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Information Technology & Web Science Program / Department of Science & Technology Studies

Rensselaer Polytechnic Institute

Spring 2011

ITWS/IHSS-1220
IT (Web Science) and Society

Tuesday/Friday 12n-1:50pm (DCC 337)

Lead Instructor: Atsushi Akera

Sage 5206, x2314,

Office Hours: Fridays, 11am-12n*

Section instructor:Erik BigrasKevin FodnessJoe Datko

Section/CRNIHSS-1220-01/76185ITWS-1220-01/76143ITWS-1220-02/76333

Meets (12-1pm) in:Lally 02Lally 102Low 3116

Office:Sage 5705n/aSage 5704

Email:

Lab/office hours:W6-8 in Lally 104T8-10 in Lally 102M8-10 in Lally 102

*office hours alsoby appointment

Steve Siden, “Consultant” (undergraduate TA), . Lab: Thurs 8-10pm in Lally 102.

Course Description

Introduction

What is the relationship between information technology and society? How does “code” shape human experience? Do social norms and institutions shape new technologies and technological design? How is “politics” central to what IT professionals do, and what different processes do we need to be cognizant of as we develop new information technology and web based systems? Separately, what is the difference between information technology, computer science, and the new emergent field of “web science”? How do we balance and integrate our competing interests of professionalism, innovation, and creativity in this general area of technological endeavor?

These are some of the questions we address in this course, which you may already have heard some rumors about. This course is designed on the basis of a large-scale entrepreneurial simulation. During the first day of class, some of you will be invited to serve as the CEO of an IT startup, imagined or real. In return, we ask that everything you do this semester (with the possible exception of the final project) will be dedicated to the notion of “social advocacy.” We will seek to envision, and design IT and web based technological systems that address specific problems in the world. In the process, you will learn how to identify real-world problems and give them specific formulation. This will allow you in turn to strengthen your capacity for innovation. Overall, this course will teach you how to read the complex social, political, and economic circumstances that govern all information technologies and their effective development and use for different kinds of users.

These are skills that you will find invaluable as an ITWS professional. The course is designed for ITWS majors, but should provide a fascinating experience for students enrolled in any major at RPI who have an interest in information technologies, the web, innovation or entrepreneurship. Come join us for this educational experience.

Required Texts

  • Lawrence Lessig, Code: Version 2.0 (Basic Books, 2006)
  • Other material accessible via the course website,

Lessig’s book should be available at the Rensselaer Union Bookstore. While we recommend purchasing a print copy (it’s easier and faster to read), the book can also be downloaded as a Creative Commons eBook at: (Consider this especially if you have an eBook reader.)

Intended Learning Outcomes

The objectives for this course are as follows.

  • Social analysis of IT and web based systems:By the end of the semester, demonstrate a basic but solid ability to analyze the social dimensions of information technology and web-based systems, both abstractly as well as in relation to a specific problem. This includes the ability to describe how social norms, institutions, and political and economic considerations influence information systems design, and how these aspects of our society can be transformed in turn through the systems we design. In the context of the team projects, all students should also be able to:

a)Perform relevant background research on a particular social issue or problem

b)Provide a written description of the social or historical background to a problem

c)Formulate a specific problem definition amenable to intervention using information technology and systems

d)Produce, write up, and present a preliminary design of a proposed solution that is reasonable in the context of our simulation

In addition, all students should have initial exposure to

a)Developing reasonable implementation plans

b)Developing coherent budgets for their proposed projects

c)Weighing, and coherently arguingabout or responding to arguments about the social dimensions of information systems and technology.

  • Knowledge & understanding of the social dimensions of IT:Develop a basic understanding of the social dimensions of information technology in a variety of different areas as specified in the readings list. Demonstrate a deeper and more subtle understanding of the social issues in at least one area or application.
  • Academic proficiency and professional development:Demonstrated progress in the basic technical proficiencies of higher education, including reading, writing, oral and visual presentation, teamwork, and seminar conversation. Solid evidence of engaged learning, including regular participation in a variety of (but not necessarily all) different situations, and positive efforts to contribute to the learning environment of the class as a whole.

Each of these different aspects are given roughly equal weight in the overall evaluation, although certain components maybe emphasized more in certain assignments, due to the nature of the assignment.

