|Semester||Course Name||Course Number||School||Instructor||Course Description|
|Fall 2012||Energy Policy: Technologies, Systems, and Markets||IGA-410||HKS||Henry Lee||Energy is a critical component of every dimension of human society. It is an essential input for economic development, transportation, and agriculture, and it shapes national and international policies in the environemntal, national security, and technology arenas. IGA-410 is an introductory energy policy course which discusses the policy dimensions of the energy choices needed to meet economic and environmental goals in both the near and long term. Oil and gas markets, electricity policy, end use - efficiency options, technology innovation, renewable energy, and climate change will be covered. The first part of the course intoduces students to quantitative and qualitative analytical tools to assess energy problems and the fundamental concepts of energy policy. The second part uses case studies to explore specific challenges. Previous exposure to micro-economics is useful, but not required|
|Fall 2012||Organizing for Power: Using Technology to Translate Passion into Policy||DPI-336||HKS||Gina Glantz||This course will discuss how old-school organizing around issues and politics has been transformed by social networking and technology. The module will focus on two trends in political organizing: the role of social media in capturing the enthusiasm of participants for short and long-term support and the impact of data collection and data analytics on organizing success. The module will examine recent and real time cases of the impact of technology on politics and organizing including the 2012 Presidential campaign, the Massachusetts Senate campaign, Wisconsin from the 2011 takeover of the State House to the 2012 election, the ongoing assaults on Planned Parenthood and the Occupy Wall Street movement.|
|Fall 2012||Science, Power, and Politics||IGA-513||HKS||Sheila Jasanoff||(Previously offered as IGA-953) This seminar introduces students to the major contributions of the field of science and technology studies (STS) to the analysis of politics and policymaking in democratic societies. The objective is to expand students' understanding of the ways in which science and technology participate in the creation of social and political order. The seminar is devoted to reading and analyzing works by scholars in STS and related fields who have addressed such topics as the relationship between scientific and political authority, science's relations with the state, science and democracy, scientific and technical controversies, and citizenship in technological societies. Also offered by the History of Science Department as HistSci 285a.|
|Fall 2012||Media, Politics, and Power in the Digital Age||DPI-659||HKS||Nicco Mele||From Obama's use of the Internet to drive his presidential campaign victory to the upheaval of the Arab Spring, digital technology is challenging and changing established institutions on a number of fronts. This course introduces students to the history of the Internet and the emerging technologies that are defining the Digital Age. We work through the impact on established institutions as well as the underlying technical concepts and infrastructure of digital media. After the course, the student should have a basic technical literacy, appropriate for any professional, and broad knowledge of emerging trends. To understand the digital age, you need to live it. In addition to the assigned readings, students will be expected to use the online tools that are discussed. Only by participating in the online digital culture can students begin to understand the changing nature of the media landscape and glimpse the future.|
|Fall 2012||Solving Problems Using Digital Technology||DPI-682||HKS||Susan Crawford||When the tools of governing change, governance changes too. This is primarily an experiential course given in collaboration with the Boston Mayor's Office of New Urban Mechanics. Class participants will imagine, design, refine, and prototype technological solutions to problems identified by neighborhood clients with whom the class will work closely. The class also provides an overview of how local and national governments around the world are using digital resources to b|
|Fall 2012||Controlling Weapons Proliferation||IGA-232||HKS||Matthew Bunn||From Iran to North Korea, from terrorist groups seeking nuclear weapons to global black-market nuclear technology networks, the control of nuclear, chemical, and biological weapons is critical to global security. This course explores policies and institutions intended to prevent proliferation of these weapons and keep them out of terrorist hands, what can be done to strengthen these efforts, and what can be done to limit the risk when proliferation does occur. Primary focus is on nuclear weapons, but chemical and biological arms and ballistic missiles are also addressed. Students will gain an understanding of (a) the technologies of these weapons; (b) the wide range of policy tools available for preventing proliferation; (c) approaches to responding to proliferation when it does occur, including deterrence, military strikes, and defenses; and (d) how these issues interact with broader national and international policies. Policy choices relating to North Korea, Iran, nuclear terrorism, illicit nuclear technology transfers, the future of nuclear energy, and nuclear arms reductions are explored in depth. The course uses a risk-based framework, focused on identifying the greatest risks to international security from these weapons and the highest-leverage policies for reducing those risks.|
|Fall 2012||New Media, Surveillance, Access, Propoganda, and Democracy||DPI-684||HKS||Nolan Bowie||In a viable democracy, citizens must not only be sufficiently informed and effectively engaged in the process of self-governance and self-government, but must also be reasonably free of both government and private sector surveillance, from excessive propaganda, disinformation, and manipulation. In the 21st century they ought to have ready access to affordable communications networks and to tools and skills necessary to empower themselves and their communities democratically. The course will examine various assumptions concerning the digital age and information society, First Amendment law and practice, intellectual property, minority viewpoint access opportunities and barriers (winners and losers), and media justice issues, generally. Does government have an affirmative role to produce and deploy information and communication products, services, applications, and infrastructure as public services and public goods, or not? If so, what are the tipping points of market failure necessary to justify and provoke effective government action -- national defense rationale, public interest rationale, human rights rationale, sustainable development rationale, global competitiveness rationale, etc.? The role of social and community mesh networks, crowd sourcing news, immersive education, e-government, e-democracy, censorship, and the disruptive nature of new technology and constant change will be discussed in the context of democratic institutions and procedures.|
