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=STS 2413A Science, Technology, and Innovation, Winter 2010=

Course Overview
This course examines technologically-based innovation, historically and in the contemporary world, to critically evaluate theories of technological change, and the role of technology in today’s world. Particluar emphasis will be placed on the role of technology in the knowledge economy. The course format will involve lectures, online forums, blogging, and in-class discussion.

WebCT or Moodle
Relevant course materials, including the syllabus, assignments, audio-visual material, and most reading assingments are posted on WebCT/Moodle. Explain how to access.

Other Course Technology
This course uses internet-based, free-ware tools as the "glue" to hold it together. To make this work you need to do the following:


 * 1) Create a Google account (if you do not have one already): @https://www.google.com/accounts/Login?hl=en&continue=http://www.google.com/
 * 2) Create a Google alert for STS2413A2010: @http://www.google.com/alerts?hl=en
 * 3) Download a RSS News aggregater or use your email RSS news aggregator or your browser Feed manger (like in IE 7 or 8)
 * 4) Create a Blog site using www.wordpress.com or your own pre-existing blog. Make a posting briefly introducing yourself.
 * 5) Whenever you make a blog posting, be sure to use the tag "**STS2413A2010**"
 * 6) As your Google Alert alerts you to other student making posts, subscribe to their RSS feed.
 * 7) Subscribe to my blog @http://bradleyshoebottom.wordpress.com/ for frequent updates about events related to the topics in this course.
 * 8) Use webCT or Moodle for online class discussions (Use of this is to be determined after discussion about availability of this tool set. Initial assumption is that is is not available so blogs will be used.

Course Requirements
In order to pass the course, all assignments must be submitted. Late assignments are penalized 2% per day (including weekends). Make yourself aware of academic misconduct including plagarism. Plagarism will result in a failing grade. When in doubt, cite. Technology makes it easy for me to identify if your work was done by someone else, so do not be lazy. This course is about the subject of original thinking, so practice it.

Course Grading
(Details for each assingment follow this section.) Assignment 1 - Written assignment - Article Abstract 10%; due Friday 20 January Assignment 2 - Concept Map 5%; due Friday 5 February Assignment 3 - Written assignment - Evaluating Internet Sources 10%; due Friday 12 February Assignment 4 - Report Outline and Annotated Bibliography 5%; due Friday 19 February Assignment 5 - Written assignment - Comparative Essay 20%; due Friday 12 March  Assignment 6 - Concept Map 5%; due Thursday 1 April Assignment 7 - Written assignment 25% Research Report; due Friday 9 April Participation 20% (Class/Discussion Group); make replies to 1 other students assignment posting within 1 week of above due date (no posting required for Research Report)

Assignments
I take your paper and use the Reviewer Function in Word (or WordPerfect or Open Office). I also include a summary of comments and a grade at the bottom of the paper in //**Bold Italic Font**//. I then email back to you and record the grade. I will **//not//** comment publicly in the blog or WebCT as to the quality of your assignment.

Submitting Assignments
Submit your assignments to the appropriate Discussion Forum (ie Assignment 1.1) in DNDLearn. You do not need to email it to me. I will however, email my comments back to you.

When submitting assignments, please do not wait until the assignment due date to ask for an extension unless an operational, family, or medical emergency has happened. Please try to plan ahead. When submitting an assignment, please us this file name format: **Lastname_Firstname_STS2413AWinter2010_Asgt_1-1.doc**

Late Assignments
Assignments for which an extension has not been granted are subject to a late penalty of 2% off per day. If you require an extension for professional reasons, please discuss this with the instructor. The assignments will be based roughly on each module. Due dates are indicated in the outline below. Submission instructions are indicated for each assignment/activity.

My Feedback
I endeavor to read discussion posts within 24 hours (except weekends) and grade all other assignments within 48 hours.

