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 participate actively in our in-class discussions, as this is a crucial way to maximize their learning from the course. Please review the Engagement Rubric on this site’s Engagement page in 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.
GenAI Reflections
Complete this deliverable by posting to the DT&L Project Blog and the Gretzky Portfolio Blog on your WordPress sites.
You will build a series of blog posts within your Gretzky Portfolio and DT&L Projects that document your creative and exploratory processes throughout the DT&L experience. These posts should go beyond reporting outcomes and instead capture how you are playing around with different GenAI platforms, tools, and modalities, testing ideas, experimenting with prompts, and using AI in ways you have not previously tried.
Each week, you should include brief brainstorming or creativity sessions that reflect how you explored new uses of AI, what worked, what didn’t, and how your thinking evolved. Over time, these entries should show growth in both your technical fluency and your imaginative use of GenAI. You should update and republish your blogs weekly so they become a living record of your learning.
All blog posts reflecting on GenAI use must comply with the AI Use Disclosure requirements and should thoughtfully integrate multimedia elements (text, images, audio, video) where appropriate. The goal is to use the Gretzky Portfolio and DT&L Project to showcase a broader range of skills, experiments, and creative approaches by the end of the semester, not just polished final outputs.
Gretzky Portfolio
Your Gretzky Portfolio will require you to reconsider the level of preparation you have developed throughout your college experience. In other words, how ready are you for your future in a period of accelerating technological, legal, and generational change?
This is not an exercise about whether you have achieved the grade you anticipated or hoped for, nor is it a retrospective inventory of completed assignments. It is a forward-looking assessment of readiness. Your portfolio should reflect how your personal and professional goals have been shaped by the choices you made in planning and executing this work, including what was achieved, what was deferred or constrained, and how these decisions influence your ability to navigate uncertainty and change.
Why the Gretzky Portfolio Matters in This Course
The Gretzky Portfolio is built around a simple but demanding question: How ready are you for the future you are entering?
In Disruption, Technology & Law, readiness is not measured by how well you memorize content or by completing isolated assignments. It is measured by your ability to think clearly, adapt thoughtfully, imagine
alternatives, and remain resilient in environments shaped by rapid technological change, institutional strain, and generational transition.
That is why this portfolio draws on two core perspectives used throughout the course.
First, the FAIR Framework, Flexibility, Adaptability, Imagination, and Resilience, helps you evaluate how you respond when certainty is unavailable. These capacities matter more when rules lag behind technology, ethical clarity is contested, and professional expectations are shifting.
Second, the course situates disruption within a broader generational context. Many of the tensions we examine are not temporary glitches but symptoms of deeper transitions affecting institutions, law, and trust. The Gretzky Portfolio asks you to recognize these forces and assess your preparedness to navigate them.
By combining foresight tools, intentional AI experimentation, and sustained reflection, the Gretzky Portfolio becomes more than a record of work. It becomes a structured way to think about your future and your role in shaping it.
How You Will Build It
Your Gretzky Portfolio is developed progressively over the semester. The course schedule and calendar guide component due dates, but the larger expectation remains consistent: the work should be cumulative, coherent, and reviewable.
The portfolio combines disciplined structure with freedom of expression. You will complete the required foresight components, but you may present your work in multiple formats (written posts, visual artifacts, narrated slides, audio reflections, short videos, or mixed-media entries) as long as your analysis and growth remain clear.
Core Components and Required Sections
Your Gretzky Portfolio will include a defined set of components that you will develop throughout the semester. At a minimum, your portfolio must include the sections below.
About Me
A concise personal and professional profile that situates your interests, aspirations, current assumptions, and the future you believe you are preparing for.
Gretzky Evaluation: Initial Readiness Assessment
A personal SWOT-style evaluation is conducted at the start of the course to establish your baseline readiness. Your analysis should address, but not be limited to, the following 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 using technology?
- How would you describe your general awareness and understanding of digital innovation?
- What specific steps or actions do you think are necessary for success in this course?
This effort should help you reflect not only on the current state of your preparation and readiness but also on the path you choose to address the challenges and opportunities for growth and learning this experience presents. Your readiness evaluation will inform the development of the other components of your Gretzky Portfolio.
