Information Course Schedule fall 2007
Upper Division Courses
According to conventional wisdom, the “information age” began just a few decades ago and promptly superseded everything that went before it. But the issues we are wrestling with now—questions about piracy, privacy, trust, “information overload,” and the replacement of old media by new—all have their roots in the informational cultures of earlier periods. In this class we will take a long view of the development of these cultures and technologies, from the earliest cave painting and writing systems to the advent of print, photography and the telegraph to the emergence of the computer and Internet and the world of Twitter, Pinterest and beyond. In every instance, be focused on the chicken-and-egg questions of technological determinism: how do technological developments affect society and vice-versa?
Two hours of lecture per week, one hour of discussion per week. Open to all undergraduate students and designed for those with little technical background. Web search engines (such as Google and Yahoo) are technologies which have enormous influence on how people find and think about information. In this course students will first gain an understanding of the basics of how search engines work, and then explore how search engine design impacts business and culture. Topics include search advertising and auctions, search and privacy, search ranking, internationalization, anti-spam efforts, local search, peer-to-peer search, and search of blogs and online communities.
8 weeks; 3 hours of lecture per week. This course introduces the intellectual foundations of information organization and retrieval: conceptual modeling, semantic representation, vocabulary and metadata design, classification, and standardization, as well as information retrieval practices, technology, and applications, including computational processes for analyzing information in both textual and non-textual formats.
This is a required introductory course for MIMS students, integrating perspectives and best practices from a wide range of disciplines.
NOTE: Before Fall 2017, Info 202 was offered as a full-semester course for 4 units.
7 weeks - 4 hours of laboratory per week. This course introduces software skills used in building prototype scripts for applications in data science and information management. The course gives an overview of procedural programming, object-oriented programming, and functional programming techniques in the Python scripting language, together with an overview of fundamental data structures, associated algorithms, and asymptotic performance analysis. Students will watch a set of instructional videos covering material and will have four hours of laboratory-style course contact each week.
NOTE: Before Fall 2017, Info 206 was titled “Distributed Computing Applications and Infrastructure” and was offered as a full-semester course for 4 units.
Three hours of lecture per week. An introduction to services science — a new, interdisciplinary field that combines social science, business, and engineering knowledge needed for organizations (private, public, or nonprofit) to succeed in the shift to the service and information-based economy. A survey of (1) the historical, economic, and theoretical foundations of the rise of the service economy, (2) the analysis and design of services, (3) the technology and implementation of services, and (4) the delivery of services.
This course addresses concepts and methods of user experience research. The emphasis will be on methods of collecting and interpreting many kinds of data about real-world user activities and practices and translating them into design decisions. The course includes hands-on practice with a number of major user experience research methods, including heuristic evaluation; observation; interviews, surveys and focus groups. The emphasis will be on naturalistic/ethnographic (qualitative) methods, but we will also address major quantitative methods. Finally, we will discuss methods of bringing user experience research into the design process.
This course is appropriate for both 1st and 2nd-year MIMS students, and for students from other departments with a strong interest in user experience research, with the instructor's permission. Students will complete at least one major group project related to needs assessment and evaluation. Second-year MIMS students may use this project to meet their capping project requirement.
“Information” is a versatile word. It’s the name we attach to the age we live in, to and the technologies that define it, to the society and economy that they give rise to, and to the "revolution" that these technologies launch. It characterizes a variety of professions, activities, and social conditions (information architect, CIO, information overload, information haves and have-nots, information warfare), and not incidentally the new faculties that take “information” as their unifying focus. The word figures as a theoretical or technical term in a number of disciplines, including AI, computer science, philosophy, psychology, linguistics, economics, political science and information theory. In short, the word stands (along with its sister “data”) for a welter of social, technological and intellectual connections that seem to define a large swath of modern life.
In this class, we will not be trying to define “information” or “data” (though we’ll look at some attempts to do so). Rather we want to take the word as a point of entry to explore the connections and ideologies that it evokes. Why do people assume, for example, that the bits and bytes sitting on their hard drives are the same as the stuff that creates social revolutions and whose free exchange is necessary to the health of democratic society? (Would we make those connections if we didn’t use the word “information” to describe them?) How are the notions of information deployed by management science or artificial intelligence connected to the information theory developed by Shannon?