Discussion Forum/Class Participation
I will respond to many, but not all discussion posts. I will particularity point out missing info, incorrect info, or missing alternate points of view. = = =Assignment 1: Article Abstract and Personal Reflection=
 * Weight**: 10% of final grade
 * Due Date: Friday 29 January**

The purpose of this assignment is to have you a) read an article or textbook selection critically, paying particular attention to the author’s main argument(s) and approach to the subject matter b) provide a brief summary of the supporting evidence and arguments used to substantiate the thesis c) reflect on the ideas and arguments raised in the reading d) express your ideas clearly in writing

Instructions
Choose ONE of the following articles/readings from January 12-26 Write a 2-4 page essay (around 500 to 1000 words) in which you identify the subject of the reading, the author’s thesis (or main argument) and the kinds of evidence used to substantiate that thesis. Explain whether or not you found the argument convincing, and why (or why not).

Enclose the passages you cite in quotation marks (if quoted word for word) and indicate the source of the reference (author’s name, title, and page number) in a footnote or endnote.

Present your essay in typed, 12-point font, double-spaced format. Avoid exceeding the specified length. Your essay will be graded on content (your understanding of the reading/article), presentation, and writing (grammar, syntax, etc.). Post to your blog. Read one other persons abstract and comment.

=Assignment 2 and 6: Concept Map=

Concept Map 5% each time (Due Friday 5 February and Thursday 1 April)
This course requires you to use a concept map to capture and express relationships between ideas. Concept maps are an opportunity to relate ideas and concepts and demonstrate connections that are often not noticed in more linear instructional processes. Throughout the course, you will be asked to take the key ideas discussed each week and detail how the concepts are connected. You may find that you only add a handful of items per week, or you may find that you get quite detailed in expressing conceptual relationships and add dozens (or more) items. Here is an example of a Concept Map I did this past fall ([|Link]).


 * Tools: ** You can create your concept map by downloading [|CMAP] (free tool). Throughout the course you will be asked to export (with CMAPs or other visual software) your concept map and post in the discussion forum for feedback. This website also explains how to create Concept Maps and gives several examples.

Generate the file as a PDF, PNG, JPEG, GIF graphic (this is in the Export feature). You can post this in your blog for others to view and comment on. Post your concept map in the your blog for this Assignment and then view one other students concept map and make a comment.
 * Assessment ** : Concept maps will marked based on their thoroughness in reflecting key course topics, while demonstrating critical thought (//pruning)// by not including all elements. A concept map should show complex relationships between topics covered, but should also reflect decisions made by the learner. For example, a concept map should not merely be a listing of all the topics reviewed in the course. Creating a Concept Map involves making decisions about important elements and deciding which elements NOT to include. Concept Maps should communicate how you view the conceptual relationships of the course.

=Assignment 3: Learning on the Web= The web presents a gold mine of information at the touch of a button. Much of this material seems more enticing than books because websites can easily incorporate flashy graphics and captivating audio-visual materials. But just like mining for gold, students need to be able to sift through the rubble and learn to differentiate between pyrite (fool’s gold) and the real thing when using the web for research. This is not always an easy task. Not only is there so much information on the web but, since anyone can put up a website, how do we know which sites we can trust to give us reliable and accurate information and which ones do not? Furthermore, unlike books we don’t always know who (group or individual) published the information. What is the level of analysis or interpretation? Is it a mother lode of information and analysis, or does the website only give us a couple of nuggets of information? Finally, how current is the website? Has it been abandoned or is it still actively mining the subject for new information or interpretations? These are only some of the questions we will ask you to consider in assessing the strengths and weaknesses of doing researchon the web through an examination of three (3) different websites related to the same topic in Science Technology and Innovation.
 * Weight**: 20% of final grade
 * Due Date: Friday 12 February**

Objectives
The goal of this assignment is for you a. to develop a critical approach to historical documents available on the web and evaluate them objectively b. to demonstrate your academic knowledge of the subject c. to express ideas clearly in writing

Instructions
Write a 4-5 page (1000-1250 word) essay of in which you respond to the following questions using the Internet sites listed on the next page:

Pose Questions here:

Post Internet Sites here:

Ensure that you a. briefly describe the sites you have evaluated b. briefly state and justify your overall assessment of each site c. explain whether or not these sites adequately explore the selected topic d. present your conclusions about the individual sites and the value of using the Internet to conduct historical research While many website evaluation forms exist, the one provided is designed to assess the quality of the content of the selected site. That is why you have not been asked to comment on the site’s form or navigation features.