|Fall 2012||Transforming Education through Emerging Technologies||T561||HGSE||Christopher Dede||As discussed in the National Educational Technology Plan 2010, which will serve as a framework for this course, emerging technologies have capabilities (e.g., supporting distributed cognition, situated learning, pattern-based assessment, psychological immersion, modeling, and visualization) that enable sophisticated and powerful forms of learning, at scale and not requiring personal heroism by teachers. T-561 is suitable for students in any academic program who wish to develop greater knowledge about the ways emerging technologies can both empower learning in and out of classrooms and transform industrial-era educational structures. The course presumes only a basic familiarity with computers, and extensive support is provided for learning the specific applications used in class. T-561 emphasizes the theory, instructional design, and assessment strategies underlying the development and application of new interactive educational tools, applications, media, and infrastructures, seen through the lens of design-based research. We will discuss the likely evolution of innovations such as immersive interfaces, digital teaching platforms, social media, and mobile learning. We will also examine challenges to educational equity posed by emerging technologies and strategies for overcoming these problems. In addition, we will discuss ways to overcome barriers in using sophisticated learning technologies to transform learning, teaching, and schooling, given the current context of education practice and policy, including examining disruptive theories of innovation. Lab/section sessions will focus on technical support, discussion of research methods, and special topics. Students will participate in virtual learning experiences and will complete assignments that can be customized to individual preferences and can include participation in research projects.|
|Fall 2012||Media in Transition||CMS.801||MIT||W. Uricchio||Centers on historical eras in which the form and function of media technologies were radically transformed. Includes consideration of the ÒGutenberg Revolution,Ó the rise of modern mass media, and the Òdigital revolution,Ó among other case studies of media cultural change. Readings in cultural and social transformation and history and historiographic method.|
|Fall 2012||Introduction to Civic Media||CMS.360||MIT||S. Costanza-Chock||Examines civic media in comparative, transnational and historical perspectives. Introduces various theoretical tools, research approaches, and project design methods. Students engage with multimedia texts on concepts such as citizen journalism, transmedia activism, media justice, and civic, public, radical, and tactical media. Case studies explore civic media across platforms (print, radio, broadcast, internet), contexts (from local to global, present-day to historical), and use (dialogic, contentious, hacktivist). As a final project, students develop a case study or project proposal. Students taking the graduate version complete additional assignments. Limited to 20.|
|Fall 2012||Networked Social Movements: Media and Mobilization||CMS.361||MIT||S. Costanza-Chock||Provides an overview of social movement studies as a body of theoretical and empirical work, with an emphasis on understanding the relationship between social movements and the media. Explores multiple methods of social movement investigation, including textual and media analysis, surveys, interviews, focus groups, participant observation, and co-research. Covers recent innovations in social movement theory, as well as new data sources and tools for research and analysis. Includes short papers, a literature review, and a final research project. Students taking graduate version complete additional assignments. Limited to 16.|
|Fall 2012||Civic Media Collaborative Design Studio||CMS.362||MIT||S. Costanza-Chock||Project-based studio focusing on collaborative design of civic media provides a service-learning opportunity for students interested in working with community organizations. Multidisciplinary teams create civic media projects based on real-world community needs. Covers co-design methods and best practices to include the user community in iterative stages of project ideation, design, implementation, testing, and evaluation. Students taking graduate version complete additional assignments. Limited to 16.|
|Fall 2012||History of Media and Technology||CMS.376||MIT||J. Paradis||Surveys the interrelated histories of communications media and technological development, from the emergence of 19th-century forms of mass print media and telegraphy, to sound capture and image-based forms (e.g., film, radio, and television), to the shift from analog to digital cultures. Examines how new forms of communication exert social, political, and cultural influences in the global context. Explores how technological innovation and accelerating media affect social values and behaviors in the popular and global adoption of a media device. Includes two papers and a research project on aspects of media history. Students taking graduate version complete additional assignments.|
|Fall 2012||Computer Games and Simulations for Investigation and Education||CMS.590J||MIT||E. Klopfer||Explores how we learn from computer games and simulations, and delves into the process of building and testing interactive educational media. First, students investigate the design and use of games and simulations in the classroom (including commercial off-the-shelf games), as well as the research and development issues associated with desktop computer-based, mobile, and non-computer based media. Students then develop their own simulations and games, study what and how others learn from them (including field testing of products), and how games and simulations can be implemented in educational settings. All levels of computer experience welcome. Graduate students are expected to complete additional assignments.|
|Fall 2012||Identity and the Internet||CMS.614J||MIT||Staff||Focuses on various aspects of identity, including gender, race, class, sexuality, ability and age, as they are expressed in and through internet-related technologies. Theories and readings focus on the cultural, social, economic and political aspects of Internet use and design. The Internet is defined broadly to include networked capability in computers, mobile devices, entertainment technologies, and emerging media forms. Covers foundational as well as more recent readings. Students taking the graduate version complete additional assignments.|
|Fall 2012||Games for Social Change||CMS.815||MIT||S. Osterweil, K. Mitgutsch||Students will collaborate in teams to design and prototype games for social change and civic engagement. Run as a workshop in which student teams develop their games and showcase them at a semester-end open house. Features guest speakers from academia and industry as well as the non-profit sector and the gaming community. Readings will explore principals of game design, and the social history of games. Graduate students will complete additional assignments.|
