Syllabus

Honors Seminar VI

1191-FIU01-IDH-3035-SECRVJ-11060

    General Information

    Professor Information

    Professor Photo
    Maikel Alendy 
    (305) 348-0274
    MANGO
    By Appointment

    Course Description And Purpose

    In this class, students will students will apply concepts from the first iteration of this course last semester and become active participants in our digital world.  Students will have an opportunity to evaluate their own experiences and challenges addressing and combating internal and external emotional, economic, prejudicial, and ideological influences within a digital landscape. In order to do this, this course relies heavily on non-traditional sources of course information such as YouTube videos, Buzzfeed articles, Podcasts, Twitter posts, Memes, and various websites. Students will create a complete digital campaign using social media to advertise, promote, and market a student-created business, cause, or interest.  Students will create a webpage, manage a social media marketing campaign in order to complete the course synthesis project.

    Course Objectives

    Upon successful completion of this course students will be able to:

    • Compare and Contrast influences of technology on biological, sociological, and psychological processes
    • Describe how technology shapes perceptions and attitudes.
    • Value and engage emerging and disruptive technologies
    • Identify the intersection of community, identity, and design as it relates to the larger context of disruptive and emerging technologies
    • Create digital artifacts using web and mobile technologies that demonstrate the primary themes of community, identity, and design
    • Produce digital media of many types (audio, video, photography, animations, text)
    • Synthesize individual and team-based knowledge into online presentations

    Global Learning Course Outcomes

    Global Awareness: Students will demonstrate knowledge of the interrelated global dynamics (social-cultural, political, economic, etc.) that shape aesthetics, values, and authority in diverse cultural contexts.

    • Identify culturally specific forms of various technologies and media and their origins.
    • Compare and contrast the evolution of similar styles of media and technological interaction in varied nations.
    • Value differences to disruptive technology/media contribution to relationship, communication and thought development .
    • Analyze global impacts of disruptive media and technology; particularly its affects on employment patterns, global elections, social perceptions/misconceptions.

    Global Perspective: Students will be able to develop a multi-perspective analysis of local, global, international, and intercultural problems.

    • Discuss the cultural/age-related/social implications that shaped the business of uberization.
    • Analyze and describe how the global distributions of technology and information affected perceptions and the efficacy of ideas, products, and movements.

    Global Engagement—Students will collaborate in groups to devise solutions to problems involved in resource extraction and use.

    • Students will engage in an in-class debate of physical/social/educational issues facing families, schools, and general perceptions of disruptive technology and media.
    • Students will reflect on the relationship between their own exploration of social media and uberization and consequent impacts. 
    • Analyze the psychosocial and economical impacts of play on local, national, global populations and themselves personally.

    Global Learning Graduation Honors

    FIU’s Excellence in Global Learning Graduation Medallion is awarded to students who complete at least four global learning courses, participate in a variety of global co-curricular activities, and complete a capstone consisting of one of the following: a substantial original research project and presentation on a global topic; extensive foreign language study; long-term study abroad; or, a globally-focused internship. The Peace Corps Prep certification is conferred upon students who complete at least four global learning courses, extensive language study, and a global problem-solving project. For more information, visit goglobal.fiu.edu

    Course Awards



    Affordability Counts

    This course has been awarded the Affordability Counts Medallion. The Affordability Counts initiative at FIU seeks to make learning more affordable by reducing the cost of course materials to $60 or less. Find out more by visiting the Affordability Counts website at lowcost.fiu.edu.

    Important Information

    Honors Policies

    Registration in this course implies an acceptance of and compliance with the Honors College policies for students and the FIU Code of Academic Integrity.

    Honors Citizenship Requirements
    Beginning in Fall 2014, Honors College students are required to accumulate at least 20 citizenship points each academic year (Fall and Spring) by attending Honors College activities. Students attending only one semester (Fall or Spring) are required to accumulate 10 citizenship points.

    Student Portfolios
    The Honors College will be using a portfolio method to assess students’ learning outcomes. The portfolio allows for maximum flexibility in gauging student learning. Students decide (with instructor consultation) what “artifacts” or assignments to include for consideration in their portfolios to demonstrate successful achievement of each of five key student learning outcomes over the 4-year Honors experience.

    HonorsEducation in the ARTS (HEARTS)
    The HEARTS program is designed to give Honors College students opportunities to “explore and appreciate different artistic and cultural traditions and modes of artistic expression. HEARTS will also serve as a clearinghouse (and curatorial framework) for our students to experience the arts on campus and in the community by providing them with information about cultural activities and access to performances with free or discounted tickets.

    Honors College Academic Misconduct Statement
    In The Honors College, the term “honor” refers both to academic accomplishment and character. Students in Honors should therefore adhere to and be held to the highest standards of personal academic accountability. Academic dishonesty in any form, including plagiarism, is antithetical to the very definition of being an Honors student at FIU. Consequently, an Honors College student found responsible for academic misconduct will be dismissed from the College.