The Scenario

A new philanthropic foundation, IT FuturesFoundation,was established twelve years ago at the height of the .com boom. Although the public furor surrounding information technology has died down since the crash, this foundation continues to believe in the socially transformative effects of information technology and web based systems. Convinced that the latest wave of new information technologies (Internet, bioinformatics, social networking, ubiquitous computing, etc…) will radically alter our social fabric, the IT Futures Foundation is committed to examining the social implications of IT and intervening wherever it can to make a difference.

This foundation has put money behind its philosophy. Based on a $20 billion endowment provided by the late and great Dr. Alexander of the Cyberscapes Corporation, the Foundationhas decided this year to invest $500 million in new,socially progressive IT and web-based systems projects. The foundation will be issuing requests for proposalsfor dealing with difficult, real-world social problems, including those caused or exacerbated by advances in information technology. The foundation also hopes to sponsor a series of public debates on contemporary issues related to information technology, systems,and society.

Establishing an IT Venture

At the course’s outset, we will ask for six to eight volunteers to serve as the CEO of an IT startup. We hope to cull this down to exactly six teams by the end of the IT Jobs Fair(Friday, week 3).You are welcome to begin forming teams, and to draw your best friends into your team. However, keep in mind that you are dealing with the social dimensions of IT.A team made up of eight computer geeks is likely to crash and burn.Collectively, your team must have a diverse set of skills, which will ideally include:

a) A strong writer

b) Someone with a strong interest and background in the humanities and social sciences

c) Someone with debate experience

d) Someone with some non-profit or public service experience

A Note on Educational Philosophy & Pedagogic Method

While much of this course will be built around the notion of “social advocacy,” the course requires no personal commitment from you on this score. This is used primarily a teaching device (although the course is designed to also contribute to your ethical and professional development). In other words, the world of philanthropy and volunteer work offers a particularly “difficult nut to crack,” where one often faces social and economic constraints that are more extensive and severe than what one finds in the for-profit sector. This makes for some great “lesson opportunities.” The point is that if you master this environment, you will do well in others. While we personally hope that you emerge from this course with a renewed appreciation for the social and ethical dimensions of technology, we can assure you that many of the skills you acquire in this course will transfer to other kinds situations. Really.

Major Assignments

Team Projects

Team projects are built around the following exercises.

  • Proposals submitted in response to “biweekly” Request for Proposals (RFPs)
  • Two public debates
  • A final advocacy project

For details, see the IT & SOCIETY Course Manual.(

Required Readings

The required readings will be posted under Course Readings and Schedule at the course website
( readings must be completed before class on Tuesday (unless stated otherwise). The “required readings” are only part of the total reading load expected for this course. Expect that an equal amount of reading will take place in the context of your team projects, or independent readings you do to enrich your understanding of specific topics that interest you most.

Weekly Thought Pieces

Each week, you are required to submit a written piece that reflects your current thinking about the required reading, and any other readings, research, exercises and discussions that you came across during the past week. These are not formal essays. The evaluation will not be based primarily on the quality of your writing, but the quality of your ideas as measured according to the course objectives listed above. (Per the above objectives, gradual improvements to the quality of your writing will be considered in assigning the grade.) Here are some specifications:

  • Thought pieces should be typed, printed, and handed in during class.
  • Thought pieces should be between 300 and 500 words in length.
  • We may post a “suggested question” but you are welcome to write about anything related to the week’s topic.
  • You are welcome to use the thought pieces to explore an idea, rather than making a specific argument. (However, it’s a good idea to indicate that you’re doing this.)
  • The thought pieces must demonstrate, in whatever way, that you are doing the required readings.

Please type your papers up in double spaceif you wish specifically to receive feedback on your grammar and the other mechanics of writing. Please note that in this class, instructors will do so only to a limited extent (usually limited to the first paragraph).

The thought pieces will be evaluated based on the following scale:

  • Strong (A): A strong, original piece of writing that demonstrates some real subtlety in its social analysis and understanding of the subject matter. Strong evidence of reading above and beyond the required readings.
  • Solid (B): A solid piece of undergraduate writing that demonstrates clear understanding of the topic. Some evidence of reading and research beyond the required reading. Demonstrated attempt at social analysis as defined in the statement of learning objectives.
  • Qualified Pass (C): A thought piece that is deficient in one or more of the following respects, but is deemed acceptable for the purpose of the assignment:

a)Failure to go beyond the required reading

b)No serious attempt at an independent analysis of the readings and/or the topic at hand

c)Weak or incoherent writing

  • Not-Yet-Pass (D): A thought piece that has one or more of the above deficiencies, and is deemed insufficient for the purpose of the assignment.
  • Fail (F): Failure to engage seriously with the readings or the requirement to write up your thoughts.