|Fall 2012||Systems Visualization||CMS.631||MIT||S. Ayyadurai||Explores methods of visualizing complex systems using a range of simple visual metaphors. Provides an appreciation of the importance of whole systems thinking, in contrast to silo-based, single component thinking. Presents powerful visualization methodologies to conceive and draw complex systems, be they financial, media, economic, biological, political, etc. Focuses on creating visualizations that go beyond conveying information to invoke an emotional response, integrating cultural and historical variables. Techniques include animations developed from hand-drawn illustrations, data-flow diagrams, and computer-designed visual stories. No previous drawing experience required. Work centers on readings, visualization exercises, and a final project. Visualizations can be done in any preferred medium. Students taking graduate version complete additional assignments.|
|Fall 2012||Behind the Headlines: Current Debates in Media||CMS.701||MIT||Staff||Addresses important, current debates in media with in-depth discussion of popular perceptions and policy implications. Students analyze texts emanating from these debates from multiple perspectives, and discuss and present their findings in verbal and written form. Explores emerging topics - e.g., piracy and IP regimes, net neutrality, media effects, social media and social change, and changing literacies - across media and from historical, transcultural and multiple methodological perspectives. Examines the framing of these issues, their ethical and policy implications, and strategies for repositioning the debate. Students taking the graduate version complete additional assignments.|
|Fall 2012||Design By Committee. Digital interfaces for collaborative and participatory design / Gamification||SCI 0646800||Harvard GSD||Panagiotis Michalatos||This Seminar/Workshop will look into the design and technical challenges involved in the development of web based interfaces for collaborative design scenarios.|
|Fall 2012||Digital Media I||VIS 0222300||Harvard GSD||Christopher Hoxie||This course seeks to posit the role of digital media within the broader context of digital practice and to examine the generative capacities of the medium to design and communicate ideas in the virtual realm. The goal of the course is to establish a core visual literacy in digital media by considering work across a range of disciplines, including: photography, film, lighting design, synthetic imaging and animation. The course will examine the construction and representation of environments through the integration of form, light, material, color, atmosphere and photography. Investigations will vary in scale from one to one virtual simulations of materials and details, to interior and architectural scales, through to urban and landscape scales. This course is aimed at developing foundational skills in still image development with extensive development of topics in lighting design and analysis, material exploration and prototyping, site modeling and scene population, through to photography, compositing and post production. Although the emphasis will be on still image development, there will be extensive use of animation, serialized imagery and iterative workflows to develop dynamic representations of the built environment across a range of perceptual models.
|Fall 2012||Digital Media II||VIS 0222300||Harvard GSD||Andrew Witt||This class explores the design and science of logical form making, examined through geometry, parametric control, algorithms, and digital tools. The point of departure is a cumulative sequence of fundamental topics and problems in design geometry which have recurring impact on the history of form. These problems will provide a context and pretext for a rigorous introduction to parametric modeling, algorithmic automation, and the mathematical principles underpinning them.|
|Fall 2012||Digital Power, Digital Interpretation, Digital Making||2534||Harvard Law School||Jonathan L. Zittrain and Martha Minow||Taught by Peter Galison, Martha Minow, Jeffrey Schnapp, Jonathan Zittrain. Harvard is beginning a new initiative to explore the intersection of digital power, digital making and digital interpretation. This is a working seminar designed to explore these questions through a cluster of projects designed to cross theorizing with making. For example: What is the health of the internet and how could we construct ways to measure it? How do practices and should governing the digital shape access, privacy, and social norms? What might the next generation of digital humanities look like as it explores the crossover between digital and physical objects? How can digital filmmaking connect with new forms of interactive design and exhibition? Interested students should apply by September 1 via the online form at https://docs.google.com/spreadsheet/viewform?formkey=dDBzMzFKa2lCakcteDJINDNvUzBIQUE6MA#gid=0|
|Fall 2012||History of Science 271 - Self as Data||72536||Faculty of Arts and Sciences||Rebecca M. Lemov||Many scholars have considered how the modern self became an object of expert knowledge, scientific experimentation, and institutional discipline. This seminar focuses on cases, past and present, in which individuals treat their own habits, bodies, moods, and thoughts as objects of scrutiny, analysis, and intervention. Ranging from 19th century diary writing and the Buckminster Fuller Chronofiles to contemporary diet techniques, Benjamin Franklin's self-monitoring practices to the Quantified Self movement's digital data collection apps, the seminar explores what shifting modes of self-tracking, self-care, and self-governance reveal about changing understandings of the self, and how they remake subjectivity. This course will be co-taught with Prof. Natasha Schull (MIT Program in Science, Technology, and Society)|
|Fall 2012||Beyond the Sound Bite: Women, Gender, and Sexuality in The Daily News||48191||Faculty of Arts and Sciences||Alice Jardine||We are bombarded by sound bites from all over the globe, moving at disorienting speeds, reorganizing our relationship to time and space with increasingly dystopic results. This course will focus on selected televisual and digital events in "real time" from September-December 2012. We will analyze the embedded bits of gender and sexuality always at work in the representations of those events. Topics include: politics, the environment, military adventures, and popular revolt in dialogue with important texts in WGS Studies.|
|Fall 2012||Smart Cities: An Introduction to Urban Integrated Networked Solutions||SCI 0637100||Harvard GSD||Nashid Nabian||In its current state, the vision of a smart city is very much fostered by a technologically enhanced worldview of the urban condition, whereas traditional and modern communication infrastructure, mainly the transport and ICT infrastructures, fuel sustainable urban growth and the quality of urban life. Smart cities are envisioned as wired and ICT-driven cities, saturated with embedded sensors, actuators, digital screens, hand-held devices and smart phones and all sorts of embedded and situated computing devices, with connectivity as the source of their growth and the driver of their effective performance, where all social classes benefit from the technological integrations of their urban fabric. Taking to account this technology-driven view of our smart city frenzied world, the course is organized around four dimensions: (1) a literature review of Smart Cities, (2) an analytical case study of proposed or practiced smart city solutions, (3) a rigorous cataloging of urban problems that can be addressed by smart city inspired solutions, and finally, (4) a hands-on approach towards envisioning, proposing, designing, developing, and prototypical implementation of ITC-driven, networked and integrated solutions to the catalogued urban problems. For the purpose of prototypical implementation of smart city inspired solutions, the students are offered with the basic technical knowledge for programming virtual platforms as well as those that allow for physical computing and electronic prototyping within the framework of a series of 3 integrated technical workshops on Arduino, Processing and iOS programming - Programming for iphone and ipad.|