    Procedures and Penalties
    An Honors faculty member may bring charges of academic misconduct against an Honors student if the faculty member suspects plagiarism or other forms of academic misconduct.  The faculty member will decide whether to pursue informal resolution, file formal resolution charges, or take no further action, and will follow the procedures outlined in the Honors College website, and the Academic Misconduct Procedures.

    Please refer to the following documents for additional information:

    Policies

    Please review the FIU's Policies webpage. The policies webpage contains essential information regarding guidelines relevant to all courses at FIU, as well as additional information about acceptable netiquette for online courses.

    Technical Requirements & Skills

    By taking a Fully-online course your computer literacy skills will grow. Some of the skills that you need at the beginning of the course include:

    • Working knowledge of how to use word processing software and web browsers.
    • Good email and document management skills.
    • Navigating online gaming applications
    • Operating a webcam device and uploading a video onto your computer

    Technical course requirements include:

    • A reliable Internet connection.
    • Regular access to a laptop or desktop computer with an updated operating system and web browser.
    • An active FIU email account that is checked daily (or forwarded to an email that is checked daily).
    • Microsoft Office Suite (Word, Excel, PowerPoint, etx)
    • Anti-virus software.
    • A Netflix account 
    • A smartphone or tablet

    This course utilizes the following tools. Select the corresponding links below in order to access each tool's Privacy Policy:

    One of the greatest barriers to taking an online course is a lack of basic computer literacy. By computer literacy, we mean being able to manage and organize computer files efficiently and learning to use your computer's operating system and software quickly and easily. Keep in mind that this is not a computer literacy course, but students enrolled in online courses are expected to have a moderate proficiency in using a computer. Please go to the "What's Required" webpage to find out more information on this subject.

    Please visit our Technical Requirements webpage for additional information.

    Accessibility And Accommodation

    The Disability Resource Center collaborates with students, faculty, staff, and community members to create diverse learning environments that are usable, equitable, inclusive and sustainable. The DRC provides FIU students with disabilities the necessary support to successfully complete their education and participate in activities available to all students. If you have a diagnosed disability and plan to utilize academic accommodations, please contact the Center at 305-348-3532 or visit them at the Graham Center GC 190.

    Please visit our ADA Compliance webpage for information about accessibility involving the tools used in this course.

    Please visit Blackboard's Commitment Accessibility webpage for more information. 

    For additional assistance please contact FIU's Disability Resource Center.

    Religious holidays: Every effort will be made, where feasible and practical, to accommodate students whose religious practices coincide with class requirements scheduling. Please make sure to notify your instructor at the beginning of the semester of which dates you will be absent or any anticipated problems with completing course work.

    This course utilizes the following tools. Select the corresponding links below in order to access each tool's Accessibility Statement:

    Panthers Care & Counseling and Psychological Services (CAPS)

    If you are looking for help for yourself or a fellow classmate, Panthers Care encourages you to express any concerns you may come across as it relates to any personal behavior concerns or worries you have, for the classmate’s well-being or yours; you are encouraged to share your concerns with FIU’s Panthers Care website.

    Counseling and Psychological Services (CAPS) offers free and confidential help for anxiety, depression, stress, and other concerns that life brings. Professional counselors are available for same-day appointments. Don’t wait to call 305-348-2277 to set up a time to talk or visit the online self-help portal.

    Academic Misconduct Statement

    Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of the University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook.

    Academic Misconduct includes:

    • Cheating – The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not.
    • Plagiarism – The use and appropriation of another’s work without any indication of the source and the representation of such work as the student’s own. Any student who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is responsible for plagiarism.

    Learn more about the academic integrity policies and procedures as well as student resources that can help you prepare for a successful semester.

    Course Prerequisites

    Students must be enrolled in the Honors College and have advisor approval to take upper-level courses.

    Required course purchase(s)

    Textbook Image
    Netflix Subscription
    You may purchase your account online at the Netflix website.

    We will be using various movies, shows, and documentaries to discuss and examine the content covered in the course.

    Textbook Image
    Webcam

    A webcam enabled laptop, cellphone, or tablet will suffice.

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    Smartphone/Tablet

    iOS or Android device with access to their respective app stores.

    Textbook Image
    1 Groupon

    Student will submit a copy of receipt of activity to assignment dropbox. Assignment will be attached to Instagram post, Groupon must be an activity "no goods purchases will be accepted" minimum cost of $5.

    All required course readings and learning material will be provided through reading assignments (PDFs) and/or listening or viewing material (available on the internet) as particular class interests and issues develop.

