Intro to Content Management Syllabus
#contentmanagement #contentstrategy #topicbasedwriting #techcomm
Office Hours: TBD | email | phone | office | zoom | Google hangout
I have set office hours as a symbol of my dedication to have consistent time available for you in this course, but please free to reach out outside of these times as questions arise, if you need to talk through new ideas, or you are seeking resources. There are several modes of communication available to us, and I am open to other modes of communication that are secure and protect your intellectual property.
I have set office hours as a symbol of my dedication to have consistent time available for you in this course, but please free to reach out outside of these times as questions arise, if you need to talk through new ideas, or you are seeking resources. There are several modes of communication available to us, and I am open to other modes of communication that are secure and protect your intellectual property.
Course Description
Course Overview
This seminar focuses on professional practices and research topics related to digital content management. Although the hardware and software layers behind content management platforms depend on information technology, communication professionals in industry and academia are positioned to lead in the planning, delivery, and evaluation of digital content. Contemporary content management systems are moving from desktop-based web publishing to communication workflows that adapt to many devices and interfaces used by human and algorithmic audiences. In this course, students will have hands-on practice with content management platforms and formulate research questions related to the humanistic aspects of digital communication delivery.
This is a 3000-level course because the course presumes some proficiency in writing that more advanced students would have received upon completion of introductory discourse/writing requirements in ENGL 1106 or COMM 1016. I trust that you can make more complex connections between writing and the subject matter and issues of your discipline in the context of this advanced course.
Learning Objectives
This seminar focuses on professional practices and research topics related to digital content management. Although the hardware and software layers behind content management platforms depend on information technology, communication professionals in industry and academia are positioned to lead in the planning, delivery, and evaluation of digital content. Contemporary content management systems are moving from desktop-based web publishing to communication workflows that adapt to many devices and interfaces used by human and algorithmic audiences. In this course, students will have hands-on practice with content management platforms and formulate research questions related to the humanistic aspects of digital communication delivery.
This is a 3000-level course because the course presumes some proficiency in writing that more advanced students would have received upon completion of introductory discourse/writing requirements in ENGL 1106 or COMM 1016. I trust that you can make more complex connections between writing and the subject matter and issues of your discipline in the context of this advanced course.
Learning Objectives
- Understand principles and characteristics of content management
- Recognize rhetorical features of topics and implement topic-based writing
- Construct documentation projects using single-sourcing and modular writing principles
- Compose social media content within specific contexts of use
Required Text
- Baker, M. (2013). Every page is page one. XML Press.
- Evia, C. (2018). Creating intelligent content with Lightweight DITA. Routledge.
Acknowledgement of the Land
We recognize that we are on the traditional homelands of the Tutelo/Monacan people, who have a continuing connection to the land Virginia Tech currently occupies. We acknowledge that our presence on this land is a consequence of colonization, forced displacement, and genocide of indigenous people.
Inclusion and Diversity/Cultural Awareness
Inclusive Classroom
In this course, we will engage in invention, and although we will learn various concepts that are considered best practices, how you apply the knowledge ascertained comes from your unique cultural identity. We will work together to ensure you have grasped an understanding of the learning objectives, but I look forward to how you approach each assignment from your cultural perspective. We will honor the contributions and potential of each member in this class. I am here to share my knowledge, but our engagement means I expect to learn from you as well in an information exchange.
Diversity
Students in this class are encouraged to speak up and participate during class meetings. Because the class will represent a diversity of individual beliefs, backgrounds, and experiences, every member of this class must show respect for every other member of this class.
In this course, we will engage in invention, and although we will learn various concepts that are considered best practices, how you apply the knowledge ascertained comes from your unique cultural identity. We will work together to ensure you have grasped an understanding of the learning objectives, but I look forward to how you approach each assignment from your cultural perspective. We will honor the contributions and potential of each member in this class. I am here to share my knowledge, but our engagement means I expect to learn from you as well in an information exchange.