|Fall 2012||Privacy and Technology||9751||Faculty of Arts and Sciences||James H. Waldo||What is privacy, and how is it affected by recent developments in computer technology? Course critically examines popular concepts of privacy and uses a rigorous analysis of technologies to understand the policy and ethical issues at play. Case studies: RFID, database anonymity, research ethics, wiretapping. Course relies on some technical material, but is open and accessible to all students, especially those with interest in economics, engineering, political science, computer science, sociology, biology, law, government, philosophy.|
|Fall 2012||Health Care Computer-Assisted Innovations||59443||Faculty of Arts and Sciences||Margo I. Seltzer and Regina Herzlinger||This is a field study course in which students undertake significant external research in the in-depth development of a business plan for a health-care and technology business venture. Students will learn to develop such a business plan, evaluate and select appropriate technologies, define a new technology based product in the health-care space, and develop appropriate prototypes for presentation to customers and investors.|
|Fall 2012||Biotechnology, Sustainability and Public Policy||62576||Faculty of Arts and Sciences||Calestous Juma||This seminar examines the implications of biotechnology for sustainability. Using case studies, it focuses on policy approaches for maximizing the benefits of biotechnology and minimizing their risks. It addresses the following themes: (1) scientific and technological advances in biotechnology and sustainability; (2) social responses to the use of biotechnology; (3) application of biotechnology specific sectors such as agriculture; industry; energy; bioremediation and species conservation; (4) socio-economic impacts; and (5) policy and institutional considerations.|
|Fall 2012||Innovation by Design: Projects in Educational Technology||T522||Harvard Graduate School of Education||David Dockterman||n this course, students experience firsthand the research-based design process with their own technology-based project. They will start with an education-related problem of their choice--past projects have dealt with everything from managing student stress to illiteracy in rural Ghana to teaching math or writing. Working in small groups of shared interest, students will investigate the research, practice, and theories that suggest causes of and ways to address the problem. They will use the research as a guide to developing an innovative idea that incorporates appropriate uses of technology (computers, smartphones, TV, game machines, etc.) as needed for the project's targeted audience and context (school classroom, museum exhibit, corporate office, home entertainment area, and so on). In an iterative cycle, students will test and revise their idea with wireframes and prototypes, gather feedback, make revisions, and prepare a final presentation to share their findings and progress. This course takes students through the entire design and prototyping process in a supportive environment. Lectures and class presentations will dissect the creative and development steps through existing products and the projects students are creating. Lab times (using Flash, iOS, or other appropriate development tools) will be devoted to supporting the creation of project prototypes to give students a hands-on feel for software implementation. Projects from T-522 can be considered for further development in the Spring in T-581.|
|Fall 2012||Participation in Planning and Development: Theory and Practice||SES 0533500||Harvard Graduate School of Design||Michael Hooper||This seminar examines the theory and practice of participatory planning and governance, drawing on both developing and developed world experience. Recognizing that participation plays a major role in planning and design practice, the course seeks to provide students with a solid intellectual and professional foundation for work on participation-related issues. The seminar begins by looking at the history of participation and at different rationales for including the public in planning, design and policy making. Like the seminar more broadly, this investigation will examine participation in both urban planning and international development contexts. The bulk of the seminar then focuses on how participation plays out on the ground, examining the merits and challenges of public engagement in a wide variety of political, social and geographical settings. Major topics will include an investigation of the ways in which participation influences project outcomes. They will also include an examination of the nature and scale of spillovers from participation to other aspects of social and political life (for example, looking at the influence of participation on democratization, economic development and community empowerment). The seminar will explore the varieties of participation encountered in planning and development, from grassroots activism to mobilization by global movements. The seminar will also discuss the rise of civil society and debates surrounding this concept. Finally, the course will examine innovations in participatory planning and governance, with an eye towards novel modes of working with and including the public in planning, design and policy making. Particular attention will be given to the role of new technologies, institutional innovations and artistic practice in facilitating and shaping participation. The course will be run as a graduate seminar, with students expected to discuss weekly readings and engage in informed and critical class discussions. The seminar will be joined by practitioners working on participation issues.|