    Expectations Of This Course

    This is an online course, which means most (if not all) of the course work will be conducted online. Expectations for performance in an online course are the same for a traditional course. In fact, online courses require a degree of self-motivation, self-discipline, and technology skills which can make these courses more demanding for some students.

    Students are expected to:

    • Review the how to get started information located in the course content
    • Introduce yourself to the class during the first week by posting a self introduction in the appropriate discussion forum
    • Take the practice quiz to ensure that your computer is compatible with Blackboard
    • Interact online with instructor/s and peers
    • Review and follow the course calendar
    • Log-in to the course 3 times per week
    • Respond to discussion boards, blogs and journal postings within 4 days
    • Respond to Emails within 2 days
    • Submit assignments by the corresponding deadline
    • Participate in in-class activities

    The instructor will:

    • Log-in to the course 21 times per week
    • Respond to discussion boards, blogs and journal postings within 7 days
    • Respond to Emails within 12 hours
    • Grade assignments within 10 days of the assignment deadline

    Course Detail

    Course Communication

    Communication in this course will take place via Email.

    Please Email me directly at malendy@fiu.edu. This is the best way to get in contact with me.

    Visit our Writing Resources webpage for more information on professional writing and technical communication skills.

    Course Discussions

    Blogs are an open communications tool for students to share their thoughts. Here you can post text, images, links and attachments, open for comments. Keep in mind that your discussion forum postings will likely be seen by other members of the course. Care should be taken when determining what to post.

    This course has 7 assignments utilizing Canvas' Discussion tool.

    • Students are required to embed Videos into discussions not attach them using the Canvas' native upload video feature.

    Some course discussions will require students to insert images, links, mashups, or audio files into a Discussion. Students will be expected to comment on a minimum of 2 classmates posts for these particular Discussions.

    • Students will be expected to submit original posts by the Thursday @ 11:55pm of the week the assignment is due and respond to classmates posts by the following Monday @ 11:55pm
    • Instructions on how to insert an images, links, mashups, or audio files in a Canvas Discussion can be found in the "Getting Started" section of the course.
    • Students will be required to insert images, links, mashups, or audio files not attach them in order to receive full credit for these assignments
    • Students will upload all images, links, mashups, or audio files into the assignment's particular discussion by the due date noted in the Weekly Calendar of this syllabus.

    Discussions can be found in the Assignments portion of the course menu or within the content area of the course.

    ​Scores will be provided within a week after the due date.

    Group Discussions

    This course has 3 assignments utilizing Canvas' Group Discussion tool.

    • Students are required to embed Videos into discussions not attach them using the Canvas' native upload video feature.

    All group discussions will require students to insert images, links, mashups, or audio files into a Canvas Group discussion. Students will be expected to comment on all group members posts for these particular assignments.

    • Students will be expected to submit original posts by the Thursday @ 11:55pm of the week the assignment is due and respond to classmates posts by the following Monday @ 11:55pm
    • Instructions on how to insert an images, links, mashups, or audio files in a Canvas discussion forum can be found in the "assignments" section of the week that particular assignment is due
    • Students will be required to insert images, links, mashups, or audio files not attach them in order to receive full credit for these assignments
    • Students will upload all images, links, mashups, or audio files into the assignment's particular discussion  forum by the due date noted in the Weekly Calendar of this syllabus.

    Group discussion board forums can be found in the Digital Fairytale Discussion Groups section of the People section.

    Scores will be provided within a week after the due date.

    Practice Video Discussion

    Discussions and participation are required, just as if you were in a face to face class. Online does not mean silent or student-guided. This semester, all course discussions will be hosted through the Practice video discussion tool.  Students will be required to reply to all discussion questions by uploading a 2-minute video to the Practice tool.  After this is completed, students will then be required to review 5 randomly assigned classmates’ discussion videos. 

    Discussion participation will be evaluated based on:

    • the number of classmates videos students review (minimum is 4) and
    • the feedback students share through comments and grading rubrics. 

    After students have completed these two steps, Practice will allow students access to the professor's response to the discussion question.  

    All discussions will require that students submit their video for peer review by Thursday @ 11:55pm of the week the discussion is assigned and all peer-reviews must be completed by the following Monday @ 11:55pm for students to receive full credit.

    Scores will be provided within a week after the due date.

    For any additional questions about the Practice video discussion tool please visit the Practice Knowledge Base website or submit a ticket to the Practice help desk.  The help desk is available for live chats from Monday through Friday from 9am – 5pm.

    Keep in mind; responses such as ‘I agree’ or ‘yea…what he said’ will result in zero points of credit. You can earn your grade and exemplary participation will earn higher scores. Read the rubric below for more information. Each discussion requires an individual (1) post as well as four (4) feedback and rubric forms.

    Assessments

    Students must take and pass the Syllabus Exam with 100% in order to gain access to course content.