Post your completed paper to your blog. Then read one other persons paper and comment on it.

=Assignment 4 Research Report Bibliography/Outline and Research Report=

This evaluation tool is composed of two assignments: 1) the bibliography/outline assignment, and 2) the research report. The bibliography/outline, which is due 19 February, will be used to write your research report for assignment 7. The amount of work you complete in here, with regards to how thorough a job you do of the bibliography/outline assignment, will impact significantly how much work will be required on the research report. When doing the bibliography/outline assignment keep in mind that this material will be necessary for the assingment 7. Keep the content of the bibliography/outline assignment in a file that is easily accessible to you when you reach assingment 7.

Bibliography and Outline
The research report bibliography/outline forms the first part of your report. In preparation for your research report, you must complete a bibliography and outline that will be used in the second part of the term as part of your research report.
 * Date Due**: Friday 19 February
 * Weight**: 5%
 * Late Penalty**: 2% each day

You will not prepare the entire paper.You will prepare the outline for your paper, and a bibliography, both of which will be used as preliminary research for your research paper. The assignment should be written in a MS-Word compatible file format, 12 point font and double spaced. Use the following directives as a guide to preparing this assignment.


 * Definition** (100-200 words). Describe your proposed paper. It must be within the limits of your paper (2000 – 2500 word research paper), and must therefore have a limited scope. It is recommended that the scope be defined in terms of a question to be answered. Describe in general terms how you will find the answer to the question, what sort of sources you will use, and what evidence those sources will provide. If you use concepts like “effectiveness” or “causes” or “relationships” then provide a succinct explanation of what you mean when you use those words.


 * Objectives** (not more than 50 words). Provide a single overall objective of your paper, and, if need be, several minor objectives (keeping in mind that this will be a 2000 – 2500 word research paper).


 * Hypothesis** (one succinct sentence). State the hypothesis of your position paper. This is a tentative answer to your research question. You need to tell the reader what you are going to argue and what conclusion your argument will reach. Your outline should be entirely based on the argument you want to make and how it will develop.

Complete your position paper outline by including a title page.
 * Outline** (not more than 250 words). Provide an outline of your proposed position paper. Sentences with the key idea for each part are more useful than bullet headings. The outline should provide a detailed map of how your argument will develop. It should also highlight some of the sources that will be used to develop the argument.

The bibliography should be divided into the following sections, and its length is not limited. Keep in mind that grades will be assigned according to the quality and breadth of your sources and the precision with which you apply the American Psychological Association (APA) 5th Edition referencing style1. If at all possible, you should consult a local library as part of the process for developing a bibliography. In addition to physical libraries and for those of you who cannot access a library (due to geographical restrictions) you may also use e-Journals availble through HIL.
 * Annotated Bibliography**

Books
List at least 2 books (either monographs or anthologies) on the topic that you propose. Keep in mind that some books are better than others (i.e. refereed academic). There are several electronic resources available that can help you understand how to use APA style. Twoparticularly good ones are: 1) The Purdue University Online Writing Lab: [] research/r_apa.html and 2) The Official APA Style website: [] publications tend to be better than commercial ones). Provide a short annotation (maximum 100 words) on one of these books.

Refereed Journal Articles (print or electronic)
List at least 4 journal articles from refereed publications that you propose to use. Provide a short annotation on two of these articles (maximum 100 words each).

Primary and Reference Sources
List at least 2 primary sources for your project. A primary source is one generated directly by the phenomenon you are studying, e.g. Hansard or committee paper, government documents and reports, official publications of speeches, Statistics Canada databases, etc.