Foresight Analysis Components
A structured set of future-mapping tools that disciplines how you think about uncertainty, change, and readiness: these tools form the analytical spine of the portfolio. Your portfolio must include the required methods described in the Foresight Toolkit section below, and may include additional foresight tools discussed in the course.
Ongoing Reflections and Digital Artifacts
Entries and artifacts (across text and media) that connect course themes, foresight analysis, and your evolving readiness. These should show your thinking in motion, not just conclusions.
Final Readiness Assessment
A capstone evaluation that returns explicitly to the Gretzky question: How ready are you for your future, and why?
This final section must compare your end-of-semester perspective to your initial readiness baseline. You should assess favorable and unfavorable outcomes, reflect on the choices you made, and articulate a strategy for leveraging what you learned beyond this course.
Your Gretzky Portfolio is the executive summary of your individual plan, outlining your approach to preparing for the future.
The FAIR Framework Lens
Throughout the portfolio, you will use the FAIR Framework, Flexibility, Adaptability, Imagination, and Resilience as a lens for evaluating both personal readiness and institutional response to disruption. These are not abstract qualities. They represent practical capacities required to operate effectively in environments shaped by technological acceleration, legal uncertainty, ethical tension, and generational change. Your portfolio should make visible where these capacities are developing and where further growth is needed.
Foresight Toolkit
Your Gretzky Portfolio must incorporate a core set of foresight tools discussed in the course. These methods are used not to predict a single future, but to discipline how you think about uncertainty, change, and readiness. Required tools may include the Forecasting Funnel, Time Cone, and Scenario Development to explore plausible futures; Axes of Uncertainty and Assumptions vs. Knowledge (AvK) to distinguish what is known from what is uncertain; CIPHER and Fringe Sketches to identify emerging trends and weak signals; and Sources of Macro Disruption to situate technological change within broader social, legal, economic, and generational forces. You may adapt these tools for personal and professional use, but their presence should be visible in your portfolio.
Generative AI and Digital Tools
Because emerging technologies increasingly shape professional expectations, the Gretzky Portfolio requires visible and intentional engagement with generative AI tools, not as shortcuts, but as instruments for experimentation, judgment, and preparation.
You are encouraged, and in some cases required, to explore AI-mediated work across modalities, including text, image, audio, and video. You should reflect critically on how these tools affect creativity, authority, responsibility, and risk, and what responsible use looks like in academic, professional, and civic contexts.
The Gretzky Portfolio Blog
The Gretzky Portfolio Blog supports the Gretzky Portfolio by documenting how you experiment with emerging tools over time. Its purpose is not to polish, but to explore, capturing how unfamiliar platforms, creative uses, and limitations shape your thinking about readiness, responsibility, and future work.
While these entries may intersect with project development, they should also reflect deliberate experimentation and creative play. If you maintain this work as a dedicated Gretzky Portfolio blog section or a separate portfolio tab, it should be clearly labeled and easy to review.
Submission and Reviewability Expectations
- Your Gretzky Portfolio must be easy to navigate and straightforward to evaluate. Organize your work so that:
- Your required sections are clearly labeled
- Your foresight tools are visible and identifiable
- Your artifacts and reflections are dated or sequenced
- Your GenAI experimentation is documented in a consistent location
- Your final readiness assessment explicitly references your initial baseline
DT&L Project
The Disruption, Technology & Law (DT&L) Project is the capstone learning experience for the course. It retains the intellectual framing of the revised DT&L Project Overview, emphasizing systems thinking, ethical judgment, generational analysis, AI mediation, and future-oriented reasoning—while explicitly incorporating updated terminology that reflects how the course frames disruption in Weeks 5 through 12.
Each DT&L Project will focus on a disruptive context selected from Weeks 5–12 of the course schedule. A disruptive context is a sustained area of disruption in which technological change, institutional capacity, legal and regulatory frameworks, ethical tensions, and generational dynamics interact, producing uncertainty, contested choices, and multiple plausible futures. These contexts are not isolated events or single technologies. They are ongoing conditions that generate uncertainty, conflict, and competing future trajectories.