We’ll be taking on these questions by discussing readings both from historical periods and from a range of disciplines, focusing on the some of notions (such as “information,” “data,” “platform,” “technology,” “knowledge”) that seem to connect them.
Three hours of lecture per week. This course will provide an overview of the intellectual property laws with which information managers need to be familiar. It will start with a consideration of trade secrecy law that information technology and other firms routinely use to protect commercially valuable information. It will then consider the role that copyright law plays in the legal protection of information products and services. Although patents for many years rarely were available to protect information innovations, patents on such innovations are becoming increasingly common. As a consequence, it is necessary to consider standards of patentability and the scope of protection that patent affords to innovators. Trademark law allows firms to protect words or symbols used to identify their goods or services and to distinguish them from the goods and services of other producers. It offers significant protection to producers of information products and services. Because so many firms license intellectual property rights, some coverage of licensing issues is also important. Much of the course will concern the legal protection of computer software and databases, but it will also explore some intellectual property issues arising in cyberspace.
Three hours of lecture. The Extensible Markup Language (XML), with its ability to define formal structural and semantic definitions for metadata and information models, is the key enabling technology for information services and document-centric business models that use the Internet and its family of protocols. This course introduces XML syntax, transformations, schema languages, and the querying of XML databases. It balances conceptual topics with practical skills for designing, implementing, and handling conceptual models as XML schemas.
This course offers a multidisciplinary inquiry into the technology, business, economics, and public-policy of computer networks and distributed applications. We will cover the technical foundations of computer networks, including: Internet architecture, network technologies and protocols (e.g., 802.*, TCP/IP, HTTP), routing algorithms and policies, network applications (e.g., p2p overlays, VoIP), emerging network technologies, and network security. Tightly integrated will be coverage on the business, economics and policy of networking, including: economic characteristics of networks, network industry structure and ISP competition, wireless spectrum auction, network neutrality, and incentive-centered design of networks and applications.
Three hours of lecture per week. Quantitative methods for data collection and analysis. Research design. Conceptualization, operationalization, measurement. Modes of data collection, including experiments, survey research, observation. Sampling. Basics of data analysis.
Special Topics Courses
This course is designed to examine the strategic issues that confront the management of the development stage biotech company, i.e., after its start-up via an initial venture capital infusion, but before it might be deemed successful (e.g., by virtue of a product launch), or otherwise has achieved “first-tier” status. Thus, the intention is to study the biotech organization during the process of its growth and maturation from an early stage existence through "adolescence" into an "adult" company.
The key point is how does one research and develop a life science technology or product to the point where it is ready for the marketplace and how does one finance that relatively protracted process? Almost inevitably, at least a part of the answer to this question, and thus an element in the business and financial history of most biotech companies, has involved partnering with others, both as a means to perform aspects of the R&D process, as well as generate funding for that work. Hence, the focus of the class will be on business development, i.e., the deal making that must occur to accomplish these corporate objectives – both to bring in new technologies and especially, to facilitate getting the initial product(s) to market (and pay for the R&D required to make that happen). We will explore the critical deal issues from both the perspective of the development stage company and the viewpoint of the larger, more mature biotech or big pharma company with which it seeks to partner. Emphasis will be on biotech companies in the healthcare sector (primarily therapeutics, but also vaccines and diagnostics) with some (comparative) discussion of other industry areas, e.g., agriculture (veterinary and crop plant science).
Specific topics to be addressed will include: a brief review of the underlying biological science and its potential commercial application(s); the process of drug discovery and pharmaceutical research and (preclincical and clinical) development; the role of intellectual property and elements of the patent process; various partnering strategies and deal structures and examples of same (options, licenses, technology transfer, collaborations, supply contracts, joint ventures, M&A etc.); a description of the deal process, that is, the steps from identification and initial contact with the prospective partner, through the negotiation, to consummation and agreement execution, plus relationship management thereafter, including, as appropriate, a review of the outcome of certain partnerships to determine whether or not the relationship was successful from the perspective of each party and the deal factors that contributed to, or interfered with, achieving such success (or failure).
