AT Deliverables

The question of the right to privacy must be one of the defining issues of our time.Salil Shetty

You are responsible for completing the following deliverables this semester.

Engagement

Success in this course will require you to do more than appear in class twice weekly and answer an occasional question. All of my students will be prepared to actively participate in our in-class discussions since that is a crucial way to take as much away from the course as possible. Please review the Engagement Rubric in the Engagement section of this site. Our conversations are ongoing, so you must engage your classmates with commentary, reaction, and/or analysis in class and online. Remember, conversation ” … is a form of interactive, spontaneous communication between two or more people …” generally, ” … written exchanges are usually not referred to as conversations.” The good news is that Teams will allow us to engage in synchronous or asynchronous written exchanges to stand in for conversations.

GenAI Journal

You will complete this deliverable by posting your journal entries to your Adobe Express GenAI Journal.

We will actively integrate GenAI platforms in the creative process of the course. Students will use Adobe Express to create a weekly journal, documenting their journey of using various GenAI tools. The GenAI Journal deliverable aims to enhance students’ understanding of AI technology, its potential in learning, and its practical application in different projects. The objectives of this deliverable include understanding the principles of GenAI and its applications, developing skills in Adobe Express for digital journaling and content creation, enhancing creativity and innovation through AI tools, and reflecting on the impact of AI on the creative process. The final deliverable will be a complete digital GenAI Journal compiled in Adobe Express, showcasing your journey and projects throughout the course. I will evaluate the depth of insight and understanding of GenAI’s role in the creative process, innovative use of GenAI platforms in journal entries and projects, effective use of Adobe Express for journaling, and regular updates and adherence to the submission schedule when assessing your Journals.

Prompt Engineering Exercise

You will complete this deliverable by posting prompt results to your Adobe Express GenAI Journal.

This deliverable will help students understand how to communicate with AI effectively, recognize the importance of clear and structured prompts, and reflect on the interaction between human input and AI output. The deliverable aims to develop skills in prompt engineering for AI interactions, specifically with ChatGPT. Students will craft prompts in various categories, engage with ChatGPT, and reflect on the process and outcomes. The journal will comprehensively record their learning journey in prompt engineering and AI interaction. This deliverable will enhance your understanding of AI communication and develop critical thinking and analytical skills. You will prepare the following prompts:

  • Persona Prompt
    • Objective: Create a prompt that describes a fictional character’s personality, background, and situation
    • Final Form: A detailed description of the persona
    • ChatGPT Response: Generate a story or dialogue involving the persona
    • Student Reflection: Evaluate the effectiveness of the description in guiding the AI’s response
  • Audience Persona Prompt
    • Objective: Develop a prompt that outlines a target audience’s characteristics for a hypothetical product or message
    • Final Form: Detailed audience persona (age, interests, needs, etc.)
    • ChatGPT Response: Suggest marketing strategies or messages tailored to the audience
    • Student Reflection: Assess how well the AI’s suggestions fit the audience persona
  • Question Refinement Prompt
    • Objective: Refine a broad or ambiguous question into a transparent, specific inquiry
    • Final Form: Original broad question and its refined version
    • ChatGPT Response: Answers to both the original and refined questions
    • Student Reflection: Compare the responses and discuss the impact of question refinement
  • Chain of Thought Prompt
    • Objective: Encourage the AI to display its reasoning process
    • Final Form: A complex question or problem that requires step-by-step reasoning
    • ChatGPT Response: Detailed explanation of the thought process and conclusion
    • Student Reflection: Analyze the AI’s reasoning and effectiveness in addressing the problem
  • Image Generation Prompt
    • Objective: Compose a prompt for image generation, demonstrating an understanding of descriptive language
    • Final Form: A vivid, detailed description of an image
    • ChatGPT Response: Generated image based on the description
    • Student Reflection: Reflect on the correlation between the description and the generated image

Students will submit their prompts, ChatGPT responses, and reflections in their GenAI Journal by the submission schedule. I will evaluate the clarity and creativity of the prompts, relevance, depth of the ChatGPT responses, insightfulness and thoughtfulness of the reflections, and overall presentation and organization of the GenAI Journal when assessing your  Journals.

Case Simulation

You will complete this deliverable by posting your memo to the appropriate channel in Teams.

We will complete two case simulations this semester. Links to the materials related to each case simulation are in the Schedule. Each case simulation requires two phases.

The first phase will require you to review materials in the text. You will also study a case that examines issues related to the simulation topic, focusing on facts, a statutory excerpt, and case law. Based on your knowledge of the particular area of law, you can compose a neutral memorandum (not to exceed 750 words) that outlines each legal issue with a short explanation of the applicable legal rules or doctrine. The sources of law for this memorandum are the text’s chapter on the area of law and any applicable statutory and case law. Your perspective is not that of an advocate. Instead, your analysis is as objective as possible in spotting any potential issues that could arise in the case and opine as to the likelihood of success on each point. You will complete this phase of the assignment individually. Be sure to carefully review the materials included in Writing on a Digital Platform and Writing and ResearchNever post a Word, Google Doc, or pdf.

