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COMM 642

Fall 2012

Interactive Media & Storytelling Thursday 9-8:45 p.m. To find out if classes will meet in bad weather, call 704-337-2567 or visit www.Queens.edu. File this syllabus with the assignments you complete for your Capstone portfolio. _____________________________________________________________________________ Instructor: Leanne Pupchek, Ph.D. pupchekl@queens.edu Office: 101 Dana Office Hours: Mon./Wed. 10 a.m. 1:15 p.m., Tuesday 6 to 7 p.m. and by appointment. Phone: (704) 337-2240 (office) Textbooks: Required Miller, Carolyn Handler. (2008). Digital storytelling: A creators guide to interactive entertainment. 2nd edition. Schell, Jesse. (2008). The art of game design: A book of lenses. Snyder, Blake (2005). Save the cat: The last book on screenwriting youll ever need. Optional client mysteries You have permission from these authors to base your Transmedia project on one of these published mysteries. You might want to start reading them now: Pickens, Cathy (2005). Southern Fried. Sharp, Deborah (2008). Mama does time. Optional IF software Please download Inform 7 from http://inform7.com/ Optional IF reference Reed, Aaron (2011). Creating interactive fiction with Inform 7

Course description: The interactive quality of a communication describes what happens when an author, producer or teacher opens a communication space through which the audience can respond, participate and, in the most sophisticated cases, even change the outcome of a message. The most basic level of interactivity, direct address, Course prerequisites: Graduate standing. Course objectives: After successfully completing this course, you will be able to:

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1. Define interactivity. 2. Identify at least three levels of interactivity. 3. Flowchart a branching script. 4. Write a branching script. 5. Complete a group storytelling project. 6. Analyze another group storytelling project according to class concepts. 6. Share your project with the class in a brief class summary. 7. Reflect on your learning and understanding of concepts in a journal and overarching journal summary. Technology requirements: The first class of the course will meet online leveraging Moodle, so we wont be stuck in DNC traffic. After the first week, we will continue to use Moodle as our learning management system, through which you will submit assignments and communicate with me and each other. Access the system at http://moodle.queens.edu. For you to be able to use Moodle, your computer must have these minimum technical specifications: For a PC: 56.6 Kbps Modem (or Cable Modem / DSL if available) Windows 95, 98, 2000, NT, ME, XP or Vista operating system Internet Explorer 5.5 or later, Firefox web browser For a Mac: 56.6 K Modem (or Cable Modem / DSL if available) Macintosh OS 9 or OS X operating system Firefox web browser (free download) Moodle Learning Management System help: You can get help with Moodle in the following ways: For information and FAQs, access the help page on the Queens website For training, contact Jada Williams for orientation and instruction in Moodle at williamsja@queens.edu. Scheduled orientations will be announced on RexText and on the help page. For login, Qmail, or online registration problems, contact the QUEST help desk at 704-337 -2323. Your course responsibilities: READING: This course requires reading at least 100 pages a week and preparing written responses for each class. ATTENDING: Attend and participate in class meetings. Missing more than three classes prompts an attendance report to your dean. MEETING ACADEMIC WRITING STANDARDS: To meet my expectations for the style of your formal written work, ensure you: 1. Review and follow the Honor Code. Cutting and pasting anything from the web without attribution is plagiarizing, even if you mix up the order of the words or change them to synonyms. (Visit to the Center for Academic Success in the basement of Sykes if you want to improve your prose.) 2. Submit documents electronically through Moodle or in hard copy as required. 3. Conform to a standard academic reference and citation style in formal papers. I prefer

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American Psychological Association (APA) style, but you may use MLA style, as long as you are consistent. The library has quick reference guides, as do many websites. 4. Use standard print fonts (Arial, Times Roman, Helvetica, Cambria). 5. Insert a header on your document that shows me your last name, course number (COMM 642) and page number in the upper right-hand corner of each page. 6. Title your document, placing it on the first page followed by your full name, course number, and e-mail address.

