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:

Some Ideas

Be curious. Read widely. Try new things. I think a lot of what people call intelligence just boils down to curiosity.AARON SWARTZ

 

Work. Write. Read. Write some more. Read some more. Keep putting words on the page or screen, because that’s the only way you’ll get better.S.J. WATSON

 

The future is already here — it’s just not very evenly distributed.WILLIAM GIBSON

 

Everything that can be digitized will be digitized.KARA SWISHER

 

This is the 21st century. It’s not OK for politicians not to understand the internet anymore.AARON SWARTZ

 

Today is only one day in all the days that will ever be. But what will happen in all the other days that ever come can depend on what you do today.ERNEST HEMINGWAY

 

There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things. For the reformer has enemies in all those who profit by the old order, and only lukewarm defenders in all those who would profit by the new order, this lukewarmness arising partly from fear of their adversaries … and partly from the incredulity of mankind, who do not truly believe in anything new until they have had actual experience of it.NICCOLO MACHIAVELLI

 

We only have one chance to get AI right… we are in real trouble if we miss.JEVON MITCHELL-HAYWOOD

 

When you invent the ship, you also invent the shipwreck; when you invent the plane you also invent the plane crash; and when you invent electricity, you invent electrocution… Every technology carries its own negativity, which is invented at the same time as technical progress.PAUL VIRILIO

 

We are surrounded by the wondrous effects of machines and are encouraged to ignore the ideas embedded in them. Once a technology is admitted it plays out its hand; it does what it is designed to do. Our task is to understand what that design is—that is to say, when we admit a new technology to the culture, we must do so with our eyes wide open.NEIL POSTMANTECHNOPOLY

 

You’re only given a little spark of madness. You mustn’t lose it.ROBIN WILLIAMS

 

Creativity is relational. Its practice is most about casting widely and connecting disparate dots of existing knowledge in new, meaningful ways. To be creative, you’ve got to mine knowledge. You have to know your dots.BRUCE NUSSBAUM

 

Those not ready to change will wake up one day to find themselves wonderfully prepared to live in a world that doesn’t exist.ZIG ZIGLAR

 

It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is most adaptable to change.CHARLES DARWIN

 

Arguing that you don’t care about the right to privacy because you have nothing to hide is no different than saying you don’t care about free speech because you have nothing to say.EDWARD SNOWDEN

 

Privacy is not something that I’m merely entitled to, it’s an absolute prerequisite.MARLON BRANDO

 

You invade my privacy, it’s nothing. I try to get it back, it’s a crime. You’ll never understand… it’s not that I have nothing to hide… I have nothing I want you to see. – THE GIRL, ANON

 

Labor is prior to and independent of capital. Capital is only the fruit of labor, and could never have existed if labor had not first existed. Labor is the superior of capital, and deserves much the higher consideration.ABRAHAM LINCOLN

 

Be a nuisance where it counts. Do your part to inform and stimulate the public to join your action. Be depressed, discouraged and disappointed at failure and the disheartening effects of ignorance, greed, corruption and bad politics… but never give up.MARJORIE STONEMAN DOUGLAS

 

First they ignore you. Then they ridicule you. Then they fight you. Then you win.MAHATMA GANDHI

 

The most common way people give up their power is by thinking they don’t have any.ALICE WATERS

 

Falsehood flies, and the truth comes limping after it.JONATHAN SWIFT

 

The legitimate object of government, is to do for a community of people, whatever they need to have done, but can not do, at all, or can not, so well do, for themselves—in their separate, and individual capacities.ABRAHAM LINCOLN

 

To announce that there must be no criticism of the President, or that we are to stand by the President, right or wrong, is not only unpatriotic and servile, but is morally treasonable to the American public.THEODORE ROOSEVELT

 

The press was to serve the governed, not the governors.HUGO BLACK

 

Just because you have no interest in politics doesn’t mean politics may not be interested in you.PERICLES

 

The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge.STEVEN HAWKING

 

The difference between genius and stupidity is that genius has its limits.ALBERT EINSTEIN (perhaps)

Engagement

Engagement, i.e., attendance, preparation, participation, and successful and timely completion of course deliverables, is mandatory. You will only succeed in our course if you engage.

It’s that simple.

Your performance will improve if you attend class regularly, are well prepared AND participate effectively in the learning environment, whether F2F or digital.