During the second phase, you will prepare for an in-class Q & A discussion of the issues presented by the materials included in the first phase. You will be assigned to a team that will advocate for one side or the other during the discussion.

I will evaluate the following factors when I assess your contributions to the simulations:
  • Phase 1: Assessment will be based on the clarity of your writing, spelling and grammar, document appearance and satisfaction of form requirements, articulation of all potential issues presented, and the quality and depth of analysis. You will complete Phase 1 individually. Your issues memorandum should reflect a thoughtful, substantive, and well-reasoned summary and
  • Phase 2: Assessment will be based on your mastery of the issues under consideration, contribution to the preparatory work of your team, and participation in the give and take of the in-class discussion.

AT Project

You will complete this deliverable by developing your AT Project using Adobe Express, Adobe Portfolio, and your Teams Project channel.

The project aims to develop an in-depth understanding of information privacy by creating a collaborative multimedia project focusing on legal, ethical, and various interdisciplinary perspectives.

Much of your work in this course will be as part of a small project team. Teams will be formed based on a mix of interests and skills. Your work on that project team will focus on developing an analysis that examines the implications of an area of information privacy. Of course, I expect you will address the ethical issues that arise. Each team will develop and report their AT Project using Adobe Express to create the digital artifacts incorporated into your AT Project. You will use Adobe Portfolio to build your AT Project over the semester progressively. Each team must use its Teams project channel for all brainstorming, communication, file sharing, etc., related to the AT Project. Each team will be responsible for preparing and posting progress and content updates to their project channel in Teams as described in the schedule. Teams will provide full transparency as the project development process progresses. In other words, everyone involved in the course with access to our Teams workspace will have the opportunity to review and comment on the progress of each team’s project.

You will join a project team that will be responsible for the management of all aspects of the development of your AT Project:
  • Your AT Project will feature a multimedia production documentary in which a storyteller (your team) combines photos, videos, and audio with interviews, narration, text, and graphics to deliver a message, invoke an emotional response, and suggest action. You are encouraged to include diverse perspectives, especially from those significantly impacted by information privacy issues.
  • Your AT Project will examine not just the legal aspects of information privacy but also the cultural, economic, ethical, personal, political, social, and regulatory perspectives, present and future, of the area you have chosen. You will develop these sections as the semester progresses. The calendar and course schedule will guide submission dates and deadlines.
  • Prepare and share your analysis using Adobe Express to develop project-specific artifacts and Adobe Portfolio to share your AT Project. This allows your classmates to prepare thoroughly for our AT Project discussions.
  • Relate AT Projects to current information privacy issues.
  • Active participation in the scheduled discussion of all AT Projects.

You will use your AT Project channel to collaborate with your team and memorialize your discussions and supporting materials, including, for example, web sources, documents, and multimedia content for each case. Be sure to carefully review the materials included in Writing on a Digital Platform and Writing and Research.

Your AT Project will include, but not be limited to, the following sections (submission deadlines in the Schedule):

Phase 1 | Preliminary Evaluation (post to AT Project channel)
  • Identify and briefly discuss two different areas of information privacy and
  • Outline key issues and adjacent domains for each area and
  • Submit a report (500-word maximum) per area to your AT Project channel
  • Assessment will be based on clarity, relevance, and depth of preliminary analysis
  • Approval of one of your AT Project areas of focus will be posted to your project channel
Phase 2 | Status Report and Updates (post to AT Project channel)
  • Provide a progress assessment of your AT Project and
  • Include challenges faced and how they were addressed
Phase 3 | Final AT Project (post to AT Project channel)
The AT Project must incorporate, but not be limited to:
  • A multimedia documentary that incorporates a diverse range of perspectives and disciplines and includes
  • An executive summary and
  • An introduction to the documentary and
  • A description including a review of the domain being evaluated that describes the nature and scope of your project, an in-depth review including the significance of each domain, the developing trends related to those domains, the stakeholders, industries, and markets impacted, the opportunities for innovation that have or might arise and
  • Emphasize ethical implications in your analysis and
  • Recommendations for changes to the information privacy legal and regulatory environment and
  • A conclusion that includes your strategy for leveraging your personal and professional learnings and discusses the significance of the same and
  • A source list with hyperlinks to all references and
Phase 4 | AT Project Discussions
All teams will facilitate and participate in an integrated discussion of the AT Projects during our Week 16 class meetings. Each AT Project Team will select a Team Lead for each Monday and Wednesday sessions; the Teams Leads will facilitate an integrated discussion of the AT Projects in their respective sessions. Assessment will be based on the requirements described in Writing and Research and Writing on a Digital Platform. I will also evaluate the depth of content, interdisciplinary approach, ethical considerations, and multimedia integration, as well as your individual contributions to your team, level of engagement, clarity of writing, spelling and grammar, appearance and satisfaction of form requirements, articulation of all potential issues presented, and quality and depth of analysis.