INDIVIDUAL ASSIGNMENTS 1. Write a scene. Value: 10% Write a scene based on a published or traditional story that includes at least two characters, dialogue, a decision point and three different outcomes. Due: Sept. 27 2. Create a flowchart for your scene. Value: 10% Use appropriate interactivity symbols and label your flowchart. Due: Oct. 11 3. Create an IF story experience for training or entertainment using Inform 7. Value: 10% Due: Oct. 25 4. Keep a reflections journal and summarize the journal in a final reflection. Value: 30% Your final reflection should cover your project experience. Due: Dec. 13

GROUP ASSIGNMENT Complete a Transmedia Project Value: 40% 1.Create an interactive game and write a treatment for it based on a source that originally appeared on a different media platform, in this case, a client mystery novel. Identify the market, the audience and other practical aspects of your choices with regard to the topic and type of game. 2. Create a flowchart for your interactive game. 3.Write a script for at least two branching decision sequences. Due: Dec. 13

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Grading scale: A 90-100 Superior work B 80-89 Good work. C 60-69 Poor work. F -60 Unacceptable work. Reflects unacceptable level of commitment or academic skill.

ADMINISTRATIVE POLICIES If you are a student with a verified disability, please give me the letter of accommodation provided by Student Disability Services. Students who have a disability, or think they have a disability (e.g. psychiatric, attentional, learning, vision, hearing, physical, or systemic) may contact Mary Miles Davis, Interim Director of Student Disability Services, for a confidential conversation at 704-337-2508 or davismm@queens.edu. Information is available online at http://www.queens.edu/Life-on-Campus/Student-Disability-Services.html The Office of Student Disability Services is located in Dana 014C (in the Center for Academic Success). Attendance policy In a course that meets twice a week, more than four absences are excessive. This course is a communication course and requires you practice communication; both express and interpret. So you need to be here to participate. That being said, if you have special circumstances, please see me confidentially. (Remember, it is a violation of the Honor Code for a student to be untruthful about the reason for a class absence.) Make-up and Late Work Policy Please honor the due dates for your work so everyone will have time to participate. That being said, if you have special circumstances, please see me confidentially. Queens Honor Code The Queens Honor Code, which permeates all phases of university life, is based on three fundamental principles: that Queens students: a) are truthful at all times, b) respect the property of others, and c) are honest in tests, examinations, term papers, reason for a class absence and all other academic assignments. Please speak to me confidentially if you believe a violation of the Honor Code has occurred. See The Honor Code Book at http://www.queens.edu/about-queens/get-to-knowqueens/honor-code.html for more information on the process in the event of a suspected violation. University closings/Cancelled classes Classes will meet online during the democratic National Convention. The best way to receive fast, accurate notification unplanned or emergency closures or schedule changes is to register for QAlert (see below). Changes will also be announced on TV and radio and posted on www.queens.edu. You may also call the Queens Information Hotline (704-337-

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2567). NOTE: If classes are meeting but you feel that you cannot find a safe way to get to campus, please post on Moodle as soon as possible. I will post my own status on Moodle if I have difficulties getting to class. QALERT: To receive campus emergency notifications via voicemail, text and/or e-mail, follow the instructions you will see posted on campus when registration opens within the next few weeks. Human Participant Research Your course work will not involve you directly with people. Nevertheless, it's important to understand that all student-directed research that involves human participants must have a faculty sponsor. Additionally, all research that involves human participants must be reviewed and approved by the university Institutional Review Board (IRB) BEFORE YOU START any research activities. IRB Information and approval forms are available on the myQueens portal (http://myqueens.queens.edu). First, sign into myQueens and then click the Shared Documents link on the left side of the screen. This will take you to the Institutional Review Board Documents folder. Intellectual Property policy Queens University of Charlotte faculty and students adhere to the Queens Intellectual Property Policy and U.S. Copyright Law. See http://moodle.queens.edu and the Queens University of Charlotte website at http://www.queens.edu. Schedule Sept. 6 Orientation Reading: Miller, Ch. 1-3 Singing in the Rain Blair Witch Project Complete and post idea-generating exercises for Ch. 1-3. Sept. 13 Creating story-rich projects Reading: Miller, Ch. 4-6 Write a scene Complete and post idea-generating exercises for Ch. 4-6. Sept. 20 Creating story-rich projects contd Character, dialogue and emotions. Reading: Snyder Save the Cat What Game lenses can teach Reading: Schell, Ch. 23-26 Meet with group to discuss/create/choose a story. Class on our own. (Instructor at Knight Schools Best Minds Conference.)