Internet Sources
List at least 3 online sources and ensure they are not from Refereed Journals so as not to overlap with Referred Journal Arcitles. Keep in mind that some online sources are much better than others, and you are being graded according to the quality of your sources.

Other Sources (optional)
Provide a list of all other sources that you want to include (eg., interviews, commercial publications, documentaries, etc.) Complete your annotated bibliography by including a title page.

=Assignment 5: Comparative Essay=
 * Topic**: To be assigned by your instructor
 * Weight**: 20% of final grade
 * Due Date: Friday 12 March**

Your instructor will notify you of the topic selections for this session at the start of the course. The required readings for this assignment are located ?? Develop list of readings. The readings are separated into pairs, under 5 different topics, i.e., Topic A, B, C, D, and E. Pick a topic (1) and write on it

Instructions
To complete the assignment, you must first read the two articles on the assigned topic. Write an essay of 4-5 pages (1000-1250 words) in which you compare and evaluate the manner in which the selected articles approach the topic. Clearly identify and compare the theses (arguments) presented in the two articles; however, you must also compare and evaluate the arguments presented by the authors. You may wish to refer to your readings (either the Course Notes or required texts) to assist you in evaluating the theses you have presented. However, the essay content should be devoted to the analysis of the two articles selected. Be sure to cite all references. Questions to consider: • Are the authors’ interpretations different? • If so, how and why have they come to differing conclusions? • What types of sources or references did they use? • What is their methodology? • What kind of audiences do the authors have in mind when they are writing? • Do the three foregoing aspects of their work affect the interpretations they take and the conclusions they draw? • Which of the two interpretations do you find the most persuasive and why? (This last point should be the focal point of your essay.) Present your essay in typed, 12-point font, double-spaced format. Avoid exceeding the specified length. Your essay will be graded on the content, written presentation, structure, grammar, and quality of your argument. Post your assignment to your blog and read on other persons paper and comment.

=Assignment 7 Long Essay/Multimedia Report=

The objective of this assignment is to use all the resources in the course to compose an argument that is structured, logical, convincing, and well thought out. This final assignment asks you to reflect on the fundamental concepts of the course.
 * Weight**: 25 % of the final grade
 * Due Date: Friday 9 April**

For the Assignment 7, a student complete a traditional essay or some sort of multimedia presentation (slide-show, Flickr photo-essay, video, comic book). Note that alternatives to the essay need to be approved by the instructor.

Instructions for an Essay
Write an essay of 8-10 pages (approximately 2000-2500 words) which has an introduction with a thesis statement, body paragraphs that develop the thesis, and a conclusion. Use reference material (quotes, ideas, opinions, evidence, examples) from a minimum of eight (8) different sources you have read during the course. Present your essay in typed, 12-point font, double-spaced format. Avoid exceeding the specified length. Your essay will be graded on the quality of the argument, analysis, written presentation, and use of sources.

Post your assignment to your blog for and read on other persons paper and comment.

=Weekly Topics/Readings=

The Impact of Science, Technology and Innovation
Jan 12 //What Is Technology?// Stephen J. Kline, Bulletin of Science Technology Society. 1985; 5: 215-218 @http://bst.sagepub.com/cgi/reprint/5/3/215 (PDF in HIL e-journals) //From Essentialism to Constructivism: Philosophy of Technology at the Crossroads//, by Andrew Feenberg (approx 30pp) @http://www-rohan.sdsu.edu/faculty/feenberg/talk4.html //Towards Understanding the Impacts of Science, technology, and Innovations// Chapter 7, 21 pp. [] //Key Figures 2007 on Science, Technology, and Innovation// 103 pp. []

Theory and Measurement of Science technology and Innovation
Jan 19 //Introduction: What Comes after Constructivism in Science and Technology Studies?// (2006), Ingo Schulz-Schaeffer, Stefan Böschen, Jochen Gläser,, Martin Meister, and Jörg Strübing, 9pp. [] //Developing science, technology and innovation indicators: what we can learn from the past// (2007), Christopher Freeman and Luc Soete, 19 pp. [] //Defining R&D: Is Research always Systematic?// (2001) Benoit Godin, 24 pp. [|http://www.csiic.ca/PDF/Godin_7.pdf]