    In order to mitigate any issues with your computer and online assessments, it is very important that you take the "Practice Quiz" from each computer you will be using to take your graded quizzes and exams. It is your responsibility to make sure your computer meets the minimum hardware requirements.

    Assessments in this course are not compatible with mobile devices and should not be taken through a mobile phone or a tablet. If you need further assistance please contact FIU Online Support Services.

    Assessment Expectations:

    • There will be 4 Module Assessments this semester
    • Assessments will be made available on the Monday of the week they are assigned at 12:01am and will close on the following week on Monday at 11:55pm. 
    • Each Assessment will consist of 20 (multiple choice, true/false, matching, multiple answer, or short response) questions. Students will have 35 minutes to complete each assessment.
    • ​Students will be able to review module assessment results after the due date has passed.
    • Results will include: students responses, the correct answer, and question feedback.
    • Assessments will be graded immediately with student submission and answers hidden until after the assessment due date

    Scores will be provided within a week after the due date.

    Social Media Assignments

    There will be multiple social media assignment throughout the semester. Students will be required to setup accounts for these activities for the purpose of completing course assignments.

    These accounts include:

    • Facebook
    • Instagram
    • Pinterest
    • Twitter
    • YouTube

    Students are not required to use their personal accounts or associate their name or image with these accounts. All that is required is that students have access to these accounts to upload and engage with content and that the professor is given appropriate information about each account to relate student submissions with corresponding assignments. If you have any additional questions or concerns, feel free to reach out to the professor at malendy@fiu.edu.

    Instagram Assignment

    For this semester, students will be required to participate in an Instagram assignment.  You must submit at least one picture or Instagram video throughout the semester and tag these pictures/videos to the FIU Honors Department’s Instagram page @fiuhonors.  Each picture/video must be accompanied by a short comment and the hashtag #dgtlfairytale. Students are encouraged to interact with the content posted by their classmates and others on the fiuhonors Instagram page.  

    In order to receive credit for this assignment you must:

    • Post at least 1 picture/video by the March 18th @ 11:55pm
    • Tag the FIU Honors Department’s Instagram page @fiuhonors 
    • Tag professor Alendy's Instagram @noturavrgmike
    • Accompany each picture/video with the hashtag #dgtlfairytale
    • Accompany each picture/video with a short comment (<140 characters) about the picture and your purpose for posting it.
    • Attach a screenshot of your post to this discussion and include your comment from your post

    Students are not required to post the first submission on Thursday, all activities on this assignment are due on Monday night @ 11:55pm.

    Scores will be provided within a week after the assignment due date.

    Feel free to Review wiki How's "How to Use Instagram webpage."

    In order to use Instagram, you will need a mobile device such as a smartphone or tablet.  Instagram cannot be accessed on a desktop. Students are expected to post responsibly, adhere to copyright laws, and post images that are deemed respectful in accordance with University guidelines

    Topic/Idea/Movement/Organization/Business (TIMOB) Project

    This semester our primary focus is for you to take the information we explored together last semester and create an effective digital campaign surrounding the Topic/Idea/Movement/Organization/Business (TIMOB) you created and researched last semester. Your TIMOB can be something that is currently available or something that you would like to see. The TIMOB's feasibility is not what is being graded. Rather we will focus on your effective manipulation and mastery of processes and strategies covered this semester. This digital campaign will require you to create a website and create and maintain a social media account on three platforms (Facebook, Twitter, and Instagram). More details concerning sound website design and effective social media management can be found throughout the course content area. The rubric for each of these assignments can be accessed within the assignment link of the course menu. You will have multiple opportunities to work with your professor and collaborate with your classmates on refining your TIMOB digital campaign. 

    You will present to the professor and your group members how you intend to create an effective digital campaign. You will do this through group discussion videos and by creating the rubric the professor will use to grade your digital campaign. You will have an opportunity to discuss your project with the professor during week 3 and 2 weeks to review the professor's feedback on your submitted rubric. The only requirements for your digital campaign are that you must create a website as a part of your digital campaign and you must use at least one social media platform.

    SurveyMonkey Rubric

    This semester you will be required to create a rubric for your TIMOB Digital Campaign. This rubric will be created in the free survey tool SurveyMonkey. There is a paid version of this tool, however, you will only need the features from the free version to complete this assignment. You will review your rubric with your professor before submitting your final rubric. There will also be significant content in the module giving you appropriate guidance on how to create an effective rubric.

    Wix.com

    This semester you will be creating a website to promote whatever topic/idea/movement/organization/business (TIMOB) you have chosen to. Feel free to review the Wix.com website. Your completed website will be due at the end of Week 14. There will be multiple opportunities throughout the course to maintain and work on your website. Students will be expected to collaborate with group members in order to create the most effective and user-friendly website as possible.  

    For additional questions concerning the Wix tool, feel free to review the Wix.com Help Center for any additional questions or clarification.  