Essays that receive a ‘qualified pass’ or ‘not-yet-pass’ may be resubmitted for up to two weeks after it was returned to you (exception: everything must be turned in by the last day of class). To be reevaluated, you must turn in both your original essay, with the instructor’s comments, and your revised essay.

Formal Essay / Position Papers (optional)

In lieu of a thought piece, you may, at your discretion, submit a longer formal essay, or “position paper” on a specific topic that you have researched in greater depth. This can be an opportunity for you to:

a)Get special recognition for doing the background research for an RFP, debate, or final topic

b)Write about a topic you are personally interested in, and have decided to read into in greater depth.

Another advantage of a position paper is that you do not have to turn it in during the week that you are discussing a particular topic. You may also turn in your essay / position paper in multiple drafts, in order to improve your grade.

Position paper and essays may be anywhere from 3 to 12 pages in length. They must be based on at least 4-5 substantial sources, with the majority of the sources being academic works. While you may develop an essay in any style, for those of you without extensive writing experience, we recommend the format of a “position paper,” where you take up a particular position on a specific social issue, and defend your position through the use of evidence. (However, keep in mind that a balanced argument may still be more convincing than a clearly one-sided argument.)

Position papers can be used to improve the weekly essay scores; details will be provided by your instructor.

Please Note: To keep from overloading the section instructors at the end of the semester, she or he will not be required to accept more than two position papers per week from the entire class during each of the final six weeks of class. Priority may be given to a revised draft. In other words, please do not put this off, or assume you can improve your grade at the end of the semester through this means.

Grading Criteria

Grades will be based on the following weights:

  • Thought Pieces25%
  • Class participation, discussion, general contributions to class25%
  • Team project: RFP/Debates (25%), Final Project (25%)50%

Criteria & modifiers:

  • Twelve (12) thought pieces are required. The average of the top six gradesyou receive will be used to determine your grade for the thought pieces. (Exception: each “F” or “D” received, unless you do more than 12 thought pieces, will replace the lowest of these six top thought pieces.)
  • All team project components are graded by your own section instructor.
  • An average of the top three RFP grades and the two debate grades (including debate prep) will be used to determine your team’s RFP/Debate grade. (The weekly scoreboard is for simulation purposes only.)
  • The grade for the final project is a weighted average of the different required components. (See Course Manual for specific weights. These weights may be modified by your section instructor.)
  • Your own team project grade will be based on individual assessments. Your grade may be modified by as much as +1 and -4 letter grades based on instructor evaluation, including his or her evaluationof the “self & team evaluation” forms and “CEO’s evaluation” submitted by your teammates at the end of the term. (The intent here isn’t to penalize, but to prevent free loaders in a way that is fair to everyone.)
  • Attendance is required. Everyone is allowed to miss two classes, one for any reason, and one for a valid academic, athletic, medical, or religious reason. Beyond this, you must make up any absences through negotiation with your instructor. Excessive absences, excused or unexcused, will result in a 1/3 grade penalty off of your final grade if it is not made up. (Excused absences simply guarantee that you are allowed to make up an absence. All assignments must still be completed as required.)
  • See “fine print” below for other details.

In addition, the instructors reserve the right to modify a grade based on the individual circumstances of each student.

The Fine Print

Attendance: Attendance is required. If you miss the equivalent of more than two classes (plenary+section), excused or unexcused, there will be a 1/3 letter grade penalty for each additional absence that is not made up through specific arrangements made with your section instructor. If you arrive late to class, do not sign the attendance sheet without the permission of one of the instructors. (Fraudulent signaturesare regarded as an act of academic dishonesty.) Please also be courteous to your section instructor. If you miss a scheduled meeting with your instructor without notifying her or him twenty-four hours in advance (use email), this will count as an absence of one section meeting.

Writing vs. Class Participation: While we believe participation can be demonstrated in different ways, in recognizing that some students have real difficulties speaking up in class, the section instructor, at his or her discretion, may grant individual students the right to submit additional written work, or place greater effort into the normal written assignments in lieu of class participation. Specific arrangements must be made with your section instructor early on in the semester.

ESL / LD Students: The requirements for this course will be adjusted to serve the needs and capabilities of ESL and LD students. Students who have difficulties reading or writing should feel free to notify their section instructor about their particular situation. In general, the guideline we use is to require at least four hours of reading per week. Likewise, ESL/LD student should expect to spend an average of two hours per week on their written assignments, exclusive of the team projects.