|Fall 2012||Practical Lawyering in Cyberspace||2203||Harvard Law School||Christopher T. Bavitz and Phillip Robert Malone||This course will explore the complex challenges of effectively representing clients in a wide variety of intellectual property, technology and internet-related disputes. Using a rich set of cyberlaw-related case studies drawn from recent legal controversies, including targeted case readings, court filings, real-life testimony, deposition videotapes and other demonstrative materials, we will condense and weave together a broad range of experiences lawyers encounter in the actual practice of law in these dynamic fields with the core doctrinal and theoretical principles of the relevant areas of law, including IP, online speech, anonymity, privacy, cybercrime, antitrust and others. We will focus particularly closely on critical and strategic thinking and analysis, complex legal-practical problem solving and decision-making; and clear and persuasive writing and drafting. At appropriate points, we will bring in outside specialists to enhance our understanding of the interplay between substantive and practical issues. (Previous guests have included Microsofts head of global IP strategy, Twitters general counsel, Facebooks chief privacy officer, Googles chief competition counsel, a top Justice Department official responsible for cybercrime, a senior Assistant U.S. Attorney who prosecutes major high-tech cases, and noted computer scientists who have testified as experts in antitrust and patent cases).|
|Fall 2012||Growing Up in a Media World||HT500||Harvard Graduate School of Education||Joseph Blatt||Most young children spend more than 30 hours every week in front of a television set. As they grow up, add listening to music, going to the movies, using computers and smartphones, and playing video games--the amount of time most children invest in media is more than twice the time they spend in school. This course examines the pervasive role of electronic media--broadcast television, movies, music videos, games, web sites, social networking, and other online activities--in educating and socializing children and teenagers. We will explore the range of content available to young people and their families; document the developing child's patterns of use and understanding of media; examine theories and methods for assessing media effects; review research on the role of media in shaping individual identity and responses to social issues; and analyze public policies that affect content providers, consumers, and citizens. Class activities include lectures, screenings and presentations by guest experts, videoconferences, group discussions, and student presentations. Students carry out two structured research assignments, deliver a brief presentation in class, and write a final paper on an individually chosen topic of special interest.|
|Fall Module 2||Technology Policy and Global Development||IGA-524M||HKS||Calestous Juma||not available at this time|
|Full year 2012-2013||Digital Computer Applications in Patient Care||ME505M||Harvard Medical School||TBD||Students will be involved in the development or implementation of a project involving the application of computers to patient care in one of the following areas: Web-based Knowledge Access; Computer-Based Medical Record System for Inpatient and Outpatient Practice; Application of Computers to Clinical Education; Web-based Computer-Based Physician Consultation and Guidance Systems, Information Technology for Clinical Research, Large Scale Clinical Data Repositories, Clinical Bioinformatics. The student will usually work closely with one or more of the Physician Fellows at the Laboratory who are part of the NLM sponsored Medical Informatics Training Program. The course will make students aware of the potentials and problems of computer applications and familiarize them with the literature and other activities of the laboratory in their area of interest. Students will have a brief but intensive exposure to a particular computer application in medicine and the opportunity to develop and implement a particular project of mutual interest.|
|Full year 2012-2013||National and International Security Law Workshop: New Threats||2318||Harvard Law School||Jack L. Goldsmith III and Gabriella Blum||Technological advances and globalization are combining to produce smaller and more lethal weapons in the hands of people around the globe who can launch these weapons in ways that national borders and other conventional defenses cannot easily stop. These weapons include cyber agents, biological platforms, miniaturized and remotely-delivered kinetic weapons, and more. Against many of the new threats, the state is often a poor defender, leaving safety and security in the hands of private actors. At the same time, modern technologies empower the state to defend against these threats with new threats of its own, including extraordinary powers of surveillance and analysis over persons and activities around the globe. This seminar will examine how these new technologies and threats shape the social contract between citizens and governments and how they affect our understanding of war, crime, safety, privacy, and liberty.|
|J-term||Human Rights Advocacy Using Video, Social Media, and Participatory Media||IGA-380M||HKS||Sam Gregory||Aided by the spread in low-cost, high-quality technologies, video and moving image media are becoming increasingly ubiquitous and multi-form (even though a considerable digital divide exists in terms of access, literacy, and skills both within and between societies across the globe); video will soon be part of every communications and advocacy strategy. Increasing moving image creation, usage and literacy defines much of the experience of a connected younger generation, particularly in the Global North and within certain sectors of Global South society. Use of video, including particularly mobile video, has publicized and documented many emerging human rights struggles from Rangoon, to Oakland, to Tehran, and most recently the 'Arab Spring' and ÔOccupyÕ movements, and characterizes many vibrant citizen media spaces that fill niches long ignored or abandoned by the mainstream media. However, strategic, directed, impact-driven use of video remains under-utilized as an intervention by either NGOs or citizen networks in human rights spaces including treaty monitoring systems, legislative debates, lobbying of decision makers, and community organizing. Many human rights actors do not yet have the skills, connections, or experience to organize, aggregate, or coordinate others' audiovisual media including citizen media content in spaces like YouTube, create their own targeted advocacy media for specific audiences, collaborate to develop compelling material with professional or citizen storytellers, or to link their strategic use of video to new participatory technologies that enhance creation, distribution, and debate, such as mobile, social media, data visualization, mapping, and Web 2.0 tools. Policy advocates encounter new challenges as they consider how citizen media and technology usage for activism is enabled or curtailed by government policy and adhoc decisions and the actions of private sector actors such as mobile and online service providers. This course, taught by a leading practitioner of using video, social media, and participatory technologies for human rights advocacy, will combine a focus on practical advocacy skills for using video, as well as social media (particularly as it relates to video) and other networked/participatory media with analytical discussion, expert guest speakers, exercises, and review of topline emerging trends and overarching policy questions.|