See the MOT site for details.
This course covers the practical and theoretical issues associated with computer-mediated communication (CMC) systems. CMC includes many different types of technologies such as email, newsgroups, chat, and online games. We will focus on the analysis of CMC practices, the social structures that emerge when people use these applications, and the design and implementation issues associated with constructing CMC technologies.
We will primarily take a social scientific approach to computer-mediated communication (including research from psychology, social psychology, economics, and sociology). We will investigate questions such as: How do we represent identity and perceive others in CMC environments? How are interfaces and visualizations used in CMC to help make sense of relationships? Why do some Wikis "succeed" while others do not? How is the production of open source software such as Linux similar to (and different from) a social movement? Why are reputations useful in some online environments, and not in others? Can we really develop meaningful relationships and perhaps even love-purely through CMC?
This course is currently offered as IS 216.
It takes critical thinking, outstanding leadership and a little magic to be a successful Project Manager. Come and learn not only the essential building blocks of project management, but the tricks to managing a variety of complex projects. We will have a combination of interactive lectures, guest speakers and case studies discussions to cover globally recognized standards, best practices and tools that successful project managers use.
The class will meet two hours per week. Some of the topics we will cover are:
- Project processes and methodology
- Managing and balancing the "triple constraint"
- What are the most painful pitfalls and how to avoid them
- What is your personal project management style and its weak points
- How to build a high performing team
- Dealing with difficult people
- Risk and quality management
This course satisfies the Management requirement for the MIMS degree.
Note: This course is currently offered as Information 290MA.
The focus of the course is management of innovation processes for sustainable products, from product definition to sustainable manufacturing and financial models. Using a project in which students will be asked to design and develop a product or service focused on sustainability, we will teach processes for collecting customer and user needs data, prioritizing that data, developing a product specification, sketching and building product prototypes, and interacting with the customer/community during product development. The course is intended as a very hands-on experience in the "green" product development process. The course will be a Management of Technology course offered jointly by the College of Engineering and the Haas School of Business. In addition, it will also receive credit towards the new Engineering and Business Sustainability Certificate (currently under review by the Academic Senate). We aim to have half MBA students and half Engineering students (with a few other students, such as from the I-School) in the class. The instructors will facilitate students to form mixed disciplinary teams for the development of their "green" products. Students from the California College of the Arts (CCA) will also participate on the teams through a course taught separately at CCA. Students can expect to depart the semester understanding "green" product development processes as well as useful tools, techniques and organizational structures that support sustainable design and environmental management practice.
We will make extensive use of the course Web site to both communicate information to you and to converse with you about your homework and your projects. You will find the course listed on bSpace at: http://bspace.berkeley.edu/. Once you have formed your project groups, we will set up group web pages on which we expect you to store your working documents for your project. The faculty will review the group pages regularly to provide feedback on your work.
- Introduction to New Product Development (NPD); NPD Environment and Processes; Green Design Case Introduction
- Green Product Strategic Alignment; Product Planning; Sustainable Businesses
- Multidisciplinary Teams in NPD; Multicultural Issues; Project Proposals and Team Assignments
- Customer and User Needs Assessment; Ethnographic Methods; Empathic Design
- Translating the Voice of the Customer, Developing Specifications
- Concept Generation Methods; Lead Users; Community-based Design
- Appropriate Technology; Design for the Environment
- Metrics for Sustainability; Concept Selection
- Concept Testing; Prototyping; Product Testing; Design Refinement
- Design for X: Design for Manufacturability, Accessibility
- Life Cycle Analysis (LCA) for Sustainability
- Design for Flexibility, Reuse; Sustainable Product Architectures
- Launching Sustainable Products: Sustainable Financing Models; Project Management
- Class Summary: Project Reviews and Capturing Lessons Learned
- Final Exam: Product Presentations and Judging
See the MOT site for details.
