DESIGN, MEDIA & COMMUNITY

FALL 2024 • ENGL 4705/COML 4281/INFO 4940/6940
Wed & Fri 12:20- 2:15 RCK 110 and ZOOM for Partner Meetings
Prof. Jon McKenzie • jvm62@cornell.edu • Office: W 2:40-4:00
CLASS PROJECT SITE
ZOOM LINK • GOOGLE FOLDER • SLIDE DECKS
MAKE MEDIA! RESOURCES

TEAM PROJECT SITES

DMC Spring 2024	HCDEM Fall 2023	DTMC Spring 202 3	HCDEM Fall 2022
DTMC Spring 2022	DTEM Fall 2021	DTMC Spring 2021	DTEM Fall 2020

This StudioLab course connects critical design teams with researchers, activists, and community stakeholders. Practicing methods of research translation, design thinking, and participatory action research, students collaborate on projects through Cornell Cooperative Extension and community organizations in the US and Africa:

• Digital Equity & Excellence: Across the country, COVID has exposed the lack of access and equity to basic digital services: can a youth media campaign help democratize data and cyberinfrastructure in schools and communities and connect to wider social issues?

• Healt h Access Connect:A small successful non-profit in Uganda, HAC has for years worked with remote Ugandans to access low-cost government healthcare services: how to share their knowledge and experience as the staff scales up their work across Africa?

• Singular XQ: An exciting start-up nonprofit is exploring a software development framework that addresses sustainability more adequately. How to design multimedia artifacts to illustrate the research and the framework itself?

• A.J. Muste Foundation for Peace and Justice: A New York grant foundation wants to enhance its support of artists and activists. How can art and activist organizations develop projects to different groups

Consulting on partners’ ongoing projects, teams study and practice critical design drawing IDEO’s Design Thinking and Stanford’s Design for Extreme Affordability, as well as tactical media and organizational developed by ACT-UP, Black Lives Matter, Guerrilla Girls, and contemporary, multi-platform campaigns. Teams present and share their collaborations via project site and other platforms.

Part of a multi-year Civic Storytelling project to translate StudioLab into practices, policies, and infrastructures of different disciplines and institutions in order help democratize digitality, the class and workshops are supported by the Society for the Humanities’ Mellon Rural Humanities Initiative, Einhorn Center, and a Kaplan Family Distinguished Faculty Fellowship, with support from the Department of English and the Bronfenbrenner Center for Translational Research.

Design thinking, transmedia knowledge, and artist activism overlap and all focus on engaging multiple stakeholders. Our partners’ interests include issues of social justice, rights of the incarcerated and dispossessed, economic development, and public health and well-being.

This course serves Cornell’s long-standing mission of public engagement, as embodied in Cornell Cooperative Extension, Bronfenbrenner Center for Translational Research, Engaged Cornell, and the Mellon Rural Humanities Initiative. In particular, it seeks to translate research found in Transmedia Knowledge for Liberal Arts and Community Engagement: A StudioLab Manifesto (Palgrave, 2019).

Course Process and Projects

Over the semester, Cornell students develop design, media, and community engagement skills through seminar, lab, studio, and field activities: conceptualizing projects, learning technical skills, creating media, and consulting with school students and educators.

Critical design teams will work with their partners, using design thinking to share their knowledge of transmedia forms, to learn from them about project-based learning, and to reflect together to generate insights and recommendations regarding the viability and scaleability of civic storytelling.

Teams complete three projects, focusing on the theory and practice of design thinking, transmedia knowledge, and strategic storytelling while reporting on their work with partners. Over the semester, students create reports, info comics, Pecha Kuchas, and a portfolio project site.

Traditional and emerging scholarly media genres often seek to inform, enlighten, convince, persuade, and sometimes entertain and move readers. We will learn critical and creative skills for sharing research, consulting on community projects, and creating impact with different audiences, including specialists, community members, and the general public.

Evaluation

Each of the three projects is worth 20% of the class grade; participation (including attendance, discussion, and exercises) is also worth 40%. Two absences may result in final grade reduction; three in failure.

Learning Outcomes

Conceptual analysis and synthesis
Argumentation and narrative
Individual and collaborative problem-solving
Divergent and convergent thinking

Hands-on knowledge of transmedia genres
Hands-on knowledge of DT, UX, and CAT frames
Hands-on experience working with community
Portfolio of engaged media and design

Academic Integrity: Each student in this course is expected to abide by the Cornell University Code of Academic Integrity. Any work submitted by a student in this course for academic credit will be the student’s own work.

Inclusivity: The English department is committed to providing an atmosphere for learning that respects diversity. While working together to build this community we ask all members to:

Share their unique experiences, values and beliefs
Be open to the views of others
Honor the uniqueness of their colleagues

Appreciate the opportunity to learn from each other
Keep confidential discussions of a personal (or professional) nature
Discuss ways we can create an inclusive environment

Accommodations for students with disabilities: In compliance with the Cornell University policy and equal access laws, I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances, so arrangements can be made. Students are encouraged to register with Student Disability Services to verify their eligibility for appropriate accommodations.