At its core, the DT&L Project asks students to analyze a disruptive context rather than a single technology, company, or legal issue. Teams examine how emerging technologies, institutional capacity, legal and regulatory structures, ethical tradeoffs, and generational change interact within that context to produce disruption. The objective is not prediction or advocacy, but informed judgment.
Most work on the DT&L Project is completed in small teams. Each team is responsible for managing all aspects of project development, including research, analysis, foresight modeling, digital production, and facilitation of discussions. Collaboration, revision, and shared accountability are core learning objectives.
Process transparency is essential. Each team uses a dedicated Slack channel as its primary workspace. Each project team must document all brainstorming, drafts, sources, foresight artifacts, and internal discussions related to the DT&L Project.
The DT&L Project is intentionally developed across a defined digital platform ecosystem. Adobe Express is used to create multimedia artifacts and documentary components. WordPress serves as the public-facing site where the DT&L Project is curated, contextualized, and revised throughout the semester.
Each DT&L Project includes a multimedia documentary component. In this documentary, the team acts as a storyteller, combining analysis with narrative to explain the disruptive context under examination, why it matters now, who is affected, what tensions and tradeoffs are at stake, and how different futures might unfold.
To ensure that foresight remains disciplined rather than speculative, teams must explicitly apply and explain a required set of foresight tools across the semester in relation to their chosen disruptive context.
Phase 1: Preliminary Evaluation – Exploration and Orientation
Teams identify the disruptive context under examination, map key stakeholders, institutions, industries, and adjacent domains, and surface early signals of change and uncertainty.
Phase 2: Interim Progress Assessment – Sense-Making and Refinement
Teams demonstrate how their understanding of the disruptive context has evolved, including refined assumptions and deeper integration of legal, ethical, generational, and AI-related dynamics.
Phase 3: Final DT&L Project Portfolio – Synthesis and Judgment
Teams integrate all prior work into a coherent public-facing portfolio that explains the disruptive context and presents multiple plausible future scenarios.
Phase 4: DT&L Project Discussion and Defense – Articulation and Engagement
Teams facilitate a class discussion of their disruptive context, explain their assumptions and methods, and respond to critique.
Submission and Reviewability Expectations
The DT&L Project is designed as an iterative, transparent, and reviewable body of work rather than a single end-of-semester submission. Students should assume throughout the semester that their work will be visible, revisited, questioned, and refined. Reviewability, by teammates, peers, and the instructor, is a core feature of the learning design, not an administrative requirement.
All project development activity must be documented in the team’s designated Slack channel. This includes brainstorming, draft analysis, source collection, foresight tools, multimedia artifacts, and internal discussion. Slack functions as the project’s working record and is used to assess engagement, revision, collaboration, and the evolution of thinking over time. Work that is not visible in Slack may be treated as incomplete, regardless of its quality at the final stage.
Formal project submissions occur at defined phases of the semester and are posted to the team’s Slack channel or published to the project’s WordPress site as specified. These submissions are expected to reflect the team’s current best thinking at that moment, not a finished or polished final product. Revision between phases is expected and encouraged, provided it is documented and explained.
The final DT&L Project Portfolio is published on WordPress and represents the most complete and coherent version of the team’s work. It should integrate analysis, foresight tools, multimedia artifacts, and narrative elements developed throughout the semester. The final portfolio is assessed holistically, with attention to both the quality of the final synthesis and the trajectory of the work that led to it.
Because the DT&L Project emphasizes judgment under uncertainty, reviewability is not limited to correctness or completeness. I will evaluate how well teams surface assumptions, respond to feedback, revise their thinking, and engage competing interpretations. Strong projects demonstrate intellectual honesty, adaptability, and clarity about what remains uncertain.
Students should plan their work with the expectation that it may be discussed in class, referenced by peers, or used to support course-wide conversations. Public-facing components of the project are part of the learning experience and reinforce the course’s emphasis on accountability, dialogue, and responsible engagement with complex and contested futures.
Grading
The following weights will be assigned to each component of your final grade: