Sharing the Gospel 2010

After Semester Resources
Chapter 6

Instructor Information
Instructor: Dr. David Wiley

Winter Semester 2010

Section 001 Tu Th 12:05-1:20

Office: MCKB 150-E

Office Hours: By appointment

Office Phone: 801-422-7071

E-mail: david.wiley@byu.edu

Website Address: http://davidwiley.org/

Twitter: @opencontent

Facebook: http://facebook.com/opencontent

Grade Book
gradebook.byu.edu

Class Member Blogs
Congratulations, you are now part of the Bloggernacle!


 * Brother Wiley - http://opencontent.org/blog/
 * Megan Stern - http://hot-chocolate-news.blogspot.com/
 * Shantel Pierson - http://shantillylace21.blogspot.com/
 * Zane Hamilton - http://coolthingsandthoughts.blogspot.com/
 * Spencer Greenhalgh - http://trendymispeling.wordpress.com
 * Kyle Welch - http://lifetruthandlove.wordpress.com/
 * Amy Stevenson - http://amy-namelessblog.blogspot.com/
 * Carlee Jones - http://cjones47.wordpress.com/
 * Christopher Harker - http://christopherharker.blogspot.com/
 * James Pace - http://5galvanize.blogspot.com/
 * Christopher Gibson - http://futuredoc123.wordpress.com/
 * Jessica Hogstrom - http://jessicahogstrom.blogspot.com/
 * Sarah Olsen - http://accordionpolka.wordpress.com/
 * Add your name and blog address here

Social Media Research Presentations
Friend-Networking Sites"
 * Your name, site or tool name, names and links for articles
 * For example: David Wiley, Facebook, The Benefits of Facebook "Friends:" Social Capital and College Students' Use of Online Social Network Sites (http://jcmc.indiana.edu/vol12/issue4/ellison.html) and I'll See You On "Facebook": The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate (http://www.ingentaconnect.com/content/routledg/rced/2007/00000056/00000001/art00001)
 * Shantel Pierson, Facebook, "Examining Students’ Intended Image on Facebook:“What Were They Thinking?!"" and "Personality Impressions Based on Facebook Profiles"
 * Carlee Jones, blogging: "What's it Worth? The Perceived Benefits of Instructional Blogging" (the link opens up a pdf file, and I'm not sure how to link to it..) and "Blogging in the Classroom: A Preliminary Exploration of Student Attitudes and Impact on Comprehension"
 * Christopher Gibson, "A face(book) in the crowd: social Searching vs. social browsing" and "MySpace and Facebook: Applying the Uses and Gratifications Theory to Exploring
 * Chris Harker, "Church in Social Media: Online Social Networking Tools for the Church" and "Action Research: How Churches can Impact Their Communities and Improve Efficiency and Interaction by Embracing Emerging Internet Technologies."
 * Sarah Olsen, "Media: The Quality of Online Social Relationships" "Internet Paradox Revisited"  If you are interested in the PowerPoint slides they are online at slideshare.net
 * Spencer G. Wikipedia "Explaining Quality in Internet Collective Goods: Zealots and Good Samaritans in the Case of Wikipedia" "Reputation and Reliability in Collective Goods: The Case of the Online Encyclopedia Wikipedia"
 * Jessica Hogstrom, "Show me your friends and I will tell you what type of person you are: How one's profile, number of friends, and type of friends influence impression formation on social network sites" and "Being Immersed in Social Networking Environment: Facebook Groups, Uses and Gratifications, and Social Outcomes"
 * Megan Stern, "Trial by Twitter: The Rise and Slide of the Year's Most Viral Microblogging Platform", "Twitter: Expressions of the Whole Self"
 * Zane Hamilton, "Your Other Tube: Audience for Video-Sharing Sites Soars," and "YOUTUBE HERESIES". You can find my slides here
 * James Pace, "I tube, you tube, everybody tubes: analyzing the world's largest user generated content video system" http://portal.acm.org/citation.cfm?id=1298306.1298309, Media, Culture & Society http://mcs.sagepub.com/cgi/reprint/31/1/41.pdf
 * Kyle Welch, "The Revolution Will be Networked: The Influence of Social Networking Sites on Political Attitudes and Behavior," (http://ssc.sagepub.com/cgi/reprint/28/1/75) and "Empirical Analysis of Online Social Networks in the Age of Web 2.0." (http://primofe1.byu.edu/primo_library/libweb/action/getItAction.do?indx=1&ct=getit&doc=RS_6037843716752008cialnetworksintheageofweb&fctV=&fctN=&frbg=&dum=true&vid=byu-cl&vl%2815993830UI1%29=all_items&vl%2813550901UI0%29=any&srt=rank&indx=1&dstmp=1267508212721&tab=remote&ct=search&scp.scps=000000200&vl%28freeText0%29=empirical%20analysis%20of%20online%20social%20networks&fn=search&mode=Basic&dscnt=0)

