reports, to support your argument, does not include cover page, no abstract necessary, up to you whether it's single or double-spaced).
Booth, Chapter 4: From Questions to a Problem, Chapter 8: Making Claims. Also see Chapter 5 Booth: From problem to Sources.
APA style:
http://owl.english.purdue.edu/owl/resource/560/01/Good writing counts! Please also refer to the following:
Strunk and White, Chapter II Elementary Principles of Composition and Chapter V: An Approach to Style.
(2) Client Discovery (Individual /10 DUE 10/28 6 p.m. via Collect-It
https://catalysttools.washington.edu/collectit/dropbox/hosein/7176):
Based on in-class interaction with potential clients, choose one. Submit a 1-2 page paper that provides
your interpretation (exceptionally, propose your own client, and in addition to
1-2 page paper, also submit 1/2 page explanation why you think this would be a
good client):
(a) About your client.
(b) What the client thinks
his/her challenge is.
(c) What you think his/her
challenge is. Why?
(d) Frame this challenge as a
Research Problem.
(e) What research would you
propose doing to solve the problem?
Based on this deliverable, you
will later organize into teams of 3-4 people for the rest of the class.
(3) Preliminary Research Report (
*NEW) (Team/10 DUE 11/4 6 p.m. via e-mail to your instructor:
((a) Identify your chosen client, and the members of your team.
(b) Conduct and outline some preliminary research based on the problem you’ve identified, including secondary sources. Also detail any quantitative or qualitative research tools you would undertake to solve this problem, explaining why those particular methods would help.
(c) State your hypothetical strategy based on the preliminary research.
(d) Describe what next steps you would take, including follow-up interaction with the client.
(e) Provide a bibliography for any secondary research.
(4) Written Proposal (Team /25 DUE 11/18 to the Media Space): This is what you’ll submit to the client. In 10-15 pages:
(a) Provide a revised Client Discovery section (see Deliverable #2) that includes details of any follow-up interaction you’ve had with the client.
(b) Initial Research: written summary of Deliverable #3 in addition to an annotated bibliography of all primary and secondary research you conducted.
(c) Preliminary Solution/Strategy based on the research you conducted.
(d) Follow-up Research proposal: additional research you would conduct, with an estimated budget and time frame that would lead to a complete solution/strategy.
SAMPLE PROPOSALS FROM 2008 RESEARCH CLASS (not entirely similar to this year's assignment, but writing style, layout, etc. is good). See "Research 2008 Sample" 1-4 files:
http://mediaspace.washington.edu/ms/mediaspace/pg/file/hrhmedia(5) Multimedia Presentation (Team /25 DUE 12/2 to the Media Space/in-class): Let’s see how well you convince others! In 5-10 minutes, create a persuasive digital presentation (slides, animation, or video) that summarizes the essence of your proposal and really helps the client to visualize the problem and the solution. You’ll deliver the video as a link to the COM 529 Group page of the Media Space. You and your colleagues will be responsible for viewing each presentation for your section, then submitting to an in-person Q&A, where you’ll critique and grade each other. The two best presentations from each section will be presented in the final class.
Booth, Chapter 15: Communicating Evidence Visually
Reynolds: Presentation Zen
Participation (Individual /20)
- 3 substantive comments to Flip The Media (or one published post).
- 7 Minute Papers (to Media Space Group Pages for each specific Week).
- 5 In-class participation (verbally or via Twitter)
- 5 Peer feedback (written critique and oral feedback during presentations)
READINGS
Required
Booth, Wayne C. etc. (2008) The Craft of Research, 3rd Edition. Chicago, IL: The University of Chicago Press.
Li, Charlene (2008) Groundswell: Winning in a World Transformed by Social Technologies. Cambridge MA: Harvard Business Press.
Shirky, Clay. (2008) Here Comes Everybody: The Power of Organizing Without Organizations. New York, NY: Penguin.
Various articles (to be supplied online: watch syllabus for weekly updates).
Strongly Recommended
Garr Reynolds, Presentation Zen: Simple Ideas on Presentation Design and Delivery (2008 New Riders)
Strunk, William. (1999) The Elements of Style, 4th Edition. Longman.
SCHEDULE
Week 1: 9/30/09 Strategic Research
READINGS: Shirky, Chapters 1, 2; Booth, Part 1.
Class SlidesHosein: Lecture – Digital Media and Research
Hosein: Class mechanics – introduce lecturers, how sections will work, the Media Space.
BREAK
Parks: What's Research? Discussion of a relevant empirical question (e.g., who are FB friends?). Exploring how it is stated, how it might be answered, and some results from actual research.
What research is and is not:
- Original research vs. secondary gathering.
- Importance of systematic observation.
- Quick overview of types of research.
SHORT BREAK
Divide into sections.
Ice-breaker.
In-class group exercise (Parks): develop your own research question about digital media and then refine through peer feedback. Submit it to the Media Space:
http://mediaspace.washington.edu/ms/mediaspace/pg/pages/view/556/Minute Papers.