Sept. 27 Creating story-rich projects contd

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Reading: Miller, Ch. 7, 8, 9 Due: Write a scene Post idea-generating exercises for Ch. 7, 8, 9 Oct. 4 Creating story-rich projects contd Reading: Miller, Ch. 10 Post idea-generating exercises for Ch. 10 Oct. 11 Last day to withdraw Identifying purpose: Teach/train, persuade, inform Reading: Reading: Miller, Ch. 11, 12, 13 Discuss project in groups. Post idea-generating exercises for Ch. 11-13 Due: Assignment #2 - Write a Flowchart for your scene Oct. 18 Fall Break Oct. 25 What Game Lenses can teach Reading: Schell, Ch. 1-8 Evaluate your project according to Schell concepts Due: Assignment #3 Create IF Story experience Nov. 1 What Game Lenses can teach Reading: Schell, Ch. 9-15 Evaluate your project according to Schell concepts Nov. 8 What Game Lenses can teach Reading: Schell, Ch. 16-23 Evaluate your project according to Schell concepts Nov. 15 Work on project Professor away at National Communication Association Meeting. Nov. 18-25 Thanksgiving Break Nov. 29 Interactive media and storytelling Discuss digital technologys ability to enhance storytelling, and challenges of your writing experience. Dec. 6 Wrap Discuss course objectives. Complete course evaluations. Share your work in progress. Dec. 13 Projects due.

ASSIGNMENT DESCRIPTIONS

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Transmedia project Value: 40% Due: Dec. 13

Your Transmedia Project is composed of three deliverables: 1) Treatment for interactive story 2) Branching script The story does NOT have to be a masterpiece of writing. Use the sample mysteries to give you ideas. But it DOES have to incorporate course concepts. Value: 20% of final grade 3) Production book documenting the project, including: Purpose Audience Notes from meeting with instructor or coach Meeting minutes/decisions/group tasks and timetable Rationale for Decisions All other materials related to the Transmedia project.

Reflections journal Value: 30% Due: Dec. 13

Description: The primary purpose for requiring you to write short reflections is to get you to digest course material (e.g. readings and discussions) by applying the new concepts or perspectives to your personal experience and observations. The reflections prompt you to try out opinions, draw conclusions, and/or continue thinking or formulating further responses. Writing reflections over the semester allows you and me to chart your growth as a scholar, critic and practitioner. These are not tests. I am not looking for a right answer in the reflections. Neither am I looking for summaries of the readings. Instead, writing the reflections offers you a chance to examine behavior you have performed or observed in the context of the course readings. Once you are finished your reflections journal, including your summary, upload the document to Moodle by 5 p.m. Dec. 13.

Expectations: Journal: I am looking for at least two double-spaced pages at least once a week in which you:

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1. Describe insights, observations, concepts that resonated particularly with you and how they apply to a practice you have seen or experienced and/or 2. Describe insights, observations, and concepts that you struggled with, and explore possible reasons or resolutions. Summary: Once you are finished the project, summarize your experience and insert your summary as the first item in your final document. I am looking for you to discuss trends or patterns or other big-picture conclusions you can identify by reviewing your journal from beginning to end.

Please let me know if I can clarify these instructions.

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