|Spring 2013||2025 Vision and Information Policy: Considering the Public Interest||DPI-685||HKS||Nolan Bowie||If knowledge is always incomplete and information imperfect, how do policymakers plan for future events and the consequences of change in Internet time? This course will focus on the year 2020 and beyond. Anticipating Web 4.0 or 5.0 and a new Internet, mobile phone/PCs with voice-enabled search and display, real-time language translation, and always-on universal, ubiquitous, ultra-speed connectivity to any kind of content from anywhere produced by anyone, what key policy questions will determine whether this future information society will be good, bad, or ugly? Students, in collaboration with one another (Collective Genius), will consider different assumptions and values leading to different futures. Sci-fi novels and movies as well as traditional texts, the blogosphere, trend reports, and the predictions of "experts," think tanks, and the work of creative speculators will be used to think about how society may attain desired outcomes and avoid dystopia.|
|Spring 2013||Advanced Digital Studies in Politics, Policy, and Media||DPI-660||HKS||Nicco Mele||a series of critical issues at the intersection of politics, policy, media, and digital technology including: persuasion in political campaigns using digital media; emerging business models for digital journalism; using social media to make municipal government more efficient and responsive. A significant degree of digital literacy will be required to succeed in the course; DPI-659 is recommended as a prerequisite, or students must secure the permission of the instructor.|
|Spring 2013||Law, Science, and Society in America||IGA-516||HKS||Sheila Jasanoff||This course explores the tensions, contradictions, and mutual appropriations that characterize the relationship between law, science, and technology in America. It examines how ideas of evidence, expertise, and public reason have changed over the past half-century in response to such phenomena as the rise of the risk society, environmentalism, patient advocacy, and the information revolution. Law is broadly construed to include the activities of legislatures, regulatory agencies, and courts. The course seeks to contextualize the interactions of law, science, and technology in relation to wider transformations in US culture and society.
Also offered by the Sociology Department as Soc 180.
|Spring 2013||Political Economy of Innovation for Sustainability||IGA-520||HKS||Calestous Juma||This course examines the role of technological innovation in sustainability, focusing on the current international efforts to foster "green economies." It explores the relationships between contemporary innovation and ecological disruptions, especially those associated with climate change. While new technology is seen by some as an important source of economic productivity and global competitiveness, others point to the potential risks that such technologies pose to human health and the environment. However, the same techniques have the potential to contribute to ecological management. The course examines the implications of new technological applications for sustainable development, drawing from specific case studies. It cover the following themes: (1) theoretical and historical aspects of technology and sustainability; (2) interactions between environment and development; and (3) the role of innovation policy in addressing ecological challenges, with particular emphasis on transnational relations and institutions. Training in natural or engineering sciences in not a requirement.|
|Spring 2013||Expertise in Law and Science||IGA-518||HKS/HLS||Sheila Jasanoff||How is expertise produced, disseminated, controlled and challenged? How do experts combine knowledge, common-sense, analytics, argument, lifestyle, character? How does expertise write itself into power--or submission? Through what moves does expertise become rulership? What is the work of disciplinary formations and the professions in reproducing practices of knowledge-making and professional judgment? How ought one to go about mapping the political implications of expertise, and how interpret the stakes in choosing an expert vernacular? We will read and discuss literature from social theory, from law, and from science and technology studies which bears on these questions, alongside case studies of ÒexpertiseÓ in action in a variety of professional, scientific and lay settings. Cross registration by students from other University departments strongly encouraged. Requirements: students will be expected to prepare and participate in weekly discussions and write a final essay.
Also offered by the Law School as HLS 2082. The seminar is open by permission of the instructors. Those interested in enrolling should address a short statement to one of the two instructors describing their interest.
|Spring 2013||Cybercrime||2054||Harvard Law School||Phillip Robert Malone||This seminar will explore how technology, and the social and cultural changes it has brought about, challenge our traditional approaches to criminal law and procedure, in particular core concepts such as knowledge and intent, causation, justification or excuse, and jurisdiction. We will approach the subject of cybercrime from both doctrinal and policy standpoints.|
|Spring 2013||Engagement and Learning: Technologies That Invite and Immerse||T545||Harvard Graduate School of Education||Christopher Dede||There is no learning without engagement, but engagement without learning is all too prevalent in today's digital world. This course explores the relationship between technology, engagement/motivation, and learning. Media have long been employed to create learning environments that excite students' enthusiasm. Recently, interest has grown in the area of video games and learning, with the argument that games and immersive simulations (1) motivate students who otherwise are uninterested in academic content, and (2) engage learners in rich virtual or augmented environments that provide a powerful context for acquiring useful knowledge and skills. But just because a student is deeply engaged in a task, does that necessarily mean that she or he is learning something of value? To date, little attention has been paid to how and what students learn from experiences made engaging by technology, such as video games. T-545 examines technology-based examples of "engaging" learning experiences, such as video games and other "immersive" media, as well as research and evaluation designs used to study the educational effectiveness of these environments. The course speaks to a wide range of interests about learning and engagement in various types of educational settings across a spectrum of learners. T-545 will build participants' knowledge about theories of motivation and of learning, the extent to which technology-based games and simulations exemplify those theories, and the methods and findings of research in this area. Occasional lab sessions will focus on technical support, discussion, and special topics. Students are required to participate in virtual learning experiences and to complete assignments that can be customized to individual preferences and can include participation in research projects.|