Weekly Schedule

Week 1	8/28 Introduction We start with the Design Challenge: DT(TK->YPP), and then introduce ourselves and together begin exploring our partners and their projects. Watch before class: Brown, “Designers—Think Big!” McKenzie, “DesignLab and Democratizing Digitality”	8/30 DT in Theory and Practice Study partner sites: mission, projects We move between theory and practice, while also transmediating between them. Begin by learning the 5-phases and 3-layer models of the d.school’s DT process. Then reframe DT in terms of Critical Design Thinking, Pluriversal Design, and Decolonizing Design, which all point to limits and biases: you want to be able to address and respond as a designer. Read IDEO, Process Guide IDEO, Human Centered Design (Hear, Create, Deliver) Loewe, “Towards a Critical Design Thinking” Noel, “Envisioning a Pluriversal Design Education” Tunstall, “Decolonizing Design Innovation”
Week 2	9/4 UX Design, Play, and TOYWAR Empathy and Listening In addition to readings, this d.school design exercise hones interview and listening skills that teams will use in the first phase of the course. Teams should prepare for initial fieldwork by researching partner’s own sites/social media, relevant outside perspectives, and most importantly, previous StudioLab work with them.	9/6 DT exercise We learn design as the sharing of worlds with a bias toward thought-action or mindful practice that draws on tutors from design thinking and art activism. Dominant design paradigms exist alongside alternative design worlds, and knowing when, why, and how to draw upon each are key skills to both know and practice. Study partner sites: mission, projectsRead McKenzie, Sociopoetics of Interface Design: etoy, etoys, TOYWARNorman, Psychology of Everyday Things, 1-33Design Exercise: Make a toy Proj 1 assignment
Week 3	9/11 Co-design with partners Read Brown, Change by Design, 1-62 IDEO, Human Centered Design, Intro p 4-18 Hear p 21-68 IDEO, Process Guide: focus on empathize and define	9/13 Transmedia Knowledge and Strategic Storytelling To integrate TK into your partner’s project, teams must gain conceptual and practical skills for creating transmedia knowledge. We are translating research into practice, in the tradition of Urie Bronfenbrenner. Study these materials to get a sense of the “why,” “what,” and “how” of transmedia knowledge and strategic storytelling via sparklines. Read McKenzie, Transmedia Knowledge, Ch 2 Becoming Maker View Wagstaff, The {Silence} Project: Some Adventures in Remediation, graphic essay, video essay Tsoa, “Crippled Confrontations,” Pecha Kucha DTMC Make Media!, various resources Partner-related Media
Week 4	9/18 Draft due Prep by continuing research into DT, TK, and YPP via partner-provided materials, research into their media ecology, best practices, relevant models, and past StudioLab work with them. Her Whole Truth F20 Presentation Health Access Connect team S21 Presentation Black Farmer Fund team S21 Presentation	9/20 Project 1 due Shared Media for Thinking the Unthinkable Outline and develop your draft report and presentation using past reports as models: for now, prioritize CONCEPTUAL more than AESTHETIC and TECHNICAL. Try to work with WhyWhatHow sparkline into your Proj 1 deliverables. S21 Project Site F20 Project Site Assign Proj 2 Building UX across Platforms Making transmedia means building collaborative platforms for shared experiences. These sociotechnical platforms include our class, our partner’s infrastructure, and potentially those of stakeholders. Slack Creative Cloud GIMP Canva Fig m a WordPress (project site)
Week 5	9/25 ZOOM Co-design with partners From Hear to Create We begin Project 2, the Create phase, by using Project 1 to re/define the design challenge, ideate possibilities, and prototype across media. Teams will meet with partners to ensure alignment of design challenge and scope of deliverables. Read IDEO, Human Centered Design,Create 81-111 IDEO, Process Guide: focus on empathize and define McKenzie: Transmedia Knowledge, Ch 3: Becoming Builder Slide d eck UX Resources Scenarios Journey Maps Mood Boards	9/27 Information Architecture Scenarios and journey maps UX workshopScenarios, journey maps, and mood boards prototype xD, iA, and iD. WhyWhatHow quests of strategic stories channel pathos/logos/ethos of transmedia knowledge and images/words/actions of media cascades, while pluriversal choreographies and satisficial rituals (eg, performance assessments) transform thought-action figures across three ecologies of self, society, and world. Wurman, Information Architects 15-19 Bradford, Information Architects 62-74 Appelbaum, Information Architects 150-161 Slide deck
Week 6	10/2 Platform- and channel-switching Making transmedia means building collaborative platforms for shared experiences. These sociotechnical platforms include our class, our partner’s infrastructure, and potentially those of stakeholders. Can we help partner align players to key platforms and media forms and learn to switch between them to storytell? Watch and explore: Victor, online interface for “Media for Thinking the Unthinkable” Dynamicland, “a humane dynamic medium” learning environment Slide deck	10/4 Open workshop Focus on partner prototypes
Week 7	10/9 ZOOM Co-design with partners Translate design challenge into WhyWhatHow sparklines of partner. Pluralize sparklines for different stakeholder experiences of/with partner and their media. For 3-4 key stakeholders, Design UX (xD, iA, iD) of calls to adventure and action attuned to TK forms and platforms.	10/11 Information Design Tufte, Envisioning Information (selection) McCandeless, The Visual Miscellaneum (selection) W. E. B. Du Bois’ Hand-Drawn Infographics of African-American Life (1900) McCloud, Making Comics 8-57 Madden, 99 Ways to Tell a Story Sample storyboard 1 Sample storyboard 2 CDC Zombie Pandemic materials Open workshop Focus on partner prototypes
Week 8	10/16 Demo and Open workshop Open Workshop Focus on partner prototypes Canva demo Guide YouTube tutorial	10/18 Draft report, scenarios, maps due Open Studio
Week 9	10/23 Co-design with partners Work on prototypes	10/25 Open studio Work on prototypes, report, and presentation Slide deck
Week 10	10/30 Proj 2 Presentation/Report due Assign Project 3	11/1 DELIVER: Becoming Cosmographer – Field Trip In the third DELIVER phase, we build on making media and building platforms to designing and sharing worlds, becoming cosmographers. The transmedia artifacts and events we create are shared by different stakeholders embodying different sets of references and values, different worlds. IDEO, Human Centered Design, Deliver 113-151 IDEO, Process Guide: focus on prototype and test McKenzie, Transmedia Knowledge, Ch 4 Becoming Cosmographer Project sites S24 F23 S23
Week 11	11/6 ZOOM Co-design with partners	11/8 Project site workshop WordPress workshop blogs.cornell.edu WordPress resources in support of CampusPress blogs: CUBlogs login Appearance and Themes(link is external) Posts and Pages(link is external) Plugins and Tools, including Custom CSS, JetPack, and Google Analytics(link is external) (Not all plugins on are available in the Cornell Blog Service.) Linkedin Learning videos
Week 12	11/13 Workshop	11/15 Theory Workshop and Open Studio slide deck Dickinson, “Applying Perform or Else in the Public Management Field’ Island, et al, “Co-designing a digital platform with boundary objects: bringing together heterogeneous users in healthcare” Bevins and Werhane, “Stakeholder Theory” Dey and Steyaert, “The Politics of Narrating Social Entrepreneurship”
Week 13	11/20 Meet partners	11/22 Workshop DRAFTS DUE Al-Marsad Golan presentation Black Farmer Fund presentation Health Access Connect presentation Survived & Punished presentation
Week 14	11/27 THANKSGIVING	11/29 THANKSGIVING
Week 15	12/4 ZOOM Co-present with partners Draft Project Sites Due Co-presentation with Partners Client Deliverables Due	12/6 Evaluations, Project site crit FERPA form Peer eval prompt
Finals week	12/11 Final Project Sites Due