    Professor Alendy will also host 3 Adobe Connect live sessions to answer any questions student might have concerning this tool or the assignment specifics. In addition, your group will sign-up for a time to meet with the professor and review your course two weeks before your website will receive its final grade.

    Please review course announcements, emails, text messages, twitter, and instagram posts for those session times. Student Wix.com website contributes to 50% of the final project grade and will be graded during Week 16, scores will be provided on Friday of Week 16.

    PlayPosit Interactive Video Assessment

     PlayPosit is an online learning environment to create and share interactive video lessons. Students will use this tool to take a video assessment on Wix.com. The assessment will be made available in the assessments portion of the course from Monday of the week it is assigned to Monday of the following week; due February 4th @ 11:55pm. Students will have unlimited time to complete the assessment, however, students will only have one attempt to complete the interactive video assessment. Students will be presented True/False, and multiple choice questions. Students are not required to create an individual profile in order to take this assessment. 

    If you have any additional questions feel free to review PlayPosit's Knowledge Base webpage.

    Doodle

    Doodle is an online scheduling tool that can be used quickly and easily to find a date and time to meet with multiple people.  First you suggest dates and times for your event participants to choose from, then Doodle creates a polling calendar that can be sent to participants for feedback.  As each participant selects the dates and times from the polling calendar that he or she is free, Doodle aggregates the responses and tells you which option works best for everyone.
     
    Getting everyone on the same page is hard enough with just five other coworkers, let alone fifty new volunteers you may have never met.  Doodle can be a valuable tool for coordinating a large event like volunteer training as well as a small event like a monthly meeting with the board.
     
    We will be using Doodle to coordinate our mandatory group/professor collaborative online meeting. The professor will send the link to each group member's FIU email.
     
    Find out more information about Doodle by visiting Doodle's website.

    Private Reflection Journal

    A Journal reflection will be due twice throughout the semester, which will only be seen by you and the professor. These reflections will only be graded for completion, not for content. This will provide an opportunity for students to interact privately with the professor in regards to the course content. Feel free to share your personal views on the content and how it affects your life. Journals may be a short paragraph, but must be turned in on time to receive credit. Altogether, the journal entries will be worth 10% of your overall grade.

    Scores will be provided within a week after the due date.

    Course Rubrics

    Each assignment in this course has a Canvas rubric associated with it. Please take the time to review all course rubrics.

    Zoom Online Meeting Space

    Zoom is an online meeting room where you can interact with your professor and fellow students by sharing screens, sharing files, chatting, broadcasting live audio, and taking part in other interactive online activities. We will be utilizing this tool to conduct online office hours and our group meetings.

    Reference Zoom Help Center (Tutorials & Help) to learn about the tool, how to access your meeting rooms and recordings.

    Late Policy

    Assignments can be submitted up to 3 days after its due date for a minimum 20% grade reduction.  Assessments cannot be taken after the due date unless the exception was previously granted by the professor.

    Module Self-Review Assessments

    Each module contains a link to an optional module self-review assessment. In addition, there is a section on the course menu on the left-side of your screen where you can access each module self-review assessment.  You will be able to utilize these assessments in order to evaluate your progress and understanding of the course material covered in each module.  These assessments are not counted as extra credit nor are they accounted for anywhere in your final grade.  

    Assessment Expectations:

    • There will be 4 Module Self-Review Assessments this semester
    • Assessments will be made available on the Monday of the week they are assigned at 12:01am and will close on the following week on Monday at 11:55pm. 
    • Each Assessment will consist of anywhere from 10 - 20 (multiple choice, true/false, matching, multiple answer, or short response) questions. Students will have 20 minutes to complete each assessment.
    • ​Students will be able to review module assessment results immediately after taking the assessment.
    • Results will include: the score on each question and questions marked incorrectly.

    Extra Credit

    Students will have 5 opportunities to submit assignments for extra credit. Students can upload links to Wikipedia pages they have made contributions to. If you are interested in this Extra Credit Opportunity please contact professor Alendy so that he can share the link for the Wikipedia course set up for students in this class.

    Or

    Extra credit assignments will be turned into a specific Extra Credit blog.  Students will also be granted extra credit points for participating in online United Nations online volunteer activities.

    Grading

    Course Requirements Number of Items Points for Each Total Points Available Weight
    TIMOB Digital Campaign & TIMOB rubric 2 100/50 150 15%
    Assessments 4 37.5 150 15%
    Group Discussions 4 50 200 20%
    Practice Video Discussions  2 50 100 10%
    Individual & Group Zoom Meeting with Professor 2 50 100 10%
    Course Video Discussions 2 45 90 9%
    Written Course Discussions 1 40 40 4%
    Private Video Discussion 1 50 50 5%
    Playposit Interactive Video Assessment 1 50 50 5%
    Groupon Instagram Assignment 1 40 40 4%
    Private Journal 1 30 30 3%
    Extra Credit 1 50 50 5%
    Total 21   1000 100%
    Letter Range (%) Letter Range (%) Letter Range (%)
    A 95 or above B 83 - 86 C 70 - 76
    A- 90 - 94 B- 80 - 82 D 60 - 69
    B+ 87 - 89 C+ 77 - 79 F 59 or less

    Students can access rubrics through the "My Grades" link on the left-side pane of the course.