This course introduces students to the fundamentals of developing information service consulting and project management. The course focuses on ways to apply theoretical and conceptual knowledge to real world problem solving and project development. The course will explore ways to tailor project management strategies for different contexts, emphasizing approaches for smaller, entrepreneurial settings. Students will work in small teams on real projects that will be deployed and maintained by the University or other organizations. Guest lecturers will share their experiences on everything from working with clients, ethnographic and other approaches toward understanding user and stakeholder needs, proposing and planning projects, and managing the chaos of project revisions, course corrections, and requirements changes. Students are strongly encouraged to see projects through development and completion by also taking the Spring semester part of this course.
Note: Students may take both the fall and spring clinic courses once each for credit.
This is a new course, not only within Haas and the MOT Program, but within academic campuses around the world. This course is an experiment to address a burning issue in business today: most of the economic activity in developed economies is services-based. Yet most of our knowledge about innovation is based upon products, not services. A recent survey by the National Academies of Engineering found that “the academic research enterprise has not focused on or been organized to meet the needs of service businesses”.
This is not an abstract concern for Berkeley students. More than 70% of the graduating 2004 class from Haas took jobs in knowledge-intensive, service businesses. Looking further on in one’s career, more than 63% of the INC. 500 companies in are services companies. Service businesses represent the future for the vast majority of Haas and MOT students. The course should be risky (it’s brand new), exciting, and useful.
Our course will examine services innovation, and focus upon the business model in creating and managing innovation in services businesses. We will also consider how product-based businesses can — or cannot — transition to service-based businesses. During the course, we will have outside visitors from companies like IBM and SAP, and Berkeley faculty from I-Scool and Economics.
Biographical Information: Henry Chesbrough is Executive Director of the Center for Open Innovation at the Haas School of Business at UC Berkeley. I teach in the MOT Program at Haas, which is joint with Engineering. Previously, I was an assistant professor of business administration at Harvard Business School. I hold a Ph.D. from UC-Berkeley, an MBA from Stanford University, and a BA from Yale University, summa cum laude. Yes, I am over-educated.
However, I am also experienced. Prior to embarking on an academic career, I spent ten years in various product planning and strategic marketing positions in Silicon Valley companies. I worked for seven of those years at Quantum Corporation, a leading hard disk drive manufacturer and a Fortune 500 company. Previously, I worked at Bain and Company.
My research focuses on managing technology and innovation. My new book, Open Innovation (Harvard Business School Press, 2003), articulates a new paradigm for organizing and managing R&D. This book was named a “Best Business Book of 2003” by Strategy & Business magazine, and the best book on innovation in 2003 on NPR’s All Things Considered. Scientific American magazine named me one of the top 50 technology and business leaders for 2003 in recognition of my research on industrial innovation.
See the MOT site for details.
The rise and fall of the high-technology industries of the 1990s reflect broader changes in markets, production organization, and business models, as well as the operation of government policies. These broader changes, which include but go well beyond the Internet revolution itself, suggest that the industrial economy is being fundamentally transformed by the diffusion of innovations in technology and business models across the industrial and industrializing economies. At the same time, these changes cannot be understood without a deeper examination of the factors that created competitive advantage at the national level in many of these industries during the previous three decades. This course explores the broad changes in “who is winning, who is losing, and why” in global markets for high-technology goods ranging from semiconductors to commercial aircraft.
This course seeks to make sense of, inter alia, the decline and prospective recovery of U.S. high-technology industries, the evolution of innovation and technology strategies and policies in Western Europe and Asia, the historic and current roles of governments in shaping markets for high-technology goods, and the impact on business strategies of recent developments in early-stage capital markets. Our general approach views technological innovation and competition as dynamic processes that reflect previous choices made by firms and governments. Modern technologies develop in markets that are international in scope, often imperfectly competitive, and subject to influence by a variety of economic and political stakeholders. We will use an eclectic mix of theoretical, historical, and practical perspectives throughout the course in examining these issues, although no special familiarity with any of these is assumed. From time to time, we will be joined by venture capitalists, corporate executives, and technologists engaged in global high-technology markets for discussion of these issues.
CLASS FORMAT: Seminar with cases, discussions, lectures and guest speakers.