Classroom Procedures
Course meetings will include instructor presentations, student presentations, class discussions, group work, and presentations by visitors. Class will begin with prayer, an invitation for the Lord’s spirit to attend our discussion. "The Spirit shall be given unto you by the prayer of faith; and if ye receive not the Spirit ye shall not teach” D&C 42:14. We will then turn to a discussion of a scripture related to the week’s topic, and use the scripture as our entryway into the week’s conversation.

Class Culture
As instructor I will lead the class sessions, but I take very seriously the admonition, "seek ye diligently and teach one another words of wisdom; yea, seek ye out of the best books words of wisdom; seek learning, even by study and also by faith" D&C 88:118, emphasis added). You will be expected to contribute significantly to the class.

This course syllabus is in a wiki, and you are welcome to make improvements to this document. I hope that you will feel complete ownership of this course.

Prerequisites
There are no prerequisites for this course.

Course Specific Outcomes

 * Strengthen your personal testimony of the restoration of the gospel, the truthfulness of the Book of Mormon, and the prophetic calling of Joseph Smith
 * Learn to use social media tools to effectively testify about the truthfulness of the gospel
 * Develop expertise in the theory and practice of using social media
 * Learn how to stay safe when using the Internet

Program Outcomes
As per the Instructional Psychology and Technology page on the BYU Learning Outcomes Wiki, students in this course will grow in their capacity to:


 * Demonstrate the ability to produce appropriate written and oral professional communications.
 * Critique professional communications produced by others.
 * Manage projects, including planning, budgeting of time and resources, and implementation of work plans.
 * Teach competently, employing appropriate technological means.
 * Demonstrate the ability to use technology tools in the production and operation of instruction. Act in harmony with professional standards and the aims and goals of BYU education.

Course Schedule

 * Week 1: Introduction and Context
 * Hymn and Prayer
 * Introductions - Two Truths and a Lie
 * D&C 42:14
 * Syllabus review
 * A Vision of Students Today
 * Did You Know? v2.0 (2007) and v4.0 2009
 * What If?
 * President David O. McKay's 1959 conference talk in which he declares, "Every member a missionary!"
 * Elder Richard G. Scott's 1997 Ensign article, Why Every Member a Missionary?
 * Elder M. Russell Ballard's talk Using New Media to Support the Work of the Church video and transcript


 * Week 2: Blogs, RSS, Microblogging, Wikis
 * Tuesday
 * Free blog hosts: Wordpress, Blogger
 * Videos - Blogs in Plain English, RSS in Plain English, Twitter in Plain English
 * RSS - Wikipedia entry for RSS
 * Feed readers: Google Reader (web-based), NetNewsWire (Mac) and FeedDemon (Win)
 * Twitter, also Twitter on Wikipedia
 * ASSIGNMENTS - Demo how we can teach ourselves the key principles of blogging. Teach each other about RSS feeds, google reader and other helpful blogging tips. If you know a lot about a specific form of public Internet communication, prepare to share the basics of its operation and some of the ways that your medium could possibly be utilized to share the gospel.
 * ASSIGNMENTS - (1) Explore the websites linked above. (2) Create a blog on one of the free blog hosts above (skip this step if you already have a blog you intend to use for the class). (3) Add the address of your blog to this page using the Edit tab above. (4) Write a blog post in which you describe your personal history of social media use. Why have you joined the sites you belong to? What do you do when you're on those sites? Reflect on Elder Ballard's call for members of the church to "join the conversation." Do you think sharing the gospel online would be harder than sharing it face to face? Why or why not? (10 points)
 * Thursday Jan. 14th
 * Wikipedia v. Encyclopedia Britannica
 * Wikipedia, Wikieducator
 * Wikipedia Community Editing Guidelines
 * LDS Media blog on wikis
 * Murder, Madness, and Mayhem
 * ASSIGNMENTS - (1) Explore the websites linked above. (2) Using the Discussion tab and the History tab (particularly the Compare Selected Versions feature) at the top of the Wikipedia entry on the The Church of Jesus Christ of Latter-day Saints, explore the manner in which the Wikipedia entry on the Church has evolved. If you feel so inclined, improve this Wikipedia article or another of your choosing in a small way. (3) Write a blog post explaining your reflections and thoughts on the dynamics collaborative authorship in an open wiki. Also, describe any improvements you made to an article on Wikipedia. (10 points)