Grading

The following weights will be assigned to each component of your final grade:

AT Schedule

Privacy is an inherent human right and a requirement for maintaining the human condition with dignity and respect. ― BRUCE SCHNEIER

Before Week 1 (before January 14th)

You will complete this deliverable by visiting the Before We Begin section of ShannonWeb. These deliverables must be completed even if you join the course after the first day of class.

Course Resources: Information Privacy

Familiarize yourself with the following so that you can use these sources throughout the course
US Constitution: Penumbra of Rights

Cases and Materials

Week 1, Class 1

Before Class (Monday):
During Class (Monday):
  • Introduction to the course
  • Review current events

Week 2, Classes 2 & 3

Before Class (Monday):
Read/Watch the following in sufficient depth that you can participate in an informed discussion, and you can use these sources throughout the course
During Class (Monday):
  • Overview of Generative AI, Prompt Engineering, Ethics, and Use of Generative AI
Before Class (Wednesday):
During Class (Wednesday):

Week 3, Classes 4 & 5

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
During Class
  • Discuss
  • Review current events
Deliverable(s):
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 11p. Describe your understanding of GenAI and your expectations of its use in the course, including some detail about the GenAI platforms you might use each week, e.g., DALL-E for image generation and GPT-3 for text creation

Week 4, Classes 6 & 7

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Information Gathering
    • Nader v. General Motors Corp., 255 N.E.2d 765 (N.Y. Ct. App. 1970) (CB81)
    • Dietemann v. Time, Inc., 449 F.2d 245 (9th Cir. 1971) (CB86)
    • Desnick v. American Broadcasting Co., Inc., 44 F.3d 1345 (7th Cir. 1995)(CB88)
    • Shulman v. Group W Productions, Inc., 955 P.2d 469 (Cal. 1998) (CB93)
  • Disclosure of Truthful Information
    • Gill v. Hearst Publishing Co., 253 P.2d 441 (Cal. 1953) (CB105)
    • Daily Times Democrat v. Graham, 162 So. 2d 474 (Ala. 1964) (CB109)
    • Sipple v. Chronicle Publishing Co., 201 Cal. Rptr. 665 (Cal. Ct. App. 1984) (CB115)
    • Shulman v. Group W Productions, Inc., 955 P.2d 469 (Cal. 1998) (CB125)
    • Bonome v. Kaysen, 17 Mass. L. Rptr. 695 (Mass. Supp. 2004) (CB128)
    • Cox Broadcasting Corp. v. Cohn, 420 U.S. 469 (1975) (CB136)
    • The Florida Star v. B.J.F., 491 U.S. 524 (1989) (CB142)
    • Bartnicki v. Vopper, 532 U.S. 514 (2001) (CB152)
During Class
  • Discuss
  • Review current events
Deliverable(s):

Week 5, Classes 8 & 9

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Dissemination of False Information
    • Zeran v. America Online, Inc., 129 F.3d 327 (4th Cir. 1997) (CB169)
    • New York Times Co. v. Sullivan, 376 U.S. 254 (1964) (CB176)
    • Gertz v. Robert Welch, Inc., 418 U.S. 323 (1974) (CB176)
    • Time, Inc. v. Hill, 385 U.S. 374 (1967) (CB187)
  • Appropriation of Name or Likeness
    • Carson v. Here’s Johnny Portable Toilets, Inc., 698 F.2d 831 (6th Cir. 1983) (CB195)
    • Raymen v. United Senior Association, Inc., 409 F. Supp. 2d 15 (D.D.C. 2006) (CB202)
    • Finger v. Omni Publications International, Ltd., 566 N.E.2d 141 (N.Y. Ct. App. 1990) (CB05)
    • Zacchini v. Scripps-Howard Broadcasting Co., 433 U.S. 562 (1977) (CB207)
    • De Havilland v. FX Networks, LLC, 21 Cal.App.5th 845 (Cal. App. 2018) (CB210)
During Class
  • Discuss
  • Review current events
Deliverable(s)
  • Case Simulation #1 Materials Available Before Sunday at 1p
  • Case Simulation #1, Phase 1 Memo Due Before Thursday at 11p; Submit Using Teams DM

Week 6, Classes 10 & 11

During Class
Case Simulation #1
  • Monday: Phase 1, discuss case simulation memos
  • Wednesday: Phase 2, team Q&A
Deliverable(s)
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 11p. Describe the GenAI platforms used this week; describe how you incorporated them into your projects or creative processes; discuss any challenges you faced and addressed them; and reflect on how using GenAI impacted your creativity and workflow.