Yes  … it IS that simple!

You are an important part of the team, including your professor and classmates, and you create an effective learning environment. Your engagement in our course learning environment plays a significant role in my assessment of your performance, in other words, the grade you earn in our course. Our course will demand a substantial investment of time and effort, and so will require a significant amount of preparation. You need to be self-motivated and stay on task to succeed. Dr. Jeffrey Bennett has developed some terrific “Hints on How to Succeed in College Classes” that I strongly suggest you review before we begin our course.

I will take attendance every time we meet in class. I will even take attendance if we have a class meeting in a virtual environment using a video conferencing platform. While our meetings will consist of lectures and discussions, I am not a big fan of the “Sage on the Stage” teaching model. Discussion will be the primary form of interaction in our course. Of course, those discussions will be both F2F and digital. We will use various technology-supported platforms to support our interactions, both in and out-of-class meetings. Your engagement in our digital discussions, whether enrolled in a F2F or web-based course, will also be an important part of my assessment of your performance.

The COVID-19 pandemic has forced us to move to a fundamentally different set of delivery modalities, e.g., HyFlex, hybrid, remote, synchronous or unsynchronous, or some combination of approaches to teaching and learning. We are increasingly working remotely to accomplish our work. That remote modality demands that we adjust our understanding of acceptable protocols for attendance and participation, whether a meeting or course attendance, engagement, and participation.

While working together using a digital platform, e.g., Teams, Zoom, Slack, etc., you must join the session with a live camera and muted mic. A live camera helps to create a sense of community and will help all of us to engage effectively during our discussions. If you only unmute your mic when speaking, we can avoid feedback, unsolicited input from family, pets, and others, and random noise. If your classmates cannot see or hear you, it will be difficult to engage in course meetings actively. That will have negative implications for your grade results. Please review the Protocols for Online Meetings and Classes for more information.

Remember, if you consistently are unprepared or even underprepared, it will be very difficult to fully take advantage of our course learning environment. That lack of engagement is a lost opportunity for you and will reflect poorly when I assess your performance.

The Engagement Rubric below, adapted by Professor Sara Calhoun Davis from The Teaching Professor, forms the basis for assessing your course engagement.

Engagement Rubric

A

B

C / D

F

Peer Interaction

Actively supports, engages, and listens to peers (ongoing)

Makes a sincere effort to interact with peers (ongoing)

Limited interaction with peers

Virtually no interaction with peers

Preparation

Fully prepared for every aspect of the course

Mostly, if not fully, prepared (ongoing)

Preparation is inconsistent

Rarely or never prepared

Participation

Plays an active role in discussions (ongoing)

Participates constructively in discussions (ongoing)

When prepared, participates constructively in discussions

Comments vague if given; frequently demonstrates lack of interest

Contribution to Class

Comments advance the level and depth of dialogue

Relevant comments are based on assigned material

When prepared, relevant comments are based on assignments

Demonstrates a noticeable lack of interest on occasion

Group Dynamics

Group dynamics and level of discussion are often better because of student engagement

Group dynamic and level of discussion are occasionally better, but not worse, because of student engagement

Group dynamics and level of discussion are sometimes disrupted by student’s engagement

Group dynamics and level of discussion are often disrupted by student’s engagement

You can influence my assessment of your course engagement positively by
  • Becoming more active and/or making more effective comments that raise the overall level of discussion and set examples for others, and
  • Asking thoughtful questions that will enhance discussion and engage peers and
  • Listen carefully to, support, and engage your peers in discussion. This will essentially improve others’ learning experience.
That said, you can also influence my assessment of your course engagement negatively if you
  • Do not engage in the course regularly through attendance, preparation, and participation, even though you meet attendance requirements. Even though you may have submitted assigned work, your contribution will not have added to the course discussion or
  • Dominating discussions, thereby restricting others’ participation and
  • Disrupting others’ opportunity to listen and/or participate, or
  • Making negative, offensive, and/or disrespectful comments during discussions or
  • Violating the privacy of individuals, or
  • You may not use electronic devices such as a cell phone, tablet, or computer for personal or unrelated coursework during class unless instructed to do so. There are no exceptions.

DT&L: Deliverables

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 this site’s Engagement page of the Course Policies section. 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 Slack will allow us to engage in synchronous or asynchronous written exchanges to stand in for synchronous discussions.