|Spring 2013||Entrepreneurship in the Education Marketplace||T565||Harvard Graduate School of Education||John Richards||Education is a trillion-dollar industry, the second largest in the United States and growing globally. Most of the money is spent on salaries and operations, and the market challenges are considerable. The market available to entrepreneurs is complicated by overlapping government regulations, driven by the universal expectation of high quality and evaluated by a torrent of student tests. These challenges present opportunities for creative entrepreneurship, operating from PreK through college; from within and outside the system; and from for-profit and nonprofit business models. This course examines how to identify market opportunities that include social media, multimedia, digital resources, books, and other products and services, and analyzes what it takes to exploit those opportunities for success in the face of the dominance of the basal publishers and large nonprofits. Students will be challenged with research issues such as defining and gathering data on market segments; exploring the unique nature of the education sales cycle; analyzing the evolving contexts for disruptive innovation in education; and delineating the various market segments by curriculum and content area, size, special populations, and geography. As their final project, students can take one of two tracks: produce a business plan for a product or service, including a competitive analysis, marketing plan, timeline, and budget; or produce a market segment analysis, using market research to categorize the segment, determine market demand, analyze competition, size the market, and identify trends.|
|Spring 2013||Online Law and Business in a Globalized Economy||2196||Harvard Law School||Urs Gasser||The Internet has initiated a series of fundamental shifts in our information ecosystem. First, anyone with a computer and Internet access can create a message, while the costs of production have dramatically decreased in the digital age. Second, the message network of the Internet enables global and real-time transmission of information at marginal costs close to zero. Third, the Internet leads to an unprecedented level of access both to information infrastructure and content. Fourth, the Internet has shaped what users do with information. These four shifts have in turn permitted the emergence of new businesses and business models: Wikipedia and YouTube illustrate the power of user-created content. RapidShare and Soundcloud are two examples of new forms of content distribution. Search engines like Google or projects such as the Digital Public Library of America are the symbols of new ways to access information. And sites like YouTube or Facebook illustrate the increased levels of interactivity among users on the one hand and content on the other. In this seminar, Urs Gasser will work with a small group of students to gain a deeper understanding of the legal implications of these seismic shifts at the intersection of law, technology, and new business models. The seminar takes a phenomenological approach: Instead of dividing topics along the lines of traditional areas of law (such as, e.g., competition law, privacy, IP, etc.), we will discuss the multi-faceted legal questions in their respective context, based on studies of recent cases and developments. The seminar also takes into account that online businesses operate in a global environment. While addressing key questions such as, for example, the liability of online intermediaries, we will be discussing statutory and case law from both the U.S. and from Europe. Urs Gasser will invite a small group of outside speakers to participate in a subset of class meetings.|
|Spring 2013||Teacher Learning and Technology||T553||Harvard Graduate School of Education||Karen Brennan||In conversations about the growing role that technology plays in the lives and learning of young people, teachers are often left out of the discussion (e.g. obsolesced by narratives of ?digital natives?) -- or brought into the discussion in problematic ways (e.g. framed as impediments to the self-directed learning made possible by network technologies). We know, however, that students are not entirely self-managing with respect to technology and can benefit from teacher guidance, which necessitates teacher familiarity and fluency with technology. In this course, our focus is on developing understandings of -- and designing support for -- teachers? experiences with technology, by examining questions that engage the multiplicity of issues surrounding teachers and technology. What should teachers learn about technology? How are teachers? roles in learning reconceptualized by technology? How are teachers? opportunities for learning supported by technology? We will explore these (and other) questions through readings, guest speakers, critical analysis of learning technologies, and conversations with teachers about their technology experiences. Students will participate in class discussions about readings, and co-facilitate class time, which will involve selecting additional readings and/or preparing an in-class activity. Additionally, students will develop a project related to ?teacher learning and technology? -- for example, developing case studies of educators? experiences with technology, or developing curricular resources to support teacher learning with/through technology. Anyone interested in exploring the challenges and opportunities that teachers experience in the digital era is encouraged to enroll|
|Spring 2013||Using Film for Social Change||41141||Faculty of Arts and Sciences||Joanna Lipper||New technology and democratized access to digital media powerfully impact strategies aiming to heighten global awareness of local issues and are integral to efforts seeking to inspire empathy, political engagement, social activism, and charitable giving. With a focus on race, gender, and identity, this course will explore the portrayal of the human condition across cultures in feature films, documentaries, and photography. Students will have the opportunity to create their own multimedia projects.|
|Spring 2013||Representing Blackness: Media, Technology and Power||444||Faculty of Arts and Sciences||Marcyliena Morgan & Tahir Hemphill||This course explores the concept of race and ethnicity through the analysis of media systems and institutions, communication frames and symbolic representations and social constructions.|