Week 7, Classes 12 & 13

Review the following in sufficient depth that you can participate in an informed discussion
  • Privacy Protections for Anonymity and Receipt of Ideas
    • Talley v. State of California, 362 U.S. 60 (1960) (CB216)
    • McIntyre v. Ohio Elections Commission, 514 U.S. 334 (1995) (CB217)
    • Doe v. Cahill, 884 A.2d 451 (Del. 2005) (CB221)
    • Stanley v. Georgia, 394 U.S. 557 (1969) (CB228)
During Class
  • Discuss
  • Review current events
Deliverable(s)
  • AT Project Status Report Due Before Monday at 1:12a
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 11p. Describe the GenAI platforms used this week; describe how you incorporated these platforms into your projects or creative processes; discuss any challenges faced and how you addressed them; and reflect on how using GenAI impacted your creativity and workflow

Week 8, No Classes | Spring Break

Week 9, Classes 14 & 15

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • The U.S. System Of Consumer Data Privacy Regulation
    • Pineda v. Williams-Sonoma Stores, 246 P.3d 162 (Cal. 2011) (CB689)
    • Spokeo, inc. v. Robins, 136 S.Ct. 1540 (2016) (CB698)
    • Trans Union LLC v. Ramirez, 141 S. Ct. 2190 (2021) (CB702)
  • Tort Law
    • Dwyer v. American Express Co., 652 N.E.2d 1351 (Ill. App. 1995) (CB710)
    • Remsburg v. Docusearch, Inc., 816 A.2d 1001 (N.H. 2003) (CB716)
  • Contract Law
    • Opting In, Opting Out, or No Options at All: The Fight for Control of Personal Information, Jeff Sovern, 74 Wash. L. Rev. 1033 (1999) (CB722)
    • In re Northwest Airlines Privacy Litigation, 2004 WL 1278459 (D. Minn. 2004) (not reported in F. Supp. 2d) (CB725)
    • In re Marriott International, Inc. Customer Data Security Breach Litigation, 440 F. Supp. 3d 447 (D. Md. 2020) (CB728)
During Class
  • Discuss
  • Review current events
Deliverable(s)
  • Case Simulation #2 Materials Available Before Sunday at 1p
  • Case Simulation #2, Phase 1 Memo Due Before Thursday at 11p; Submit Using Teams DM

Week 10, Classes 16 & 17

During Class
Case Simulation #2
  • Monday: Phase 1, discuss case simulation memos
  • Wednesday: Phase 2, team Q&A
Deliverable(s)
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 11p. Describe the GenAI platforms used this week; describe how you incorporated them into your projects or creative processes; discuss any challenges you faced and addressed them; and reflect on how using GenAI impacted your creativity and workflow.

Week 11, Classes 18 & 19

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • FTC §5 Enforcement
    • In The Matter Of Sears Holdings Management Corp., 2009 WL 2979770 (FTC Aug. 31, 2009) (CB749)
    • United States V. Easy Health Care Corporation, Case No. 1:23-cv-3107 (N.D. Ill. 2023) (CB756)
    • In The Matter Of Facebook. Inc., 2012 WL 3518628 (FTC July 27, 2012) (2012) (CB762)
    • In The Matter Of Facebook. Inc., No. C-4365 (July 24, 2019) (2019) (CB784)
  • Federal Statutory Regulation
    • In re: Nickelodeon Consumer Privacy Litigation, 827 F.3d 262 (3d Cir. 2016) (CB787)
    • United States v. Path, Inc., 2012 WL 7006381 (N.D. Cal. 2012) (CB801)
    • FTC and New York v. Google and YouTube, Case No 1:19-cv-2642 (D.C. D. Sept. 4, 2019) (CB808)
    • In Re Facebook, Inc. Internet Tracking Litigation, 956 F.3d 589 (9th Cir. 2020) (CB808)
    • Dyer v. Northwest Airlines Corp., 334 F. Supp. 2d 1196 (D.N.D. 2004) (CB819)
    • Creative Computing v. Getloaded.com LLC, 386 F.3d 930 (9th Cir. 2004) (CB822)
    • United States v. Drew, 259 F.R.D. 449 (C.D. Cal. 2009) (CB825)
    • Stoops v. Wells Fargo Bank, 197 F. Supp.3d 782 (W.D. Pa. 2016) (CB836)
During Class
  • Discuss
  • Review current events

Deliverable(s)