DT&L Reflection Journal

You will build a journal that reflects your creative process throughout the DT&L experience. You will create an Adobe Express web page and then share the page with me via Slack DM. Post update entries and republish the site throughout the semester. Journal entries should include thoughtfully incorporated multimedia content (text, images, audio, video) and the reflections described in your DT&L Reflection Journal.

Gretzky Portfolio

Complete this deliverable by developing your Gretzky Portfolio using Adobe Express and Adobe Portfolio and posting the link to the #323-gretzky channel in Slack.

Your Gretzky Portfolio will require you to think differently about the level of preparation you have developed during your college experience. In other words, how ready are you for your future? This is not an exercise about whether you have achieved the grade you anticipated or hoped for. It should reflect on how your personal and professional goals have been impacted by the choices you have made in the planning and execution of this Portfolio, both in what was achieved and how your work on your Gretzky Portfolio will influence your success.

When developing your Gretzky Portfolio, you will apply the FTI methodology (discussed throughout the course) and incorporate the FAIR Framework℠ and Range, adapted for personal use as necessary, as a guide. The goal is to understand better your readiness to be career competitive post-graduation. You will use the available Adobe Creative Cloud Suite apps to support your work. Primarily, you will use Adobe Express to develop the digital artifacts incorporated into your Gretzky Portfolio and Adobe Portfolio to build your Gretzky Portfolio progressively over the
semester.
Your Gretzky Portfolio will include the following sections: About Me (personal bio), Gretzky Evaluation (personal SWOT analysis); Forecasting Funnel; Time Cone; Scenarios; Sources of Macro Disruption; Fringe Sketch; CIPHER (Trends), Assumptions vs Knowledge (AvK), and Axes of Uncertainty. You will develop these sections as the semester progresses. The calendar and course schedule will guide due dates.
Development of your Gretzky Evaluation (personal SWOT analysis) that will help you evaluate your preparation and readiness as you begin this course. Your analysis should address, but not be limited to, these questions:
  • Why are you taking this course?
  • What do you expect to take away from this experience?
  • How would you describe your overall comfort level with the use of technology?
  • How would you describe your general awareness/understanding of digital innovation?
  • What specific steps/actions do you think are necessary for success in this course?
This effort is to help you think through not only the current state of your preparation and readiness but also the path/process that you choose to address the challenges and opportunities for growth and learning that this experience presents. Your readiness evaluation will set the stage for developing the other components of your Gretzky Portfolio. It also intends to define the framework you will utilize throughout your personal and professional life in undertaking challenging situations, issues, and other significant challenges. Remember that you are using a digital platform to complete this deliverable, so review my advice on writing on digital media.
The final section of your Gretzky Portfolio will assess your progress since your initial evaluation developed at the course launch. Please reflect on the substance of your Gretzky Portfolio work and describe how your pre-launch perspective, learning during the course, and the outcomes you described earlier have developed favorable or unfavorable results. Be sure to include your strategy for leveraging your personal and professional learnings. Your Gretzky Plan is the executive summary of an individual plan describing your approach to preparing for the future.

DT&L Portfolio

You will complete this deliverable by developing your DT&L Portfolio using Adobe Express, Adobe Portfolio, and your team channel in Slack.

Much of your work in this course will be as part of a small team. Your work on that team will focus on developing an analysis and forecast that examines the impact of disruptive events and technologies, and digital transformation from several perspectives, including, but not limited to, a particular industry, business model, and, more generally, the societal implications of the disruption. You will also consider the areas of law that are or might be, implicated as the disruption evolves. Of course, I expect you will address the ethical issues that arise due to the impact of disruption.

We will focus much of our work this semester on Artificial Intelligence. Our DT&L Projects will examine Bioengineering, Climate + Energy, Computing, Mobility, Robotics, & Drones, and Web3. Review the FTI 2023 Tech Trends Report for additional DT&L Portfolio ideas.

Each team will develop and report their project using Adobe Express to create the digital artifacts incorporated into your DT&L Portfolio. You will use Adobe Portfolio to build your DT&L Portfolio progressively over the semester. Each team must use its Slack channel for all brainstorming, communication, file sharing, etc., related to the DT&L Portfolio. Each team will be responsible for preparing and posting progress and content updates to their channel in Slack by the schedule. Slack will provide full transparency as the project development process progresses. In other words, everyone involved in the course with access to our Slack workspace will have the opportunity to review and comment on the progress of each team’s project.