Week 2: 10/7/09 Defining a ProblemREADINGS: Marketers: Beware the Age Wave.
http://pr.typepad.com/pr_communications/2009/09/marketers-beware-the-age-wave.html“Consulting More than Giving Advice” (posted on MediaSpace)
“The Karma of Success – Reflections on 20 Years of Consulting” (posted on MediaSpace)
Jessica Albano: Introduction to UW Libraries.
Hosein: Short Lecture – Minute Papers, Breaking News.
BREAK
Parks: Defining a concept -- what is it? Measurement -- how do I know if I saw it? Using questions and hypotheses to link concepts. Nature of causal argument.
McPherson: Consulting Roles and relationships -- introduction.
CLIENT PRESENTATION: the City of Seattle Gun Violence Prevention Program (wants to create a series of short films to raise awareness).
Short sample discovery session: Macklin, McPherson, Parks, Hosein
SHORT BREAK
Sections: City of Seattle follow-up for further student questions in section. Instructors explain Deliverable #1 (due Week 3, 10/14/2009 5:59 p.m. via Collect-It).
USEFUL READING FOR THIS ASSIGNMENT: Booth, Chapter 4: From Questions to a Problem, Chapter 8: Making Claims. Also see Chapter 5: From problem to Sources.
Revisit & refine last week's questions in terms of tonight's material -- brainstorm questions related to client presentation.
Minute Papers.
Week 3: 10/14/2009 The Audience/Quantitative ResearchDUE: Deliverable #1 Collect-It
https://catalysttools.washington.edu/collectit/dropbox/hosein/7176READINGS:
NEW Shirky, Chapter 4, Li Chapter 3, Forrester “The Broad Reach of Social Technologies” (Media Space PDF); Edelman “Engaging the New Influencers” (Media Space PDF).
Hosein: Short Lecture – Minute Papers, Breaking News.
Hosein Lecture: Audiences and digital media.
BREAK
Parks Lecture: Descriptive Research vs. hypothesis testing; hypotheses as associations; a conceptual introduction to tests of association.
Types of associations; probability testing; how to be a critical reader of test results.
SHORT BREAK
Sections: In-class exercise with real data.
Minute Papers.
Week 4: 10/21/2009 Meet the ClientsREADINGS: Shirky Chapter 5
Hosein: Short Lecture – Deliverable #1 assignment (best ones posted to Media Space) Minute Papers, Breaking News.
Parks: briefly lecture on Qualitative research.
Hosein explains Deliverable #2, due Week 5 10/28/2009 5:59 p.m. via Collect-It.
Client presentations (3 clients, 20 minutes each). Some questions.
CLIENTS:
- COMMON LANGUAGE PROJECT -- web strategy for entrepreneurial journalism.
- GOTIME.COM -- national roll-out strategy for events search engine.
- GOGOPIN.COM -- reaching out to small, independent businesses with pre-packaged online services.
- HITESH TOLANI -- dentistry and pediatric work.
SHORT BREAK
Sections: Clients rotate between sections for further discovery (30 minutes per section).
Minute papers.
Week 5: 10/28/2009 Qualitative ResearchREADINGS:
Shirky 9,10; PDF: The Trust Economy
DUE: Deliverable #2 Collect-It
https://catalysttools.washington.edu/collectit/dropbox/hosein/7176Short Lecture Hosein: Short Minute Papers, Breaking News.
Parks: Tools to address client needs (user/audience experience, direct observation, grounded theory, semi-structured interviews).
BREAK
Macklin: Emerging method: Ethnographic film.
McPherson: On teamwork in professional settings.
SHORT BREAK
Students present choice of client/research problem. Self-organize into preliminary groups.
Due 11/4/2009 Deliverable #3 via e-mail to your instructor by 6:00 p.m. on 11/4/2009. Also bring hard copy to Week 6.
Week 6: 11/04/2009 Fun with DataBring laptops to class (or arrange to share with someone).
Due 11/4/2009 Deliverable #3 REVISED
via e-mail to your instructor, also bring hard copy of Deliverable #3 to class.READINGS
REVISED:
Media for Social Applications in a Downturn: Metrics For Social Applications In A Downturn by Josh Bernoff - Forrester Research (PDF - Media Space)
The End of Science
http://www.wired.com/print/science/discoveries/magazine/16-07/pb_theoryData With Destiny, Advertising Age (PDF - Media Space)
Lecture: Research Tool -- Ethnographic Film
Lecture: Research Tool -- Massive Data
BREAK
Presentation: Web Analytics company (Visible Technologies). Using their tools.
In-class exercise: Practice using tools.
SHORT BREAK
Section: Each team briefly presents Deliverable #3 to the section. In-section conversation about what's needed to get Deliverable #4 done.
Due: 11/18/2009 Deliverable #4 to Media Space.