REQUIRED READINGS: All students should purchase the Class Reader which will include the required HBS case studies and other articles.
BASIS FOR FINAL GRADE: Students will be expected to undertake one substantial research project, in cross-disciplinary teams, requiring both traditional and on-line research skills. Each team will present briefly to the class as a whole. The grade will be based on the general in-class participation and the final research report.
BIOGRAPHICAL SKETCH: Charles C. Wu is currently a Lecturer in the Management of Technology Program with over 20 years of pragmatic experience in High Technology and 14 years representing foreign organizations. He is currently Managing Director and Founder of the Panasonic Digital Concepts Center, Matsushita's Technology Alliances, Venture Capital and Incubator Organization. Prior to Panasonic, Charles was the first US professional at Vertex Venture Holdings, the Venture Capital arm of Singapore Technologies. Charles has served on boards of 11 public and private companies assisting them with their international business relationships and strategy. Charles has a MBA from the Stanford Graduate School of Business and an BS in Computer Science and Engineering from the Massachusetts Institute of Technology.
See the MOT site for details.
The course starts with a short overview of the institutions that have historically supported innovation, then considers knowledge as a public good, the design of incentive mechanisms such as prizes and intellectual property, different models of cumulative innovation; the relationship of competition to IP licensing and joint ventures, patent and copyright enforcement and litigation, private/public funding relationships; patent values and the return on R&D investment, how venture capital works, intellectual property issues arising from direct and indirect network externalities, the effects of technical protection measures, and globalization.
"To miss today's China is to miss the great opportunity for this generation." This course is derived from China's rapid rise and its transformation of global competition. This course has three major parts: (Notice that the first class meeting is very important, because we will overview China's changes)
- Hot Topics in 2007 such as: what are the most recent changes in China's technology, business and policy environment? What is the China scenario and its impact on global? What is the trend of venture capital investment in China?
- Must-Have Topics such as: What are the fundamental differences in doing business in China vs. doing business in the US? What are the top three unique assets that a firm needs in order to survive in China and how are they obtained? How can understanding the fine line between Guanxi and corruption determine my success in China?
- Topics for Careers related to China such as: If I want to start up a technology firm in China, how should I begin? If I want to work for a MNC in China, what do I need to know?
We will use lectures, case studies, guest speakers, and class discussions to answer the questions we raise in each module below. For China Fellows, we will have a 10 days trip to China after the semester.
BASIS FOR FINAL GRADE
40% Class participation.
30% Case/reading material study questions.
30% group project
See the MOT site for details
This class entails the execution of a major project—developing a product or service from idea through first pass prototype in a cross-disciplinary team of business, engineering and San Jose State University industrial design students. Teams will be coached by faculty and by designers from local firms. In-class time will entail a mixture of lectures, case discussions, guest speakers and group project work.
Students who take this class should be committed to participating fully in a team project. Teams typically meet for 1-3 hours per week outside class throughout the semester. (This is in addition to individual time spent preparing for class discussion.) Students must have flexible schedules to accommodate meetings with students outside Haas.
Abstract of Course Content and Objectives:
The course is a Management of Technology course offered jointly by the College of Engineering and the Haas School. We aim to have half MBA students and half Engineering students in the class, and facilitate students to form mixed teams for the development of their products. Students from the San Jose State University industrial design program will also participate on the teams. The course is introductory in nature, aimed at those who have not experienced a full product development cycle on a cross-disciplinary team in the past.
The focus of the course is management of new product development processes, from product definition through ramp-up of product manufacturing. Using a project in which students will be asked to design and develop a product or service of their choosing, we will teach processes for collecting customer and user needs data, prioritizing that data, developing a product specification, sketching and building product prototypes, and interacting with the customer during product development. The course is intended as a very hands-on experience in the product development process. (Note for those of you thinking about products or services you would like to develop you must be willing to share what you are doing on your project with the class, and you must be able to complete a first pass prototype within the 15-week semester). This is an ideal course for those who participated in the UNIDO summer program if you want to continue the development of products you worked on there.
See the MOT site for details.