  • AT Project Status Update Due Before Sunday at 3:49p

Week 12, Class 20

Monday: No Class, Easter Monday

Before Class (Wednesday)
Review the following in sufficient depth that you can participate in an informed discussion
  • State Statutory Regulation
    • Stacy Rosenbach v. Six Flags Entertainment Corporation, 129 N.E.3d 1197 (Ill. 2019) (CB856)
  • Regulating Algorithms and AI
  • First Amendment Limitations on Privacy Regulation
    • Rowan v. United States Post Office Department, 397 U.S. 728 (1970) (CB877)
    • Mainstream Marketing Services, Inc. v. Federal Trade Commission, 358 F.3d 1228 (10th Cir. 2004) (CB878)
    • U.S. West, Inc. v. Federal Communications Commission, 182 F.3d 1224 (10th Cir. 1999) (CB881)
    • Trans Union Corp. v. Federal Trade Commission, 245 F.3d 809 (D.C. Cir. 2001) (CB887)
    • Sorrell v. IMS Health, Inc., 131 S. Ct. 2653 (2011) (CB889)
    • Barr v. American Association of Political Consultants, Inc., 140 S. Ct. 2335 (2020) (CB896)
During Class (Wednesday)
  • Discuss
  • Review current events
Deliverable(s)
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 11p. Describe the GenAI platforms used this week; describe how you incorporated them into your projects or creative processes; discuss any challenges you faced and addressed them; and reflect on how using GenAI impacted your creativity and workflow.

Week 13, Classes 21 & 22

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Workplace Searches
    • O’Connor v. Ortega, 480 U.S. 709 (1987) (CB989)
    • K-Mart Corp. v. Trotti, 677 S.W.2d 632 (Tex. Ct. App. 1984) (CB996)
  • Workplace Surveillance
    • Thompson v. Johnson County Community College, 930 F. Supp. 501 (D. Kan. 1996) (CB997)
  • Workplace Drug Testing
    • National Treasury Employees Union v. Von Raab, 489 U.S. 656 (1989) (CB1001)
    • Chandler v. Miller, 520 U.S. 305 (1997) (CB1004)
    • Borse v. Piece Goods Shop, 963 F.2d 611 (3d Cir. 1992) (CB1006)
  • The Issue Of Consent
    • Baggs v. Eagle-Picher Industries, Inc., 750 F. Supp. 264 (W.D. Mich. 1990) (CB1010)
During Class
  • Discuss
  • Review current events

Week 14, Classes 23 & 24

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Testing, Questionnaires, And Polygraphs
    • Greenawalt v. Indiana Department of Corrections, 397 F.3d 587 (7th Cir. 2005) (CB1016)
    • National Aeronautics and Space Administration v. Nelson, 562 U.S. 134 (2011) (CB1017)
  • Telephone Monitoring
    • Watkins v. L.M. Berry & Co., 704 F.2d 577 (11th Cir. 1983) (CB1028)
    • Deal v. Spears, 980 F.2d 1153 (8th Cir. 1992) (CB1031)
  • Computer Monitoring And Searches
    • Smyth v. Pillsbury Co., 914 F. Supp. 97 (E.D. Pa. 1996) (CB1034)
    • Leventhal v. Knapek, 266 F.3d 64 (2d Cir. 2001) (CB1040)
    • United States v. Ziegler, 474 F.3d 1184 (9th Cir. 2007) (CB1048)
  • Automation And AI in Employment
During Class
  • Discuss
  • Review current events
Deliverable(s)
  • Final AT Projects due before Sunday at 4:47a
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 11p. Describe the GenAI platforms used this week; describe how you incorporated them into your projects or creative processes; discuss any challenges you faced and addressed them; and reflect on how using GenAI impacted your creativity and workflow.

Week 15, Classes 25 & 26

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • OECD Privacy Guidelines
  • The 1980 Original Guidelines (CB1058)
  • The 2013 OECD Privacy Guidelines (CB1060)
  • Privacy Protection In Europe
    • Divergence Or Convergence? (CB1061)
      • James Q. Whitman, The Two Western Cultures of Privacy: Dignity Versus Liberty, 113 Yale L.J. 1151 (2004) (CB1061)
      • Paul M. Schwartz & Karl-Nikolaus Peifer, Transatlantic Data Privacy Law, 106 Georgetown L.J. 115 (2017) (CB 1063)
  • European And EU Institutions And Laws (CB1066)
  • European Convention On Human Rights, Article 8 (CB1069)
  • European Union Data Protection(CB1080)
    • Google Spain SL, Google Inc. v. Agencia Española de Protección de Datos (AEPD), Mario Costeja González, European Court of Justice, Case C-131/12 (May 13, 2014) (CB1096)
    • UI v. Österreichische Post AG, CJEU (Third Chamber), Case C-300/21 (May 4, 2023)
  • Cross-Border Data Transfers (CB1109)
    • Volkswagen, A.G. v. Valdez, 909 S.W.2d 900 (Tex. 1995)
    • Schrems v. Data Protection Commissioner (Joined by Digital Rights Ireland) [Schrems I], European Court of Justice, Case C-362/14 (6 October 2015) (CB1117)
    • Data Protection Commissioner v. Facebook Ireland Ltd, and Maximillian Schrems[Schrems II], CJEU, Case C-311/18 (July 16, 2020) (Grand Chamber) (CB1124)
  • Privacy Protection Worldwide
During Class
  • Discuss
  • Review current events
Deliverable(s)
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 11p. Describe the GenAI platforms used this week; describe how you incorporated them into your projects or creative processes; discuss any challenges you faced and addressed them; and reflect on how using GenAI impacted your creativity and workflow.