You will join a team that will be responsible for the management of all aspects of the development of your DT&L Portfolio:
  1. Your DT&L Portfolio 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. Your DT&L Portfolio will include the identification, description, and justification of signals (weak and/or strong) related to your project and each of the following foresight tools: Forecasting Funnel, Time Cone; Scenarios, Sources of Macro Disruption, Fringe Sketch; CIPHER (Trends), Assumptions vs. Knowledge (AvK), and Axes of Uncertainty. You will develop these sections as the semester progresses. The calendar and course schedule will guide due dates.
  2. Prepare and share your analysis using Adobe Express to develop project-specific artifacts and Adobe Portfolio to share your DT&L Portfolio. This allows your classmates to prepare for each in-class DT&L Project discussion fully.
  3. Moderation of the scheduled discussion of your project.

You will use your Slack 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 project will include, but not be limited to, the following sections:
Phase 1 | Preliminary Evaluation (post to Slack team channel)
  • Identify the stakeholders, industries, and markets that are in play in the area you will investigate and
  • Identify any domains adjacent to the technology that you anticipate examining and
  • in a maximum of 500 words
Phase 2 | Interim Report (post to Slack team channel)
  • Portfolio progress assessment submitted outlining the status of the progression of your work.
Phase 3 | Final DT&L Portfolio
The DT&L Portfolio should incorporate, but not be limited to:
  • An introduction to the documentary describing the nature and scope of your project, including a description of the subject being evaluated, the developing trends related to that subject, the stakeholders, industries, and markets impacted, the opportunities for innovation that have, or might, arise and a timeline describing its evolution, and
  • A review of the significance of each of the foresight tools described above, i.e., Forecasting Funnel, Time Cone; Scenarios; Sources of Macro Disruption, Fringe Sketch; CIPHER (Trends), Assumptions vs. Knowledge (AvK), and Axes of Uncertainty, and
  • A conclusion that includes your strategy for leveraging your personal and professional learnings and discusses the significance of the same.
  • Source list that includes hyperlinks to all sources
Phase 4 | DT&L Portfolio Discussion
All teams will facilitate and participate in an integrated discussion of their DT&L Portfolios. Assessment will be based on the requirements described in Writing and Research and Writing on a Digital Platform. I will also evaluate your contributions to your team, level of engagement, the clarity of your writing, spelling and grammar, appearance and satisfaction of form requirements, articulation of all potential issues presented, and the quality and depth of analysis.

Grading

The following weights will be assigned to each component of your final grade:
  • Engagement & DT&L Reflection Journal (20%)
  • Gretzky Portfolio (20%)
    • Artifacts (10%)
  • DT&L Portfolio (50%)
    • P1 | Preliminary Evaluation (5%)
    • P2 | Interim Report (5%)
    • P3 | Final Portfolio (25%)
    • P4 | Project Discussion (15%)

LFB: Deliverables

Please know that 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. In business, that is called just “meeting expectations,” the lowest level of achievement. I expect that all of my students are prepared to actively participate in our in-class and digital discussions since that is a crucial way to learn as much as possible. This course is about active, on-the-field engagement, not one focused primarily on lectures.

If we must meet remotely, please review the protocol necessary for all of our remote meetings before we meet. Please see your Outlook or Teams calendar for links to our Teams class meetings.

We will focus on assigned cases using the Socratic method to engage with and learn the course material. That will require you to complete the Before We Begin deliverables found in the Schedule. I want to point out that assessing your preparedness and engagement may include your performance on unscheduled content quizzes. Please review the Engagement Rubric in this site’s Engagement page of the Course Policies section. Review the Engagement section on this page of your course’s syllabus for more information.

GenAI Journal

Complete this deliverable by posting your journal entries to your Adobe Express GenAI Journal.

We will actively integrate generative 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 various projects. This deliverable’s objectives 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

Complete this deliverable by posting prompt results to your Adobe Express GenAI Journal.

This deliverable will help students understand how to effectively communicate with AI, 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 your 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

Each student will submit their prompts, ChatGPT responses, and reflections in their GenAI Journal in accordance with 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.

Success Plan

Complete this deliverable by posting your plan to Teams’ #success plan and assessment channel.