The primary goal of this course is to develop in the student the marketing skills needed to compete aggressively as an entrepreneur in technology fields. Upon completion of this course, the student should have developed the following skills:
- The ability to assess and predict customer needs in markets that may not yet exist;
- The ability to create and execute marketing plans that necessarily integrate sophisticated technological development with rapidly evolving customer requirements;
- The ability to create and grow a focused marketing organization rapidly and efficiently;
- The ability to create and use marketing communications to reach prospects, customers, OEMs and sales channels efficiently and inexpensively.
See the MOT site for details.
Graduate seminar on research topics surrounding computational analysis of social media such as blogs, online profiles, and recommendation systems, and technology for advanced search engine applications. Students will suggest, read and discuss research papers in the field and will complete a substantial research project.
Enrollment open to Graduate students in the School of Information and the Department of EECS. Other students by permission of the instructor.
Web search engines (such as Google and Yahoo) are technologies which have enormous influence on how people find and think about information. In this course students will first gain an understanding of the basics of how search engines work, and then explore how search engine design impacts business and culture. Topics include search advertising and auctions, search and privacy, search ranking, internationalization, anti-spam efforts, local search, peer-to-peer search, and search of blogs and online communities.
Note: This course is being offered on a S/U (Satisfactory/Unsatisfactory) basis only.
Supply Chain Management involves the flows of materials and information among all of the firms that contribute value to a product, from the source of raw materials to end customers. Elements of supply chain management have been studied and practiced for some time in marketing, logistics, and operations management. We will attempt to integrate these different perspectives to develop a broad understanding of how to manage a supply chain.
This course will focus on effective supply chain strategies for companies that operate globally with emphasis on how to plan and integrate supply chain components into a coordinated system. You will be exposed to concepts and models important in supply chain planning with emphasis on key trade offs and phenomena. The course will introduce and utilize key tactics such as risk pooling and inventory placement, integrated planning and collaboration, and information sharing. Lectures, Internet simulations, computer exercises, and case discussions introduce various models and methods for supply chain analysis and optimization.
This class will be a mix of lectures, case discussions and applications. The course objectives are to develop analytical and modeling skills, and to provide new concepts and problem-solving tools, applicable to the design and planning of supply chains.
See the MOT site for details.
Offered for the first time in Fall, 2005, this is UC Berkeley's first course focused on nanotechnology-based business opportunities. The course provides a comprehensive overview of the core elements in this emerging field, specifically the scientific and technical basis of nanotechnology, the emerging business opportunities, and the policy issues that represent both threats and opportunities to nanotechnology investors, innovators, and entrepreneurs. This course is particularly suited for those who anticipate founding or operating a technology company.
The course focuses on skills needed for the identification of opportunities that can lead to successful entrepreneurial ventures in nanotechnolgy, regardless of the individual's "home" skill set, whether managerial or technical. We examine in depth the many approaches being taken today to capitalize on opportunities in nanotechnology. Course material and speakers focus on executing marketing, technology development and strategic plans that integrate technological development with evolving customer requirements. A central goal of the course is to improve understanding of how the confluence of technological innovation, market forces and venture finance drives new technology ventures.
See the MOT site for details.
The bursting of the technology bubble and the gradual maturity of traditional markets for information technology have intensified the search for new markets, technologies, applications and business models. This course focuses on emerging trends in IT and their impact on industry structure, corporate strategy, and competitive dynamics. Particular emphasis is placed on identifying opportunities for start-ups and other new entrants. The impact on established business models and industry structure (both in IT and the industries targeted by these emerging technologies) is also explored in detail.
Topics are covered through a combination of lectures, class discussions, case studies, and first-hand accounts from guest speakers.
Key topics covered include:
Open Source and Intellectual Property
Security and Privacy
The Future of IT Supply
Web Based Applications and Information Services
The Future of IT Demand
Broadcasting and Media Delivery
See the MOT site for details.