    Course Calendar

    Module Weekly Schedule

    *Students must post a Welcome back Video Blog post and pass the Syllabus Exam with 100% in order to gain access to course content

    Module 1 - Once Upon A Time Due Date
    Week 1
    Jan 7 - Jan 14

    Supports Learning Objectives:

    • Create an introduction video to acquaint yourself with other students in the class
    • Review and demonstrate mastery of content covered in the course syllabus

    Items to Read/View/Listen:

    • Course Syllabus
    • Review assignment/assessment tool how to webpages and videos
    • Professor's Introductory video

    Assignments:

    1. Intro Course Video Discussion - Explain the internet to a 5 year old or grandparent by Tuesday @ 11:55pm
    2. Syllabus Exam

    *Students must post an Introduce Yourself Video Blog post and pass the Syllabus Exam with 100% in order to gain access to remaining course content

    January 14th 
    @ 11:55pm

    Week 2
    Jan 14 - Jan 22

    Supports Learning Objectives:

    • Create a presentation for group members on a Topic/Item/Movement/Organization/Business (TIMOB) you chose to create a digital campaign for.
    • Explain how real-world problems can be addressed and effectively solved through digital interventions.
    • Evaluate group member's presentation and contribute meaningful feedback for promotion efficacy.

    Items to Read/View/Listen:

    • Digital Readings
    • Module Videos
    • Module Podcasts

    Assignments:

    1. Upload video presentation to Student specific group video discussion detailing your TIMOB by Thursday @ 11:55pm (Upload your video to the Group Discussion titled "TIMOB Intro Presentation" and include your name in the title of your post)
    2. Reply to each group members video by Monday @ 11:55pm
    3. Signup for a time to meet with professor Alendy and post agreed time in the Week Professor Meet-up Discussion (If you do not sign up for a time to meet with professor Alendy and post in the discussion you will not be granted access to the remaining course content).

    Original post due by
    January 17th 
    @ 11:55pm

    Reply to group members by
    January 22nd
    @ 11:55pm

    (Since January 21st is observed as MLK Day)

    Week 3
    Jan 21 - Jan 28

    Supports Learning Objectives:

    • Incorporate group suggestions to create a more effective, detailed, and relevant presentation.
    • Identify key terms and strategies employed by various businesses and throughout popular culture
    • Examine the validity of multiple statements concerning social movements, product promotion, and self-promotion

    Items to Read/View/Listen:

    1. Digital Readings
    2. Module Videos
    3. Module Podcasts

    Assignments:

    1. Meet with Professor Alendy (Mandatory)
    2. Upload elevator pitch video to Course Video discussion incorporating group members contributions by Monday @ 11:55pm
    3. Module 1 Assessment

    January 28th
    @ 11:55pm

    Module 2 - Into the Woods Due Date
    Week 4
    Jan 28 - Feb 4

    Supports Learning Objectives:

    • Review various websites and their design strengths and weaknesses 
    • Determine what template will best deliver your TIMOB's message and info
    • Create a website, hosting images and content concerning student-interested TIMOB.
    • Employ effective website building strategies.
    • Review the Wix platform and become accustomed to its website building and hosting processes.

    Items to Read/View/Listen:

    1. Digital Readings
    2. Module Videos
    3. Module Podcasts

    Assignments:

    1. Complete Playposit Interactive Video Assessment
    2. Begin developing TIMOB website
    3. Begin researching and developing your rubric

    *Professor will host Zoom Q&A session on Thursday @ 2pm. This is optional and not mandatory for all students* 

    February 4th
    @ 11:55pm
    Week 5
    Feb 4 - Feb 11

    Supports Learning Objectives:

    • Create a website, hosting images and content concerning slef-directed TIMOB.
    • Employ effective website building strategies.
    • Collaborate with group members in order to create a more user-friendly and effective website.
    • Collaborate with group members in order to create an effective and relevant rubric.