Week 16, Classes 27 & 28

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • AT Portfolio Projects Discussions
During Class
  • Each AT Project Team will select a Monday and Wednesday session Team Lead; the Teams Leads will facilitate their respective discussion sessions on Information Privacy.
  • Review current events

Week 17, Class 29

Course Wrap

Deliverables

Reading

You will have reading deliverables for each class meeting … they must be completed before you arrive for class. If you are not prepared for class it will be very difficult, if not impossible, for you to engage effectively in our class. If you consistently do not engage effectively in class discussions it will have a negative impact on your performance and, therefore, my assessment of your performance. Your success in our course will require you to actively participate in the discussions that we conduct in person and in the cloud. The difference between engagement in a F2F and an online course is really about the platform.

Writing on a Digital Platform

Many of you may be unfamiliar with writing in a digital platform. Since this may be the first time that you will work in a digital platform I suggest that you review Professor Gerald Lucas’ essay, Writing Top Ten, as a starting point. If you are unfamiliar with the appropriate way to source your digital writing, and most of you will be, please review his discussion of Digital Citation for additional guidance on citation when using a digital platform. Since the correct use of hyperlinks will be important to your success in our course discussions I recommend that you consider his advice on using links in your digital writing.

When you use digital platforms to support your submissions you must incorporate multimedia (audio, video and images) in all of your writing deliverables. It is important for you to transition from thinking in terms of text on paper to a text+ environment. As Bo Ren suggests in his essay Why I Believe in Text,

“The future of text is going to be text+ (text + multimedia e.g. photos, videos, gifs, podcasts etc). … readers and users want text+ for a faster, more immersive, gratifying consumption experience. Multimedia stories are the future of text.”

If you have never used Teams before, visit the Microsoft Teams for Education – Quick Start Guide and video training for Teams.

Writing and Research

Many of your course deliverables will involve research and writing. Those assignments will also require that you meet both content and form requirements. I describe the requirements of each deliverable in terms of minimums to provide you with the opportunity to exceed those minimums. Most deliverables involve the use of digital platforms to deliver the content you have developed.

The content requirements are straightforward. You must provide a thoughtful, substantive and well-reasoned submission that draws upon the course readings and materials and that details your perspective and analysis of the implications of the issues raised in the question(s) posed. It is also important that you address the ethics issues raised by the assignment. You must also include sources sufficient to support all aspects of your submission.

The content requirements represent a significant expectation of performance. I may set a minimum requirement for the number of sources used in your submissions. I expect that your sources will be sufficient, both in quality and number, to support the breadth of analysis that I have described above.

The form requirements are equally straightforward. These form requirements are generally described in terms of a minimum word count and the use of live, in-text hyperlinks in lieu of footnotes/endnotes (please see Writing on a Digital Platform above). When you use digital platforms to support your submissions you must incorporate multimedia (audio, video and images) in all of your writing deliverables.

My assessment of your submission will be based upon the extent to which you meet the minimum requirements as to content and form required by that particular deliverable. You can improve your prospects for a strong outcome by exceeding the minimum requirements of the deliverable, i.e., expanding the scope of your content and analysis of the question posed, including addressing potential ethics issues, broadening the scope of the sources used to support that content and analysis, and meeting the form requirements outlined above.

It is important to remember, though, that if you simply meet the minimum requirements the result will be an average grade.

Writing deliverables will be completed using a digital platform unless otherwise specified. Please see your course syllabus for the specific assignment requirements.

Do not post a Word document, pdf or Google doc unless the deliverable specifically requires it.

Connectivity

When taking a quiz or exam, please be certain that your broadband connection is reliable and stable. My students in past semesters have occasionally experienced connectivity issues. In the past, this type of connectivity problem arises as a result of an interruption in your connection (a hiccup in your broadband connection) to Blackboard or where the test has opened in a new tab or window. When that happens your connection times out in the first tab/window while you are working in the second. That has the same effect as the first possible cause … your connection to Bb is interrupted. Your quiz/exam stays active in the second tab/window but stops recording questions because the connection was interrupted due to the timeout in the first tab/window. Your best option is to be sure that your browser opens the quiz/exam in the same tab/window where you originally logged into Blackboard.

Most frequently connectivity issues arise when using Wi-FI particularly when using a public Wi-Fi hotspot. It is best if you avoid public Wi-Fi hotspots when taking a quiz/exam. Be certain that your Wi-Fi connection is strong and stable. I suggest, if possible, that you connect your computer directly to your Internet source (router) via an Ethernet cable. This should assure that you have a stable connection while completing the course assignments.