Your first deliverable will be working on a plan describing the steps/actions you need to take that are necessary for success in this course. The end in mind of this effort is for you to provide the path/process that you choose to address the challenges and opportunities for growth and learning that this experience presents. It is also meant to define the template you will use in dealing with challenging situations, issues, and other significant confrontations throughout your personal and professional life. Your submission, in a minimum of 750 words, should address the suggestions for success described here. Remember that you are using a digital platform to complete this deliverable, so review my advice on writing on digital platforms. Never post a Word, Google Doc, or PDF.

Ideas Essay

Complete this deliverable by posting your plan to Teams’ #ideas essay channel.

Your next deliverable is a thought exercise. You will find several quotes in the Some Ideas section of the Course Resources page of this site. You will choose one of those quotes and prepare an essay, with a maximum of 750 words, that discusses your perspective on the ideas raised by one of the quotes. Be sure to identify the quote you have chosen at the beginning of your essay. I will evaluate the clarity of your writing, spelling and grammar, your success in writing on a digital platform, articulation of the ideas raised by your chosen quote, and the quality and depth of analysis when assessing your essays. Remember that you are using a digital platform to complete this deliverable, so review my advice on writing on digital platforms. Never post a Word, Google Doc, or PDF.

Topic | Issue Discussions

Complete this deliverable by posting your contributions to the appropriate #TID channel in Canvas.

You will engage in three topic/issue discussions (TID). Each TID will consist of two parts.

Part 1: Your Initial Response

In the first part of this deliverable, you will develop your initial response to the Topic/Issue Discussion (TID) based on the article, video, podcast, or question provided in the TID. Your task is to carefully review and respond to the material I’ve provided, presenting your informed perspective and opinions on the topic(s) or issue(s). This will be the foundation for your subsequent critique in Part 2 of the deliverable.

Step 1. Review the Assigned Material: Begin by thoroughly reviewing the materials provided in the TID. Take note of the key points, arguments, and questions raised in those materials.

Step 2. Conduct Additional Research: If the provided material requires additional context or if you want to strengthen your response with supporting evidence, conduct further research on the topic. Use reputable sources like scholarly articles, books, or websites to gather relevant information.

Step 3. Formulate Your Initial Response: Craft a thoughtful and well-organized response to the TID materials. Your initial response should be a minimum of 1,000 words and must include the following elements:
  1. Introduction: Begin with an introduction that provides context for the topic or issue. Clearly state the main question(s) or issue(s) raised in the provided material.
  2. Thesis Statement: Present a concise thesis statement outlining your stance on the topic or issue. This statement should guide your entire response.
  3. Supporting Arguments: Develop supporting arguments for your position. Draw from the provided material and any additional research you conducted. Use specific examples and evidence to bolster your claims.
  4. Counterarguments: Anticipate potential counterarguments to your position. Address these counterarguments and explain why your perspective remains valid despite differing viewpoints.
  5. Use of Hyperlinks: When referencing external sources to support your position, hyperlink to the additional materials. Do not provide traditional sourcing with separate source lists in MLA, APA, etc., format. This allows me and your peers to access and evaluate the sources you rely on.
  6. Conclusion: End your initial response with a well-rounded conclusion summarizing your main points and reaffirming your position on the topic or issue.

Step 4. Edit and Revise: Before submitting your initial response, review it for clarity, coherence, and grammar. Make sure your arguments are well-structured, and your writing is free from errors.

Step 5. Submission: Submit your initial response per the instructions provided in the TID. Be sure to adhere to any specific submission guidelines and deadlines. Ensure that your critique meets at least the minimum word count of 1,000 words and is correctly formatted with an introduction, body paragraphs, and a conclusion. Provide hyperlinks to any additional materials you reference in your critique. It is important to remember that if you meet the minimum requirements, the result will be an average grade. Remember, this part of the assignment is your opportunity to showcase your understanding of the material and demonstrate critical thinking skills. Support your arguments with evidence and approach the discussion with an open mind. Your initial response will be the basis for the critique you will undertake in Part 2 of the assignment, where you will analyze and evaluate a classmate’s response to the same topic or issue.