Diversity
Students in this class are encouraged to speak up and participate during class meetings. Because the class will represent a diversity of individual beliefs, backgrounds, and experiences, every member of this class must show respect for every other member of this class.
Assignments
|
Pre-Class Assignments (25%)
Pre-class assignments are intended to provide you with advanced preparation for the upcoming lesson. Also, this will help me gauge where you are with the material and tailor the lesson to the most valuable content. At the beginning of each class, we will spend some time discussing pre-class assignments to share our understandings, new ideas, and challenges. Individual Projects (30%) Individual projects are often in the form of writing assignments that facilitate a deeper engagement with the topic. During the semester, I will assess if writing assignments need modification to meet the needs of where we are as a class. Meeting with Instructor (5%) These meetings are designed for me to get to know you and your interests in content management. These are also opportunities to check-in, discuss unanswered questions about the content, and for me to obtain your feedback on what is working well, or not, in the course. |
Grading Policy
Grade Ranges:
A 95-100% | A- 90-94.99% B+ 87-89.99% | B 83-86.99% | B- 80-82.99% C+ 77-79.99% | C 73-76.99% | C- 70-72.99% D 60-69.99% | F <60% |
Team Project(s) (30%)
There is one major team project in this course with two components: a report and presentation. Evaluation of the team project will be based on the content generated and group collaboration.
Participation (10%)
The success of this class depends on your participation and open communication. Ten percent of your grade will be based on your contributions to class discussions and your engagement in class activities. Participation includes coming to class prepared and having completed the required readings and assignments, and ready for thoughtful and active engagement with each other. Participation also includes asking questions, attending office hours, sharing helpful links and media, supporting/helping your classmates, providing feedback about the course, and engagement via email. All students are expected to participate in an active, open, and respectful manner, in small and large groups.
There is one major team project in this course with two components: a report and presentation. Evaluation of the team project will be based on the content generated and group collaboration.
Participation (10%)
The success of this class depends on your participation and open communication. Ten percent of your grade will be based on your contributions to class discussions and your engagement in class activities. Participation includes coming to class prepared and having completed the required readings and assignments, and ready for thoughtful and active engagement with each other. Participation also includes asking questions, attending office hours, sharing helpful links and media, supporting/helping your classmates, providing feedback about the course, and engagement via email. All students are expected to participate in an active, open, and respectful manner, in small and large groups.
Accessibility
Virginia Tech welcomes students with disabilities into the University’s educational programs. The University promotes efforts to provide equal access and a culture of inclusion without altering the essential elements of coursework. If you anticipate or experience academic barriers that may be due to disability, including but not limited to ADHD, chronic or temporary medical conditions, deaf or hard of hearing, learning disability, mental health, or vision impairment, please contact the Services for Students with Disabilities (SSD) office (540-231-3788, [email protected], or visit www.ssd.vt.edu).
If you have an SSD accommodation letter, please meet with me privately during office hours as early in the semester as possible to deliver your letter and discuss your accommodations. You must give me reasonable notice to implement your accommodations, which is generally 5 business days and 10 business days for final exams.
If you have an SSD accommodation letter, please meet with me privately during office hours as early in the semester as possible to deliver your letter and discuss your accommodations. You must give me reasonable notice to implement your accommodations, which is generally 5 business days and 10 business days for final exams.
Principles of Community
All members of this course are expected to adhere to Virginia Tech’s Principles of Community
https://www.inclusive.vt.edu/content/dam/inclusive_vt_edu/inclusive_documents/PrinciplesofCommunity.pdf:
https://www.inclusive.vt.edu/content/dam/inclusive_vt_edu/inclusive_documents/PrinciplesofCommunity.pdf:
- We affirm the inherent dignity and value of every person and strive to maintain a climate for work and learning based on mutual respect and understanding.
- We affirm the right of each person to express thoughts and opinions freely. We encourage open expression within a climate of civility, sensitivity, and mutual respect.