If your connection is interrupted, I suggest that you exit Bb, login again, try to reenter the same quiz/exam attempt and finish the quiz/exam.

Assessment

This information is related to my undergraduate courses. I suggest you review it carefully before your course begins.

Performance

I describe my expectations for your performance in my classes in the Deliverables and Engagement pages of this section. If you have not reviewed them yet, please take a moment and review them before proceeding with this section.

I have very high expectations for performance for my students. I expect that you will bring your best efforts to all of your interactions with your classmates, our course and with me. I presume that you are attending college, and our course, because you are interested in your future success.

You are constructing the platform on which you will build your professional, and personal, lives. That should be sufficient incentive to encourage you to invest in the learning environment we are developing, and those involved in that learning environment, to the fullest extent possible.

Please approach this experience accordingly.

Deliverables

All of my deliverables have hard deadlines. If you miss a deadline you will receive no credit for that assignment. The excuse of “my dog ate my homework” or its 21st century equivalent “my computer crashed” are not acceptable. “I forgot” or “I didn’t calendar the deliverable” or “I didn’t set a reminder” or “I had other assignments due” do not work for me … nor will they work for you.

It is important that you provide your analysis of the issues presented by any deliverable … whether that is a discussion board, journal post, blog comment or POV. Simply regurgitating the content of the question or article is not acceptable … think back to your first book report in elementary school … since I already know what happened in the book you do not really need to tell me again. It is infinitely more important that you demonstrate your understanding of the issues presented and their relevance in context.

My assessment of your submissions will also be based upon the extent to which you meet the minimum requirements of the deliverable. Most deliverables will be described with minimum word and source counts. Page counts are irrelevant when working in digital platforms so the minimum word and source counts will provide you with an expectation framework. You can improve your prospects for a strong outcome by exceeding the minimum requirements of the assignment. And remember that simply meeting the minimum requirements will result in an average grade.

OMG … Technophobia!!!

PLEASE do not tell me that you “are not a technology person” … we are clearly past the point where a lack of familiarity with technology is a good idea or at all acceptable. Since Fear of Technology
we rely on these devices and platforms you should be certain that your mobile device is connected to your SHU email and calendar accounts as well as Teams.

This site and Blackboard are not optimized to play well with Internet Explorer. I suggest that you use either Firefox or Safari as your browser.

That said, mine are not IT courses … they are courses that examine different areas of law. It happens that we will use a variety of different technology platforms to support our work … much the same as you will in your personal and professional lives.

I may be able to assist you with a hardware or software issue. However, it is your responsibility to be sure that both are in good working order. Be certain that your computer’s operating system, browser(s) and the variety of installed software is up-to-date,  If something isn’t working … get it fixed  … in a timely manner. That’s why we have PC Support Services and a Help Desk.

You are responsible for “figuring it out” when it comes to the “how to” aspects of a project. If you don’t know how to do something … “Google it!” … or, of you don’t want to be tracked use Duck Duck Go for search.

In fact, many of my past students have told me that mastering the art of “figuring it out” was both an unexpected and beneficial experience and a critical learning outcome in my courses.

Grading

Remember, as I noted above, that I have very high expectations for performance for my students. I expect that you will bring your best efforts to all of your interactions with your classmates, our course and with me. That will require you to do your best work in our course.

Engagement, i.e., attendance and participation during our course meetings is required. If you do not engage in the course it will have a negative impact on your grade results.

As I note in the Deliverables page, my assessment of your submissions will be based upon the extent to which you meet the deliverable’s minimum requirements as to content and form. You can improve your prospects for a strong outcome by exceeding the minimum requirements for that deliverable, i.e., expanding the scope of your content and analysis, including addressing potential ethics issues, of the question posed,  broadening the scope of the sources used to support that content and analysis, and meeting the form requirements outlined above.

It is important to remember, though, that if you simply meet the minimum requirements the result will be an average grade.

If you fail to participate at all, or do not meet the deliverable’s deadline, you will receive zero points and a grade of “F” for that deliverable. If you only partially meet the deliverable’s requirements you will earn a maximum grade of “D”. If you meet the deliverable’s requirements your submission will be evaluated and assigned a grade subject to the Grade Ranges described below.

I generally do not accept late submissions for credit unless you have experienced a real emergency. I will consider your reasons for missing a deadline if you submit them for my consideration in a timely manner via a Teams DM. That said, a real emergency does not arise if you miss the assignment or deadline because you did not calendar it, or you experienced a conflict that was avoidable or you simply forgot the deadline.

Grade Ranges

This table describes the range of points assigned to a particular grade.