This course will explore the theory and practice of Tangible User Interfaces, a new approach to HCI which focuses on the physical interaction with computational media. The topics covered in the course include:
- Theoretical framework of Tangible User Interfaces
- Design examples of Tangible User Interfaces
- Enabling technologies for Tangible User Interfaces
Students will design and develop experimental Tangible User Interfaces, applications, underlying technologies, and theories using concept sketches, posters, physical mockups, working prototypes, and a final project report. The course will have 3 hours of lecture and 1 hour of laboratory per week.
Now offered as INFO C262.
This course is a survey of Web technologies, ranging from the basic technologies underlying the Web (URI, HTTP, HTML) to more advanced technologies being used in the context of Web engineering, for example structured data formats and Web programming frameworks. The goal of this course is to provide an overview of the technical issues surrounding the Web today, and to provide a solid and comprehensive perspective of the Web's constantly evolving landscape. Because of the large number of technologies covered in this course, only a fraction of them will be discussed and described in greater detail. The main goal of the course thus is an understanding of the interdependencies and connections of Web technologies, and of their capabilities and limitations. Implementing Web-based applications today can be done in a multitude of ways, and this course provides guidelines and best practices which technologies to choose, and how to use them.
Note: This course is currently offered as Information 253.
Mass communications technologies have been profound influencers of human identity, from the printing press and the rise of vernacular political cultures to television and the power of celebrity. While the Web is still a work in progress, salient characteristics such as the collapse of distance, the discovery of like-minded groups, and information delivered in short bursts are already affecting the way people see themselves and the way they consume information. Following an overview on the relationship of technology with identity and communications, the course will look at the uses of narrative in news, public relations, advertising, entertainment, and online gaming.
Seminars & Colloquia
One hour colloquium per week. Must be taken on a satisfactory/unsatisfactory basis. Colloquia, discussion, and readings are designed to introduce students to the range of interests of the school.
The seminar explores selected advanced topics relating to 'digital libraries' with special emphasis on:
- Access to networked resources
- Use of two or more resources in conjunction
- Combined use of two or more retrieval systems (e.g. use of pre- or post-processing to enhance the capabilities)
- The redesign of library services
It is expected that these issues will require attention to a number of questions about the nature of information retrieval processes, the feasibility of not-yet-conventional techniques, techniques of making different systems work together, social impact, and the reconsideration of past practices. More generally, the seminar is intended to provide a forum for advanced students in the School. Anyone interested in these topics is welcome to join in — and to talk about their own work. This is a continuation of the previous Lynch/Buckland seminars.
Three hours of seminar discussion and hands-on practice per week. This participatory class explores political activism in the Net context, as well as key aspects such as mass media, political communications, and smart mobs: emerging forms of technology-enabled collective actions. We will read and discuss issues, theories and real world examples from the US, Philippines, Korea, Mexico, China, and elsewhere. We will focus on blogging, online forums and other emerging media forms such as podcasting, photo-sharing, tagging, RSS, wiki-based communities and read about theoretical aspects of socio-technological networks as well.
In addition to analytic readings, students will learn how to use a wiki for collaborative work, to blog and read and comment on blogs via RSS as part of the coursework, to listen to and produce podcasts. The class will directly engage in collective knowledge-gathering and construction of a public good. Students will engage in social bookmarking and collectively construct a resource wiki on class topics.
"Social Entrepreneurs are not content just to give a fish, or teach how to fish. They will not rest until they have revolutionized the entire fishing industry."
— Bill Drayton, Founder of Ashoka
What is social entrepreneurship? In spite of the current popularity of the term, there is little agreement on the practices it entails. Alternatively, a broad variety of business and nonprofit practitioners call themselves social entrepreneurs. This has led Sally Osberg, CEO of the Skoll Foundation, and other leaders of the field, to call for a more precise definition.
This seminar provides a theoretical and practical introduction to social entrepreneurship in the area of ICT for Development. From the emerging literature on the subject and guest speakers, students will explore the larger political and social context of social entrepreneurship, the possibilities for creating social change through innovation, market-based models, and how to measure social impact.
Students will also gain practical experiences through a semester-long project addressing a local social problem. Through expert workshops on product design/development, community engagement and business development, field trips and group presentations, students will learn hands-on how to design social enterprise solutions, as well as the potentials and pitfalls of using ICT to address social problems.