    Items to Read and View:

    • Digital Readings
    • Module Videos
    • Module Podcasts

    Assignments:

    1. Post website link (Wix.com) and rubric link (Survey Monkey) you are using to determine your digital campaign's success to student-specific group discussion board by Thursday @ 11:55pm (Post your website to the Group Discussion titled "TIMOB Website Draft" and include your name in the title of your post)
    2. Reply in reference to each group member's website and rubric by Monday @ 11:55pm
    3. Continue working on TIMOB digital campaign

    *Professor will host Zoom Q&A session on Thursday @ 2pm. This is optional and not mandatory for all students*

    Original Post due by
    February 7th
    @ 11:55pm

    Reply to group members by
    February 11th
    @ 11:55pm

    Week 6
    Feb 11 - Feb 18

    Supports Learning Objectives:

    • Create a website hosting images and content concerning student interested TIMOB.
    • Employ effective website building strategies.
    • Synthesize group members suggestions and incorporate those changes to your website.
    • Verbalize the insight, frustration, struggle, questions, revelations, or answers that come about designing for potential website viewers.
    • Identify key terms and strategies employed by various businesses and throughout popular culture
    • Examine the validity of multiple statements concerning website layout and efficacy and online behavior

    Items to Read/View/Listen:

    1. Digital Readings
    2. Module Videos
    3. Module Podcasts

    Assignments:

    1. Submit a Practice video discussing the process of designing an effective website and rubric. Include items pointed out by group members and content from course material. Post original video by Thursday @ 11:55pm
    2. Reply to at least 4 classmates videos by Monday @ 11:55pm
    3. Review group member's feedback on your rubric
    4. Module 2 Assessment
    5. Continue working on TIMOB digital campaign

    Original post due by
    February 14th
    @ 11:55pm

    Reply to group members by
    February 18th
    @ 11:55pm

    Module 3 - The Big Misunderstood Wolf Due Date
    Week 7
    Feb 18 - Feb 25

    Supports Learning Objectives:

    • Review social media platforms and their marketing strengths and weaknesses 
    • Illustrate the differences between various social media platforms and their appeal to specific interest groups
    • Employ effective website building strategies.

    Items to Read/View/Listen:

    1. Digital Readings
    2. Module Videos

    Assignments:

    1. Create infographic comparing and contrasting the efficacy of various social media platforms and their corresponding demographics in reference to a student's topic/item/movement/organization/business by Thursday @ 11:55pm
    2. Reply to at least 2 classmates by Monday @ 11:55pm
    3. Continue working on TIMOB digital campaign

    Original post due by
    February 21st
    @ 11:55pm

    Reply to group members by
    February 25th
    @ 11:55pm

    Week 8
    Feb 25 - Mar 4

    Supports Learning Objectives:

    • Employ effective social media management strategies.
    • Create a plan of action highlighting explicit social media strategies amongst Facebook, Twitter, and Instagram.
    • Discover the commonly unnoticed effects of social media on consumer behavior and disposition to charity
    • Create social media accounts, hosting images and content concerning student-interested TIMOB.
    • Employ effective website building strategies.

    Items to Read and View:

    • Digital Readings
    • Module Videos
    • Module Podcasts

    Assignments:

    1. Post Facebook, Twitter, and Instagram public link in Social Media accounts management blog:
      • Include a link to each platform you decided to use (account must be public, include a description of the project, and a unique image)
      • How frequently (time of day, the number of posts a day, the number of posts a week) you will make on each platform
      • Target demographic
    2. Reply in reference to each group member's post by Monday @ 11:55pm
    3. Continue working on TIMOB digital campaign
    March 4th
    @ 11:55pm
    Weeks 9 - 10
    Mar 4 - Mar 18

    Supports Learning Objectives:

    • Develop a social media presence and campaign for student TIMOB.
    • Explore new and unique strategies outside of social media leveraging digital capabilities to market your TIMOB.
    • Employ effective website building strategies.
    • Engage in a disruptive business' digital platform
    • Create and submit a rubric for your digital campaign

    Items to Red/View/Listen::

    1. Digital Readings
    2. Module Videos

    Assignments:

    1. Post picture on Instagram interacting with a Groupon purchase that relates to student TIMOB. Be sure to include:

      Share your post to this discussion along with a brief description by Monday @ 11:55pm

      • Post at least 1 picture/video by the assignment due date
      • Tag the FIU Honors Department’s Instagram page @fiuhonors 
      • Tag professor Alendy's Instagram @noturavrgmike
      • Accompany each picture/video with the hashtag #dgtlfairytale
      • Accompany each picture/video with a short comment (<140 characters) about the picture and your purpose for posting it.
      • embed the image in the appropriate Course discussion
      • mention how the Groupon relates to your TIMOB
      • Reply to at least 4 classmates by Monday @ 11:55pm
    2. Submit your Rubric for the professor's feedback
    3. Continue working on TIMOB digital campaign
    March 18th
    @ 11:55pm
    Week 11
    Mar 18 - Mar 25

    Supports Learning Objectives:

    • Develop a social media presence and campaign for student TIMOB
    • Consider and discuss the global appeal of student TIMOB digital campaign
    • Explore new and unique strategies outside of social media leveraging digital capabilities
    • Employ effective website building strategies.