A 95% – 100% C+

77% – 79.9%

A-

90% – 94.9% C

73% – 76.9%

B+

87% – 89.9% C- 70% – 72.9%

B

83% – 86.9% D+

65% – 69.9%

B- 80% – 83.9% D

60% – 64.9%

F

< 59.9%

LFB: Schedule

Before Week 1 (Due January 14th)

Complete this deliverable by visiting the Before We Begin page at ShannonWeb. These deliverables must be completed even if you join the course after the first day of class.

Module 1: Introduction To The Legal Environment

Week 1, Class 1

Before Class (Monday):
During Class (Monday):
  • Introduction to the course
  • Review current events

Week 2, Classes 2 & 3

Before Class (Monday):

During Class (Monday):

  • Overview of Generative AI, Prompt Engineering, Ethics, and Use of Generative AI

Before Class (Wednesday):

During Class (Wednesday):

Deliverable(s):

Week 3, Classes 4 & 5

Before Class:
During Class:
Deliverable(s):
  • Continue development of your Success Plan and Ideas Essay
  • GenAI Journal: Prepare and post a narrative describing your understanding of GenAI and your expectations of its use in the course, including some detail about the GenAI platforms you might use each week, e.g., DALL-E for image generation and GPT-3 for text creation

Week 4, Classes 6 & 7

Before Class:
During Class:
Deliverable(s):

 Week 5, Classes 8 & 9

Before Class:
During Class:
Deliverable(s):
  • Ideas Essay due Tuesday no later than 11:53p
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 9p. Describe the GenAI platforms used this week; describe how you incorporated these platforms into your projects or creative processes; discuss any challenges faced and how you addressed them; and reflect on how using GenAI impacted your creativity and workflow
  • TID #1 is available on Saturday at 1p

Week 6, Classes 10 & 11

Before Class:
During Class:
Deliverable(s):
  • TID #1 Initial Response due on Wednesday no later than 11p

Module 2: Contracts

Week 7, Class 12 & 13

Before Class:
During Class:
Deliverable(s):
  • TID #1 Critique due no later than Wednesday at 11p
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 9p. Describe the GenAI platforms used this week; describe how you incorporated these platforms into your projects or creative processes; discuss any challenges faced and how you addressed them; and reflect on how using GenAI impacted your creativity and workflow

Week 8, Spring Break | No Classes

Week 9, Classes 14 & 15

Before Class:
During Class (Wednesday):
Deliverable(s):
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 9p. Describe the GenAI platforms used this week; describe how you incorporated these platforms into your projects or creative processes; discuss any challenges faced and how you addressed them; and reflect on how using GenAI impacted your creativity and workflow
  • TID #2 is available on Saturday at 1p

Week 10, Classes 16 & 17

Before Class:
During Class:
Deliverable(s):
  • TID #2 Initial Response due on Wednesday no later than 11p

Week 11, Classes 18 & 19

Before Class:
During Class:
Deliverable(s):
  • TID #2 Critique due no later than Wednesday at 11p

Week 12, Class 20

Monday: No Class, Easter Monday
Before Class (Wednesday):
  • Read and prepare the cases and materials in Chapter 12, Performance and Discharge, and Chapter 13, Remedies for Breach of Contract
  • Watch the videos on Contract Law
During Class (Wednesday):
Deliverable(s):
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 9p. Describe the GenAI platforms used this week; describe how you incorporated these platforms into your projects or creative processes; discuss any challenges faced and how you addressed them; and reflect on how using GenAI impacted your creativity and workflow

Module 3: Business Associations

Week 13, Classes 21 & 22

Before Class:
During Class:
Deliverable(s):
  • TID #3 is available on Sunday at 1p

Week 14, Classes 23 & 24

Before Class (Monday):
During Class (Monday):
Deliverable(s):
  • TID #3 Initial Response due on Wednesday no later than 11p
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 9p. Describe the GenAI platforms used this week; describe how you incorporated these platforms into your projects or creative processes; discuss any challenges faced and how you addressed them; and reflect on how using GenAI impacted your creativity and workflow

Module 4: Regulatory Environment

Week 15, Classes 25 & 26

Before Class:
During Class:
Deliverable(s):
  • TID #3 Critique due no later than Wednesday at 11p
  • GenAI Journal: Summarize your journey, key learnings, and perspectives on the future of GenAI in creative fields in your Final Reflection on your GenAI experience

Week 16, Classes 27 & 28

Before Class:
During Class:
Deliverable(s):

Week 17, Class 29

Deliverable(s):
  • Discuss the Final Exam. The final exam will be a writing assignment requiring each student to define, interpret, and analyze a topic or topics related to the course materials. Details TBA

Do You Offer Extra Credit?

I do not offer extra credit in my courses. If you are diligent during the semester, meet and complete the requirements all of the Deliverables as required in a timely manner there should be no need for extra credit. Please visit the Grading section of the Assessment page of my Course Polices for additional information.