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can you give me a deep descriiption of the technological artifact about how the
can you give me a deep descriiption of the technological artifact about how the essay goes at first? I need to submit and have the feedback before we star working on the essay. Here are the course materials, the concepts are all in there.
Introduction:
The final project for this course is a study surrounding a technological artifact of your choice. It will entail four parts:
1. A deep descriiption of the technological artifact.
2. A study of what expertise/counter-expertise surrounds the artifact.
3. How the artifact affects or changes society. (Together the written portion is 15% of your final mark).
4. A presentation (PechaKucha) on the artifact. (10% of your final mark).
The purpose of this final project is to allow students to explore the relationship between technology, expertise, and society. Students will choose a technological artifact of their choice and conduct a study that includes a detailed descriiption of the artifact, an examination of the expertise and counter-expertise surrounding it, and an analysis of how the artifact impacts or changes society.
Notes:
• I cannot emphasize enough the importance of choosing your technological artifact carefully.
• In general, specificity is always preferable to generality. Rather than choosing “cell phones,” choose the “Blackberry 850,” for example. Rather than choosing the “PlayStation console” choose “The PS2 from 2000-2005.” Rather than choosing “the washing machine,” choose “The introduction and first years of the washing machine into the home (1940-1955).”
• Part of the evaluation will be on the originality/novelty of your artifact, so please choose something that you find personally fascinating, that your neighbour wouldn’t.
• I caution you against choosing your phone, for example. While there is a rich history and historiography surrounding telephones and how they’ve changed society, there is too much to consider, and your descriiption will be too broad.
• If you are unsure about your choice, please ask! I am always available to advise on the projects.
Part 1: Deep Descriiption of the Technological Artifact (500-1000 words)
Draft Due: November 20th. I will give feedback, but not marks, on this draft.
Students will begin by providing a deep descriiption of the technological artifact they have chosen. This descriiption could include the history of the artifact, its development and evolution over time, and the various forms and functions it has taken on. Additionally, students should explore the technical aspects of the artifact, including how it works, how it is manufactured, and any technical specifications that are relevant.
Notes:
• A big part of how you will be evaluated on this portion of the project will be your ability to effectively bracket – your timeline is crucial, as is the specificity of what you are talking about.
• If you are talking about the introduction of the indoor toilet, for example, a good deep descriiption would have no more than one or two sentences about life before the invention, and then spend the rest of the time describing the toilet itself, the challenges of hooking it up (and retrofitting houses for it), the home infrastructure that grew up around and because of it, and how the design of it changed over time with changing ideals of hygiene. It would not go into detail about sewer systems in the deep descriiption – that part would be saved for the analysis of how the indoor toilet changed society.
• This section can contain photographs, drawings, and schematics, if they add to the overall narrative and don’t take its place.
• I will be evaluating the deep descriiption drafts on June 22nd. While it is not required that you submit them for that time, it is HIGHLY RECOMMENDED to get feedback on your artifact before you move on to the next parts of the assignment.
Part 2: Study of Expertise and Counter-Expertise Surrounding the Artifact (500-1000 words)
In this part, students will explore the expertise and counter-expertise surrounding the technological artifact. This can include the opinions of professionals and experts in the field, as well as the opinions of those who may have a different perspective on the artifact, such as consumer groups or advocacy organizations. Students should consider the debates and controversies that surround the artifact, providing an analysis of what constitutes expertise and how we decide who is the expert in this respect.
This part of the project can use all sorts of media to be able to tell the story. Looking at vaccines? Look at a Twitter hashtag, search it on YouTube or TikTok, see where/what voices prominent and what voices are sidelined. Always take a critical view of what you are consuming, however, and be sure to cite the sources! Take screenshots to ensure you have the information you need to cite the sources.
To cite various electronic media, OWL at Purdue is a great resource:
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html
Notes:
• This part of the project is not to provide a ‘balanced’ view, rather it is to analyze the ways in which we decide who is an expert on a particular technological artifact, and who is disregarded as an expert in the same respect.
• Counter expertise does NOT include anti-vax opinions or flat-earthers, for example.
• If you are doing the MMR vaccine as a technological artifact, for example, your analysis of expertise and counter-expertise could ask who it benefits to promote anti-vax opinions in mother’s groups, for example, or why misinformation becomes prominent around vaccination despite enormous evidence of their efficacy and safety.
Part 3: Analysis of How the Artifact Affects or Changes Society (500-1000 words)
In the third part of the project, students will analyze how the technological artifact affects or changes society. This analysis should be based on the knowledge gained in the previous two parts and should include a discussion of the positive and negative impacts of the artifact. Students should consider the social, economic, and cultural impacts of the artifact and provide a critical evaluation of its role in society.
Part 4: A Presentation on your Artifact:
The presentations will take place in the last classes and will take a specific form: The Pecha Kucha. A Pecha Kucha is in the following format:
– 20 PowerPoint slides, each timed to be on screen for 20 seconds.
– A talk that lasts for exactly the amount of time that corresponds to the slides (six minutes, 40 seconds).
– The talk should be precisely timed to address the slides – ie, each point should address each slide, and each point should be no more than 20 seconds in length.
You can read more about and see examples of PechaKuchas at https://www.pechakucha.com/ (requires a free account) as well as numerous examples on how to construct them on the internet.
Notes:
– The main point of making a PechaKucha is that it requires you to rehearse your presentation to ensure that it is exactly 6:40 and corresponding to your slides.
– It allows the audience to not get bored with many different presentations, as they are rapid enough to keep interest.
– Pecha Kucha nights are held worldwide and address every topic imaginable in a succinct and interesting format.
– They are sometimes called the “haiku” of presentations.
– An example: https://www.pechakucha.com/presentations/the-genocidal-artificial-intelligence-is-a-red-herring
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