- We affirm the value of human diversity because it enriches our lives and the University. We acknowledge and respect our differences while affirming our common humanity.
- We reject all forms of prejudice and discrimination, including those based on age, color, disability, gender, gender identity, gender expression, national origin, political affiliation, race, religion, sexual orientation, and veteran status. We take individual and collective responsibility for helping to eliminate bias and discrimination and for increasing our own understanding of these issues through education, training, and interaction with others.
- We pledge our collective commitment to these principles in the spirit of the Virginia Tech motto of Ut Prosim (That I May Serve).
Academic Integrity
You are encouraged to complete the Academic Integrity Module. The Academic Integrity Module has been re-done for the 2020 – 2021 academic year. It may be found at this link: https://canvas.vt.edu/enroll/TMJRLH. Students will receive proof of completion.
Honor Code
“As a Hokie, I will conduct myself with honor and integrity at all times. I will not lie, cheat, or steal, nor will I accept the actions of those who do.”
Students enrolled in this course are responsible for abiding by the Honor Code. A student who has doubts about how the Honor Code applies to any assignment is responsible for obtaining specific guidance from the course instructor before submitting the assignment for evaluation. Ignorance of the rules does not exclude any member of the University community from the requirements and expectations of the Honor Code. Academic integrity expectations are the same for online classes as they are for in person classes. All university policies and procedures apply in any Virginia Tech academic environment. For additional information about the Honor Code, please visit: https://www.honorsystem.vt.edu/
Honor Code
“As a Hokie, I will conduct myself with honor and integrity at all times. I will not lie, cheat, or steal, nor will I accept the actions of those who do.”
Students enrolled in this course are responsible for abiding by the Honor Code. A student who has doubts about how the Honor Code applies to any assignment is responsible for obtaining specific guidance from the course instructor before submitting the assignment for evaluation. Ignorance of the rules does not exclude any member of the University community from the requirements and expectations of the Honor Code. Academic integrity expectations are the same for online classes as they are for in person classes. All university policies and procedures apply in any Virginia Tech academic environment. For additional information about the Honor Code, please visit: https://www.honorsystem.vt.edu/
Course Schedule
Week |
Unit |
Topic |
Reading/Assignment |
1 |
Content Strategy |
Intro to Content Management |
Pre-Assignment Survey |
2 |
- |
Content Strategy/Mapping |
Read: Clark (2007), Content management and the separation of presentation and content |
3 |
- |
Writing Content for Reuse + Metadata |
Read: Ann Rockley (2001), "The Impact of Single-Sourcing and Technology" |
4 |
- |
Single-sourcing |
Writing Assignment: Context-free Content/Pre-Assignment: Topic Audit |
5 |
Topic-Based Writing |
Writing Topics and Information Typing |
Unit Reflection #1; Meeting w/ Instructor #1 |
6 |
- |
Topic-Based Writing |
Read: Mark Baker (2013), Every Page is Page One, Part II: Characteristics of EPPO Topics |
7 |
- |
Task-Based Writing |
Read: Carlos Evia (2019), LwDITA, pp. #-# |
8 |
- |
Topic-Based Writing (con't) |
Writing Assignment: Information Typing |
9 |
- |
Explore Features of DITA |
Pre-Class Assignment: Project Proposal |
10 |
Social Media Content Management |
Social Media Presence |
Unit Reflection #2; Read: Mark Baker (2013), Every Page is Page One, Part III: Writing EPPO Topics |
11 |
- |
Social Media Analysis |
|
12 |
- |
Inclusive Audience Analysis |
Meeting w/ Instructor #2 |
13 |
- |
Global and Cross-cultural Contexts |
In-Class: Comparative Online Analysis of Cultures |
14 |
- |
Project In-class Workshop |
Project: Social Media Analysis Assignment (Informal Report) |
15 |
- |
Finals |
Group Presentations; Unit Reflection #3 |