|Spring 2013||Antitrust, Technology and Innovation||2008||Harvard Law School||Phillip Robert Malone||Many of todays most exciting and challenging developments in antitrust law arise in cases involving innovative technology industries. This seminar will take a detailed and critical look at the unique challenges to existing antitrust doctrine and enforcement presented by such cases. We will begin by examining relevant economic research and theory regarding the operation and characteristics of dynamic, innovation-driven markets, including network effects, path dependence, standardization, platform and systems competition, technical compatibility and interoperability. We will then explore theories and evidence concerning the relationships between competition, market structure and innovation, including Schumpeterian and Arrow models and subsequent refinements and critiques. The seminar will consider difficult issues of antitrust market definition, particularly in the context of computer technology, the internet and pharmaceuticals, including technology and innovation markets. A major portion of the seminar will be analyze some of the most challenging issues presented by the intersection of antitrust and intellectual property law in technology markets, including comparative US and European treatment of unilateral refusals to license intellectual property; patent thickets, cross-licenses, and pools; reverse payments and other agreements to settle patent litigation; and the antitrust implications of conduct in industry standard-setting organizations. Throughout the course, we will evaluate the similarities and differences between US, EU and other laws in their respective doctrinal approaches to and practical treatment of various key seminar topics. Readings will be drawn from a wide variety of leading US, European and other court cases, government guidelines, official reports such as the FTC/DOJ Antitrust and IP Report, economic and legal academic literature, enforcement Agency hearings and speeches, and actual litigation and appellate materials from relevant cases.|
|Spring 2013||Enabling Technology Innovation in Healthcare and the Life Sciences||HT921||Harvard Medical School||TBD||This course teaches the student how information technologies shape and redefine the health care marketplace. Students learn how information technology enhances medical care through 1) improved economies of scale; 2) greater technical efficiencies in the delivery of care to patients; 3) advanced tools for patient education and self-care; 4) network-integrated decision support tools for clinicians; and 5) e-health applications and commerce. Students ordinarily take this course in conjunction with HST 923, the tutorial and practicum portion of the course, to work in interdisciplinary teams to design an innovative solution to a current or future health care problem. Students taking this course alone will fulfill course requirements by doing a 20-page term paper on the above topic, by prior arrangement with the course director.|
|Spring 2013||The Technology, Economics, and Public Policy of Renewable Energy||53953||Faculty of Arts and Sciences||George Pierce Baker||Energy is the lifeblood of economic activity, and there is little prospect of this changing. However, the planet's stores of easily accessed fossil fuels are limited, and the climatological cost of continuing to rely on fossil fuels is high. This course examines the long run and short run prospects for renewable energy. We start by understanding the technology of hydro, solar, wind, and biomass. We then examine the economics of these technologies, and how subsidies and taxes affect their viability. Special attention will be paid to the interaction of technology, economics, and public policy.|
|Spring 2013||Breaking Headlines: The History of News||83327||Faculty of Arts and Sciences||Heidi Jacqueline Tworek||This reading seminar introduces students to the major themes and approaches to the historical study of the media from the invention of modern newspapers in the seventeenth century to the multiplication of media today. We will examine how the meaning of news has emerged from a nexus of politics, economics, technology and society. Topics include journalism, propaganda, public opinion, news agencies, radio, television, and Twitter.|
|Spring 2013||Culture and Networks||65007||Faculty of Arts and Sciences||Bart Bonikowski||This course will serve as an overview of the growing field of network research with a particular focus on how patterns of social interaction shape and are themselves shaped by cultural preferences and meaning making processes. We will discuss a variety of substantive topics, including musical tastes, romantic relationships, organizational collaboration and competition, and social movement mobilization, while paying particular attention to the increasingly important role of social media in establishing and maintaining social ties.|
|Spring Module 3||Energy Innovation Policy||IGA-525M||HKS||Laura Diaz Anadon||Innovation in energy technologies is necessary to confront profound challenges facing countries all over the world. Concerns regarding resource availability, the environment, health, national security, competitiveness, and access are driving government efforts to accelerate innovation in energy supply, end-use, and storage technologies. This course will cover the basic frameworks for analyzing technology innovation systems (focusing on technology development stages, actors and institutions, and innovation functions), and the range of available policy tools (including research and development funding, tax incentives and prizes, and performance standards). Students will become familiar with the complexity of measuring the returns of innovation programs, designing programs in a world with international technology flows, integrating water and land-use considerations, and identifying the factors that shape technological change (including the role of intellectual property rights and technology spillovers). This course combines theoretical, quantitative, and comparative approaches. The latter is accomplished through case studies, which will focus on the path from invention to commercialization of various energy technologies, as well as the recent energy innovation efforts of various governments.|
|Fall 2012||Sparking Social Change||DPI-312||HKS||Archon Fung, Mark Moore||Examines strategies and processes of contemporary social change in the United States, other developed countries, developing countries, and transnational contexts. Aimed at students who hope to produce social change but have not settled on the particular organizational "platform" for which they will make change. That is, individuals might try to change from government organization, from social movements in civil society, as private sector social entrepreneurs, or even as unencumbered individuals. Through an inductive examination of a large number of social change projects, students will gain a knowledge of strategies of change that include activities centering on government, law, social movements, joint governance, philanthropy, and private markets. Course should apply to students with imagination, initiative, social ambition, and will aim to foster an expertise in social change that consists of keen strategic sensibilities and analogical ability to know what has worked elsewhere and how that can be adopted to one's own circumstances.
Also offered by the Graduate School of Education as A-130. To see a short VIDEO describing this course, please follow this link: http://www.youtube.com/watch?v=QwuiFdVuFVI.
|Fall 2012||Technology & Innovation: The Impact on Politics||IOP Study Group||HKS||IOP Fellow Sonal Shah||Technology & Innovation: The Impact on Politics”
led by IOP Fellow Sonal Shah
Study Groups are weekly OFF-THE-RECORD discussions on various topics of political, policy, and public interest. All are welcome; no prior knowledge or experience is necessary to attend or participate. Sessions take place at the IOP. Groups begin the week of September 24 and end the week of November 5. All study groups begin at 4:00PM. It is not necessary to attend all groups to participate in the program.
|Fall Module 1||Innovation Systems and Global Development||IGA-523M||HKS||Calestous Juma||Not availbale|