Bibliography

deVuono-powell, Saneta, Chris Schweidler, Alicia Walters, and Azadeh Zohrabi. 2015. Who Pays? The True Cost of Incarceration on Families. Oakland, CA: Ella Baker Center, Forward Together, Research Action Design.

EL Education. 2018. Core Practices: A Vision for Improving Schools. New York: EL Education.

Hanney, Roy. 2018. “Doing, Being, Becoming: A Historical Appraisal of the Modalities of Project-Based Learning.” Teaching in Higher Education 23(6): 769-783.

IDEO. 2011. Human-Centered Design Toolkit: An Open-Source Toolkit To Inspire New Solutions in the Developing World. http://www.ideo.com/images/uploads/hcd_toolkit/IDEO_HCD_ToolKit.pdf

IDEO, n.d. Process Guide: An Introduction to Design Thinking. https://dschool-old.stanford.edu/sandbox/groups/designresources/wiki/36873/attachments/74b3d/ModeGuideBOOTCAMP2010L.pdf. Accessed 1/10/19.

Larmer, John, John R. Mergendoller, and Suzie Boss. 2015. Setting The Standard For Project Based Learning. Alexandria, VA: ASCD.

McKenzie, Jon. 2019. Transmedia Knowledge for Liberal Arts and Community Engagement: A StudioLab Manifesto. London: Palgrave Macmillan.

Scolari CA, editor. 2018. Teens, Media and Collaborative Cultures: Exploiting Teens’ Transmedia Skills in the Classroom. Barcelona: Universitat Pompeu Fabra.

Scolari CA, 2018. Transmedia Literacy in the New Media Ecology: White Paper. Barcelona: Universitat Pompeu Fabra.

Media Studio