 * Week 3: Social Networks
 * "Social network service" entry on Wikipedia
 * Social Network Sites: Definition, History, and Scholarship (and anything else by danah boyd you want to read - I recommend her work very highly)
 * Social network popularity around the world
 * "Facebook" entry on Wikipedia
 * Facebook
 * Facebook and the Beacon debacle
 * 30 awesome applications for Facebook
 * Social graph concepts and issues
 * ASSIGNMENTS - (1) Read the papers linked above. (2) Create a Facebook account and "become friends" with at least one other member of class. (3) Browse the list of Facebook applications and install and experiment with a few. (4) Do some additional Googling in search of articles about the educational uses of social networks and read one. Make a blog post in which you combine your reflections about social networks, social network applications, and sharing the gospel. Include explicit references to ideas from the week's readings and the article you found. This post should be the most thoughtful and perhaps longest of your posts to date. (10 points)
 * Facebook: The Good, the Bad, and the Gospel
 * The Good
 * Birthdays notifications
 * Group invitations for useful things (weddings, parties, events)
 * People we connect with, we would never connect with otherwise
 * Easy way to share information
 * Easy to contact people
 * Making profile private
 * Chatting service
 * Some events are useful
 * Sharing photos
 * Separate friends into different groups
 * You can change your language
 * Facebook stalking (when you're stalking someone else)
 * No obligation to carry around your camera (show pictures to friends)
 * The Bad
 * The ads can be inappropriate
 * Excessive "Poking"
 * Friends for the sake of friends
 * Pointless things... distracting Apps/etc
 * Information overload
 * Game invitations
 * Random useless groups
 * Notifications that my friends took quizzes (we don't care)
 * The (new) News Feed is annoying
 * Fake relationships (for the sake of causing controversy)
 * Sharing photos (this could be a bad thing, if photos are offensive)
 * Sometimes chat can be annoying
 * Feelings of obligations to add friends you don't want to add
 * Facebook stalking (not useful when someone is stalking you)
 * Commenting on someone's status and getting 30 emails as everyone comments
 * The Gospel
 * Putting mission pictures up
 * Status Updates
 * Becoming a fan of church leaders
 * Church quotes
 * Links to Mormon Messages
 * LDS Fan groups
 * LDS discussion groups
 * The about me section--listing LDS
 * Change Prop 8 picture


 * Week 4: Sharing
 * Tuesday
 * Pope urges Roman Catholic priests to share the gospel using New Media
 * Bookmarks
 * Delicious (You can also share bookmarks with Furl, Magnolia, and other services)
 * Delicious Help
 * Article - The Structure of Collaborative Tagging Systems by Golder and Huberman
 * Photos
 * Flickr (You can also share photos with Photobucket, Facebook, and other services)
 * Flickr Help
 * The Flickr Fountain of Knowledge
 * Internet geek rock star Jonathan Coulton wrote a song describing random photos he found on Flickr. You can listen to it and download it here:  http://www.jonathancoulton.com/songdetails/Flickr
 * What can we do with Flickr?
 * Assignments. (1) Explore the websites / read the articles linked above before coming to class Tuesday.
 * Assignments. (2) Create an account on Delicious and use it to bookmark and tag some sites. (3) Create an account on Flickr and use it to share and tag some photos. (4) Spend some time looking at the Popular section of Delicious and the Interesting section of Flickr. (5) Do some digging around in Google, Yahoo, or your search engine of choice and find an interesting article about educational uses of Delicious or Flickr. (6) Make a blog post in which you link to your Delicious and Flickr accounts, share your impressions of the services, link to the article you found, and describe an interesting educational use for each service.


 * Thursday
 * Podcasts
 * Ask a Ninja: What is podcasting?
 * AudioBoo looks to be the easiest way to make and share a podcast
 * Clif's tutorial on AudioBoo (BrowserBoo)
 * Submit a podcast to iTunes
 * Audacity software for capturing audio
 * Videos
 * YouTube, TeacherTube, Google Video, and Revver are some of the places you can share video online
 * The YouTube Handbook has lots of tutorial and other resources for making and uploading your video
 * Did you know [The Church of Jesus Christ of Latter-day Saints Public Affairs office has its own page on YouTube?
 * Assignments. (1) Explore the websites / read the articles linked above before coming to class Tuesday.
 * Assignments. - (2) Create a brief podcast, or video on a topic of your choosing (e.g., describe your favorite talk from the recent General Conference?) and share it via one of the services listed above. (3) Do some digging around in Google, Yahoo, or your search engine of choice and find an interesting article about educational uses of podcasting, screencasting, or video sharing. (4) Do some more digging around in Google, Yahoo, or your search engine of choice and find an interesting way someone is using podcasting, screencasting, or video to share the gospel. (5) Blog links and commentary to your contribution, the educational article you found, and the gospel use you found.


 * Week 5: Fundamentals of Sharing the Gospel Offline
 * Tuesday
 * Visitors from BYU / MTC will come discuss some of the latest trends in sharing the Gospel online
 * Thursday
 * Preach My Gospel - Chapter 1 What Is My Purpose as a Missionary? pdf or mp3
 * Preach My Gospel - Chapter 10 How Can I Improve My Teaching Skills? pdf or mp3
 * Assignments. - (1) Bring your scriptures and printed / annotated copies of these chapters to class. Complete the day's reading BEFORE coming to class.
 * Assignments. - (2) Post an essay describing your understanding of the conversion process and the role of people other than the individual being converted in the conversion process. Specifically answer the question, what is the proper role of a missionary? (10 points)


 * Week 6:
 * Tuesday - Historical Use of Media by the Church for Sharing the Gospel (Missionary videos, pass-along cards, multimedia in the temple, etc.; talk by President Kimball)
 * ASSIGNMENT - Bring to class (or post) examples of offline media the church has produced in order to help us share the Gospel. Blog a personal story about how you or someone you know has used offline media to share the Gospel. What did you do? How did it go? (10 points)
 * Thursday
 * "When the World Will Be Converted", talk by Spencer W. Kimball
 * Protecting Yourself Online
 * The Grahams' Technology and a House of Learning
 * http://BeSafe.byu.edu/
 * Model presentation (for next week) by Brother Wiley
 * ASSIGNMENT - Blog a story about someone you know who has experienced challenges with social media or the Internet. Be careful to protect their identity in your telling of their story. Why is the Internet such a powerful tool for destroying individuals' testimonies? (10 points)


 * Week 7: Student Research Presentations on Social Media
 * ASSIGNMENT - Make a 20 minute presentation about two research articles and their implications for sharing the Gospel online (25 points)
 * Blog what you learn from other presentations in class (10 points)


 * Week 8: Student Research Presentations on Social Media
 * ASSIGNMENT - Make a 20 minute presentation about two research articles and their implications for sharing the Gospel online (25 points)
 * Presentations on Tuesday: Sarah, Chris Harker, Chris Gibson
 * Presentations on Thursday: Shantel, Jessica, Megan, Zane, Kyle, Amy
 * Blog what you learn from other presentations in class (10 points)


 * Week 9: Rolling up your sleeves
 * Tuesday
 * ASSIGNMENT - With your group, reverse engineer one Mormon Messages videos and one "popular" video. Pay specific attention to editing details like: how often does the shot change? how are zoom and motion used? when is music used?
 * Thursday
 * ASSIGNMENT - As a group, present what you learned about how effective online videos are made. (10 points)
 * ASSIGNMENT - Post the principles you learned during class discussion to the wiki.


 * Week 10:
 * Tuesday
 * ASSIGNMENT - With your group, brainstorm the story line for your first video and produce initial storyboards.
 * Thursday
 * ASSIGNMENT - Pitch your storyboards to class for feedback.
 * ASSIGNMENT (after class) - As a group, make a low tech video using your storyboards and block in any dialog, music, and sound effects you plan to use. Post this online. Each group member should embed the video in their blog. (10 points)


 * Week 11:
 * Tuesday - work day
 * Thursday - Film editing crash course


 * Week 12:
 * Tuesday - Copyright and related issues
 * Creative Commons

All the words, pictures, video, and audio in your video should be either:
 * original work created entirely by you and your team,
 * existing works that use a Creative Commons license, or
 * existing works with copyrights that have expired (i.e., works in the public domain), or
 * portions of works you can make a legitimate fair use claim for (but use these VERY SPARINGLY).

You can find appropriately licensed works at the following locations:

Your video should include a Credits section at the end with reference web links to any original media files you reused in your video.
 * Pictures - Over 100,000,000 photos (using a Creative Commons license) are available on Flickr - http://www.flickr.com/creativecommons.
 * Audio - Hundreds of full music albums in almost every genre (using a Creative Commons license) are available from Magnatune - http://magnatune.com.
 * Audio - Over 10,000 samples and sound effects (using a Creative Commons license) are available from Freesound - http://www.freesound.org.
 * Video - Over 1,000 videos (in the public domain) are available from Public.Resource.Org on YouTube - http://www.youtube.com/user/PublicResourceOrg.
 * Words - Over 30,000 books (in the public domain) on hundreds of subjects are available from Project Gutenberg - http://www.gutenberg.org.
 * Words and Pictures - Over 3,000,000 encyclopedia articles with accompanying pictures (all of which use Creative Commons licenses) are available from Wikipedia - http://en.wikipedia.org.
 * Additional materials that use Creative Commons licenses can be found by searching at http://search.creativecommons.org.
 * Thursday -
 * Pitch revised storyboards (10 points)


 * Week 13:
 * Tuesday - work day
 * Thursday - work day
 * ASSIGNMENT - Create a Twitter account (if you don't have one) and live-tweet notes for at least one session of Conference. Make sure you tag your tweets #ldsconf. Follow conference conversation by watching the #ldsconf tag on Twitter search or in a desktop client like Tweetdeck. Write a blog post about the experience discussing your overall experience. Please include some discussion of whether the experience added to or detracted from your conference experience.


 * Week 14:
 * Tuesday - Search Engine Optimization - Karen Trifiletti from the MoreGood Foundation
 * Thursday - Work day


 * Week 15: Final Presentations
 * Tuesday - Final presentations

Assignments
Most weeks there will be a weekly writing assignment in which you will have the opportunity to reflect on the week's readings and discussion. These assignments are worth 10 points each. Larger project assignments during the semester are worth 25 points each.

Extra credit may be earned by writing "synthesizing posts." These are blog posts that combine material written by other students and draws new insights from the combination of their ideas. Synthesizing posts are worth 2 points each and you can earn up to 2 extra credit points per week.

Grading
We will be participating in a pilot test of a new Gradebook application this semester. This should provide us with unique opportunities for giving and providing feedback during the semester, and tracking your grades in real time. Further information will be provided as soon as it becomes available.

Final grades will be awarded as follows:

A - 93-100%

B - 86-92%

C - 78-85%

D - 70-77%

Late Work Policy
Late work may or may not be accepted and may or may not be harshly penalized at my completely subjective, mood-influenced, and possibly biased discretion. If this seems unfair or makes you uncomfortable, please turn in your work on time.

Library Information
Name: Rachel Wadham

Office: 1223 HBLL

Phone number: 422-6780

E-mail: rachel_wadham@byu.edu

Reference Desk Information
Name: Social Sciences / Education

Phone number: 422-6228

Hours: M-Th : 8am-9pm; F: 8am-6pm; Sat: 10am-6pm

BYU Honor Code
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university’s expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 begin_of_the_skype_highlighting              422-2847      end_of_the_skype_highlighting begin_of_the_skype_highlighting              422-2847      end_of_the_skype_highlighting if you have questions about those standards.

Preventing Sexual Discrimination and Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university, but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 422-2847.

Students with Disabilities
Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.

Academic Honesty Policy
The first injunction of the BYU Honor Code is the call to be honest. Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life’s work, but also to build character. President David O. McKay taught that ‘character is the highest aim of education’ (The Aims of a BYU Education, p. 6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct.

Plagiarism Policy
Writing submitted for credit at BYU must consist of the student’s own ideas presented in sentences and paragraphs of his or her own construction. The work of other writers or speakers may be included when appropriate (as in a research paper or book review), but such material must support the student’s own work (not substitute for it) and must be clearly identified by appropriate introduction and punctuation and by footnoting or other standard referencing.

Devotional and Forum Attendance Policy
Brigham Young University’s devotional and forum assemblies are an important part of your BYU experience. As Elder Dallin H. Oaks stated, ‘You neglect your education and fail to use a unique resource of this university if you miss a single one’ (from the address ‘Challenges for the Year Ahead’, 6 September, 1973). Your attendance at each forum and devotional is strongly encouraged.