Week 7: 11/18/2009 Making the CaseDUE: Deliverable #4 to Media Space
READINGS:
Li, Chapter 4-7, WSJ PDF “How Technology is Changing the
Face of Innovation” (Media Space)
Article - “THE ESSENTIALS OF FINANCE AND ACCOUNTING FOR NONFINANCIAL MANAGERS” - Chapters 2 & 10 (posted on MediaSpace)
Article - "Using 5 Whys for Problem Solving"
"Solving Problems Using 5 Whys" articleLecture: Groundswell
BREAK
Lecture McPherson: a) Persuasiveness in Business – convincing the “C-Suite” and b) Achieving ‘above average” careers in business and organizations
SHORT BREAK
Section: Instructors work in-section with each team to plan out final deliverable (Presentation). Team members "talk amongst themselves" re: presentation strategies.
Week 8: 11/25/2009 Social Media and ResearchREADINGS:
Shirky Chapter 8, 11, Li 12
Hosein Lecture: Social Media and Research
BREAK
Guest Lecture: Kathy Gill
BREAK
Guest lecture: David Evans, Social Psychologist
Class adjourns early for holiday; students may consult with instructors re: presentations.
Week 9: 12/2/2009 Section Presentation DiscussionPresentations uploaded as a link to the Media Space group page.
Week 10: 12/9/2009 Looking Ahead and Best of the SectionsGuest Lecture: Charlene Li, author Groundswell.
Clients attend. Feedback.
MCDM PRACTICES AND PRINCIPLES
The Master of Communication in Digital Media is a degree program for working professionals, intended to balance fundamental theory and concepts with practical tools. It focuses on the economic, political, social and cultural impact of new communication technologies and encourages students to apply these concepts to their spheres of interest.
Many of our students are looking to advance their careers – some within their present organizations, others in new professional directions. They want a new perspective on technology. Although a few may pursue additional studies after completing the MCDM, the MCDM is not integrated into the Communication Department doctoral program.
At the end of the program, students should be able to:
- Identify and analyze the impacts of current digital media technology on business and social institutions.
- Understand how to use digital media tools to create and convey a message.
- Apply new business and management models based upon or impacted by digital media.
The MCDM provides high quality instruction with conceptual and practical applications. As such:
- The course plan should clearly lay out expectations and learning objectives.
- Class projects should flow directly from larger learning objectives.
- Grading and workload (3 hours a week per credit hour including class time) at this grad school level should also reflect that most students are working full-time, which may require instructors to be realistic, and flexible, in their expectations.
- A 3.5 - 4.0 grade reflects a substantive ability to master the course content, reflect upon it critically, fully participate in class, and express oneself in a way that expands the scope of the content beyond how it has been traditionally understood.
- A 3.0 – 3.4 grade reflects the ability to assimilate course content, understand its implications, express oneself clearly, and obvious progress in learning.
- A minimum of 2.7 is required for each course that is counted towards the degree.
- Final grades should be submitted in a timely manner.
Our students are expected to:
- Write coherently and clearly, completing assignments on time and as directed.
- Not miss more than two classes a quarter, unless due to extreme circumstances.
- Engage as much as possible with colleagues and the instructor.
- Stay current with the latest developments in digital media.
DISCLAIMER
Please note, this syllabus is not a contract, and is subject to revision at any time (although the deadlines for assignment will not change, unless by mutual agreement). Should there be any revision, students will be notified accordingly.
Accommodations Statement
To request academic accommodations due to a disability; please contact Disability Resources for Students, 448 Schmitz, 206-543-8924/V, 206-5430-8925/TTY. If you have a letter from Disability Resources for Students indicating that you have a disability that requires academic accommodations, please present the letter to me so we can discuss the accommodations that you might need for the class. I am happy to work with you to maximize your learning experience.
MCDM Electronic Mail Standards of Conduct
Email communications among MCDM members should seek to respect the rights and privileges of all members of the academic community. This includes not interfering with university functions or endangering the health, welfare, or safety of other persons. With this in mind, in addition to the University of Washington's Student Conduct Code, the MCDM establishes the following standards of conduct in respect to electronic communications among students and faculty:
• Email communications should be limited to occasional messages necessary to the specific educational experience at hand.
• Email communications should be responded to, if at all possible, within 48 hours. In particular regard to student communications with faculty, if an email from a student to a faculty member does not receive a response within 48 hours, then the student should investigate other ways of contacting the instructor (telephone, office hours, etc.).
• Email communications should not include any CCing of anyone not directly involved in the specific educational experience at hand.
• Email communications should not include any blind-CCing to third parties, regardless of the third party’s relevance to the matter at hand.
Communications and Meeting with the Instructors
We're happy to confer with students on a regular basis – in person (before or after class, or by appointment), and by e-mail. Hanson usually checks his campus e-mail several times a day M-Th, less frequently on F-Su. Please use clear subject lines (add “urgent” if the message is time sensitive). Expect to get a reply back within 24 hours, so take this into account if you’re close to a project deadline.
If you disagree with a grade that you receive:
(1) Wait 24 hours after we return your assignment.
(2) Re-read the graded assignment.
(3) Write your reasons for disagreement with the grade.
(4) Turn in your note indicating your reasons for disagreement, along with your graded assignment.
We will contact you and make an appointment to discuss the issue with you within 48 hours. In any situation that you wish to meet directly with Hanson, please do not hesitate to contact him by e-mail.