    Items to Read/View/Listen:

    1. Digital Readings
    2. Module Videos 

    Assignments:

    1. From the perspective of someone outside of your local community or state, nation, religion, ethnic group, etc. submit an Practice.xyz video discussing the limits and opportunities to promote your TIMOB digitally other than social media. Include any criticisms of social media as the prominent form of social activism or business promotion. Post original video by Thursday @ 11:55pm
    2. Reply to at least 4 classmates videos by Monday @ 11:55pm
    3. Continue working on TIMOB digital campaign

    Original post due by
    March 21st
    @ 11:55pm

    Reply to group members by March 25th 
    @ 11:55pm

    Week 12
    Mar 25 - Apr 1

    Supports Learning Objectives:

    • Develop a social media presence and campaign for student TIMOB
    • Consider and discuss the global appeal of student TIMOB digital campaign
    • Discuss and identify instances where marketing might have promoted an ideal or ideals incongruent with your own.
    • Identify key terms and strategies employed by various businesses and throughout popular culture
    • Examine the validity of multiple statements concerning social media promotion and human behavior
    • Employ effective website building strategies.

    Items to Read/View/Listen:

    1. Digital Readings 

    Assignments:

    1. Private Journal; Share a personal view of particular marketing (intentional and unintentional) that you might have found offensive to yourself or on behalf of others.
    2. Module 3 Assessment
    3. Review Professor's feedback on your Rubric
    4. Continue working on TIMOB digital campaign

    April 1st
    @ 11:55pm

    Module 4 - The Roundtable Due Date
    Week 13
    Apr 1 - Apr 8

    Supports Learning Objectives:

    • Develop a social media presence and campaign for student TIMOB
    • Develop a financial strategy that focuses on crowd-funding
    • Consider the legal implications of the growth of your TIMOB
    • Argue the benefits of crowd-funding in comparison to traditional methods of earning capital
    • Employ effective website building strategies.

    Items to Read and View:

    • Digital readings
    • Listen to Podcasts
    • Module Videos

    Assignments:

    1. Submit a video proposal concerning the legal and funding next steps you choose to take with your TIMOB campaign to your specific group discussion board by Thursday @ 11:55pm (Upload your video to the Group Discussion Board titled "Money, Money, Money, Muuunaaaay!" and include your name in the title of your post)
    2. Reply in reference to each group member's video by Monday @ 11:55pm
    3. Sing-up for time to meet with group and Professor during the next two weeks
    4. Continue working on TIMOB digital campaign

    Original Post due by
    April 4th
    @ 11:55pm

    Reply to group members by
    April 8th
    @ 11:55pm

    Week 14
    Apr 8 - Apr 15

    Supports Learning Objectives:

    • Synthesize group member and professor contributions in order to optimize digital campaign
    • Deliver an effective presentation on a financial strategy that focuses on crowd-funding
    • Discuss and resolve the legal implications of the growth of your TIMOB
    • Employ effective website building strategies.

    Assignments:

    1. Upload pitch video to course blog pitching your funding strategy to President Rosenberg or Dean Espinosa or the President of the United States or your grandparents. Be sure to assure them that every part of this project is legally sound and detail the "crowdfunding" model.
    2. Meet with team and professor to review digital campaign (Mandatory - Zoom)
    3. Continue working on TIMOB digital campaign

    April 15th
    @ 11:55pm

    Week 15
    Apr 15 - Apr 22

    Supports Learning Objectives:

    • Synthesize group member and professor contributions in order to optimize digital campaign
    • Deliver an effective presentation on a financial strategy that focuses on crowd-funding
    • Identify key terms and strategies employed by various businesses and throughout popular culture
    • Examine the validity of multiple statements concerning social media promotion and human behavior
    • Discuss and resolve the legal implications of the growth of your TIMOB
    • Employ effective website building strategies.
    • Create and submit a rubric for your digital campaign

    Assignments:

    1. Meet with team and professor to review digital campaign (Mandatory - Zoom)
    2. Module 4 Assessment
    3. Turn in your Final Rubric
    4. Continue working on TIMOB digital campaign
    April 22nd
    @ 11:55pm
    Module 5 - Happily Ever After! Due date
    Week 16
    Apr 22 - Apr 27

    Supports Learning Objectives:

    • Discuss ways that disruptive media and technology have changed the way we interact with one another
    • Examine the influence of Smartphone Era media and technology on personal interests, career goals, and academic background perceptions.
    • Complete TIMOB digital campaign

    Assignments:

    1. Private Video Blog: Upload a video summarizing how what you have learned throughout this and last semester has affected or not affected you and your current and future behavior. Has your perception changed about anything? Include anything in addition you would like to let the professor know.
    2. TIMOB Website and social media accounts should be available and submitted for final review
    April 27th
    @ 11:55pm