Part 2: Critique of Another Student’s Initial Response

For this second part of the assignment, you will be tasked with critiquing the initial response of a fellow student. This critique aims to engage in thoughtful analysis, respectful disagreement, and constructive feedback. Please make sure to maintain a respectful tone throughout your critique and focus on the arguments presented rather than attacking the individual. Here’s a step-by-step guide on how to approach this task:

Step 1. Choose the Initial Response: Select one of your classmates’ initial responses that address the TID topics/issues and present a clear position or argument. Ensure the chosen response has enough substance and depth to provide ample material for your critique.

Step 2. Identify the Main Argument: You can begin your critique by identifying the central argument of the chosen first response. Summarize the author’s main points and ensure you understand their position thoroughly.

Step 3. Evaluate the Argument: Next, critically evaluate the strengths and weaknesses of the argument presented in the initial response. Consider the following points:

  1. Clarity and Coherence: Assess how well the student articulated their argument and whether their ideas were organized logically and coherently.
  2. Supporting Evidence: Evaluate the quality and relevance of the sources cited by the student. Determine if the evidence used adequately supports their claims.
  3. Counterarguments: Look for potential gaps or counterarguments the student should have addressed in their response. Analyze whether these omissions weaken the overall argument.
  4. Bias and Assumptions: Identify any preconceptions or assumptions made by the student in their response. Evaluate how these might impact the credibility of their argument.

Step 4. Present Your Critique: This section clearly states your critique of the student’s initial response. Begin by acknowledging the strengths of their argument and providing specific examples of where they effectively supported their position. This shows that you have contemplated their perspective. Next, address the weaknesses you identified in Step 3. Offer constructive criticism and provide evidence to support your claims. If you find logical fallacies or errors in their reasoning, point them out respectfully.

Step 5. Provide Counterarguments: Offer counterarguments to the positions taken by the student in their initial response. Use credible sources to support your viewpoint and present a well-reasoned alternative perspective. Be sure to anticipate possible objections to your counterarguments and address them accordingly.

Step 6: Conclusion. Wrap up your critique by summarizing your main points and reiterating your perspective. Reaffirm the importance of engaging in respectful discussions and open-mindedness when analyzing complex topics.

Step 7. Formatting and Citation: Ensure that your critique meets at least the minimum word count of 1,000 words and is correctly formatted with an introduction, body paragraphs, and a conclusion. Provide hyperlinks to any additional materials you reference in your critique. It is important to remember that if you meet the minimum requirements of the deliverable, the result will be an average grade. Remember, the purpose of this critique is not to attack or belittle your classmate’s perspective but to engage in meaningful intellectual discourse. Stay objective, support your claims with evidence, and approach the critique professionally and respectfully.

Your initial response and critique must satisfy the Writing and Research requirements described on the Deliverables page. Never post a Word, Google Doc, or PDF.

I will evaluate your level of engagement, the clarity of your writing, spelling, and grammar, your success in writing on a digital platform, the appearance and satisfaction of form requirements, articulation of all potential issues presented, and the quality and depth of analysis when assessing your submissions. It is important to remember that if you meet the minimum requirements of the deliverable, the result will be an average grade.

Please refer to the Schedule and calendar for details about the TID submission schedule. Don’t be late … you know my policy on accepting late submissions!

Success Assessment

Complete this deliverable by posting your plan to Teams’ #success plan and assessment channel.

Your last deliverable before the final exam will be an assessment of the Success Plan you developed at the course launch.  Please reflect on the substance of your Success Plan and describe how your pre-launch perspective on the course, your learning during the course, and the outcomes you described earlier have developed favorable or unfavorable results. This is not an exercise about whether you have achieved your anticipated grade. It should reflect on how your personal and professional goals have been impacted by your choices in planning and execution, both in what was achieved and how it (Success Plan) was achieved. Your assessment should be submitted in a minimum of 750 words by posting it to the #success plan and assessment channel. Remember that you are using a digital platform to complete this deliverable, so review my advice on writing on digital platforms. Never post a Word, Google Doc, or PDF.

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. Never post a Word, Google Doc, or PDF.

Grading

Grades on each deliverable will be posted to the Grades folder in Canvas. The following weights will be assigned to each component of your final grade:

  • Engagement: Before We Begin Deliverables, Success Plan and Assessment, Ideas Essay, Class Attendance and Participation (20%)
  • GenAI Journal (10%)
  • TIDs (60%)
  • Final Exam (10%)