TEACHING ASSISTANT:Hirad Sab
0: Hello World Wide Web. What is the Internet? How did it get here? How does it work? How do you work with it? You will learn to build a simple HTML page and put it online.
1: Identity. How do you represent yourself online? What can you learn about yourself and others by following information trails? You will create a portfolio site or website that represents your Internet identity.
2: Traces. What digital footprints are we leaving across networks spaces? Who is watching? What can others learn from your information trails? You will create an online experience to help others reflect on digital privacy and consensual visibility.
Grades will be determined according to the following breakdown:
- Participation 15%
- Weeklies 10%
- Project 1 25%
- Project 2 25%
- Project 3 25%
Participation. Participation is critical to passing and enjoying this class. Do the work, share your thoughts, ask questions, offer feedback during critiques. This class is meant to be a safe space in which you feel encouraged and supported in learning and taking creative risks. This means being aware and considerate of different backgrounds, perspectives, and identities. Respect each other and this space we are building together. Don’t assume, ask. Remain open, be willing to take responsibility, apologize, and learn. Help each other in this. If there are concerns please let me or your TA know as soon as possible.
Attendance. Each unexcused absence will result in one full letter grade down. Three unexcused absences will result in a failed grade in the class. If there is an emergency and you must miss class, email your TA before class. Absences will not be excused after the fact except in extreme circumstances. Illness requires a doctor’s note. If you are more than 10 minutes late, you will be marked tardy. Three tardies results in one unexcused absence. Your attendance can be viewed online, any disputes should be discussed with the TA within two weeks.
Weeklies. Each week there will be a couple assigned readings/viewings and a short activity or question. Create an html file containing your response, and link to it clearly from your index page. These should be posted before the start of class each Thursday. Each one is graded solely on completion and represents 1% of your grade. They will always be posted at least a week in advance, on the weeklies page. The P/F status of each weekly can be viewed online, any disputes should be discussed with the TA within two weeks.
Projects. There will be 3 projects during the semester. Each project will be evaluated on (1) demonstrated understanding of the material, (2) conceptually creativity, (3) aesthetic quality, (4) technical skill. Outstanding or exceptional work will receive As, good work will receive Bs, sufficient work that does nothing more than meet requirements will receive Cs.
Late work. If you turn in a project late you miss the opportunity to share during the review and receive feedback, an essential part of this process. If you don’t have a project done at the deadline, we will discuss an alternative deadline and one letter grade will be subtracted from that project. If you miss this second deadline, you forfeit credit for that project. Weeklies are graded P/F based on completion on the day they are due, these cannot be turned in late. If you are absent from class you are still responsible for posting the work due on your index page. Any work not posted in absence will be considered late, unless prior arrangements are made with me.
We understand the classroom as a space for practicing freedom; where one may challenge psychic, social, and cultural borders and create meaningful artistic expressions. To do so we must acknowledge and embrace the different identities and backgrounds we inhabit. This means that we will use preferred pronouns, respect self-identifications, and be mindful of special needs. Disagreement is encouraged and supported, however our differences affect our conceptualization and experience of reality, and it is extremely important to remember that certain gender, race, sex, and class identities are more privileged while others are undermined and marginalized. Consequently, this makes some people feel more protected or vulnerable during debates and discussions. A collaborative effort between the students, TA, and instructor is needed to create a supportive learning environment. While everyone should feel free to experiment creatively and conceptually, if a class member points out that something you have said or shared with the group is offensive, avoid being defensive; instead approach the discussion as a valuable opportunity for us to grow and learn from one another. Alternatively if you feel that something said in discussion or included in a piece of work is harmful, you are encouraged to speak with the instructor or TA.
UCLA strives to make all learning experiences as accessible as possible. If you anticipate or experience academic barriers based on a disability, please let me know as soon as possible. It is necessary for you to register with the UCLA Center for Accessible Education so that we can establish reasonable accommodations. After registration, make arrangements with me to discuss how to implement these accommodations.
Read more here on what to do in case of emergencies such as earthquake, fire, bomb threat and active shooters.