Public Policy in Promoting Technical Innovations
Jan 26 //Making Science, Technology and Innovation Policy: Conceptual Frameworks as Narratives//, (2009) Benoit Godin, 23 pp.]] [] //The role of public policy in promoting technical innovations. The case of the regional innovation network InnoPlanta//, (2007) Jobst Conrad, 19 pp. []

National Innovations Systems and Canada
//National innovation systems: a comparative analysis// Feb 2 by Richard R. Nelson Chapter 1, National Innovation Systems, 21 pp. Chapter 9, The Canadian System of Industrial Innovation, 25 pp. [] //Canadian Innovation Roadmap// (1p.) [|http://www.stic-csti.ca/eic/site/stic-csti.nsf/vwapj/Inno%20RoadMap%20(2).pdf/$FILE/Inno%20RoadMap%20(2).pdf] //Mobilizing Science and Technology to Canada's Advantage//, (2007), Government of Canada, 110 pp. []

Science, Technology, and Innovation in Development
Feb 9 //Strategic approaches to science and technology in development// By [|Watson, Robert] ; [|Crawford, Michael] ; [|Farley, Sara] ; 68 pp. [] //The Knowledge Economy in Development: Perspectives for Effective Partnerships// (2005) Robert A Vitro, 125 pp. @http://www.iadb.org/sds/doc/The%20Knowledge%20Economy.pdf

The Military in the Information Age
//Feb 16 Land Warrior. The Reconfiguration of the Soldier in the "Age of Information"// (2006), Stefan Kaufmann, 22 pp. [] //KNOWLEDGE MANAGEMENT IN THE MILITARY CONTEXT (2008) by S.G. McIntyre, M. Gauvin and B. Waruszynsk, 20 pp.// @http://www.journal.forces.gc.ca/vo4/no1/command-ordre-02-eng.asp //A Canadian Defence and Security Innovation Centre: An Idea whose Time has Come// (2009) Bob Near, 5 pp. @http://www.journal.forces.gc.ca/vo9/no4/14-near-eng.asp //Applying electronic warfare solutions to network security// (2005) by Major Ron Smith and Dr. Scott Knight, 10 pp. @http://www.journal.forces.gc.ca/vo6/no3/electron-eng.asp

Knowledge Based Economies
Feb 23 Key book: // Advancing Knowledge and the Knowledge Economy //, Edited by [|Brian Kahin] and [|Dominique Foray] (2006), 504 pp. @http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=11009&mode=toc //A Knowledge Economy Primer// (2000), John Houghton and Peter Sheehan, pp 1-17. @http://www.cfses.com/documents/knowledgeeconprimer.pdf //The Knowledge-Based Economy: Conceptual Framework or Buzzword?// (2003), Benoit Godin, 29 pp. [] //The Knowledge Economy: Fritz Machlup's Construction of a Synthetic Concept//, (2008), Benoit Godin, 33 pp. http://www.csiic.ca/PDF/Godin_37.pdf

The Social and Semantic Web
Mar 9

//Social Web//
//Social Networks//, Wikipedia, 5 pp. @http://en.wikipedia.org/wiki/Social_network //Social Network Analysis, A Brief Introduction// Valdis Kreb 3 pp. @http://www.orgnet.com/sna.html //Building on Use of Personal Web 2.0 Technologies//, 2009, Brian Kelly, Slide deck 32pp. @http://www.ukoln.ac.uk/web-focus/events/conferences/online-information-2009/ //The Future of the Social Web//, (2009) Brain Solis, 4 pp. @http://www.briansolis.com/2009/10/the-future-of-the-social-web/

What is the Semantic Web?
Mar 16 //Semantic Web//, Wikipedia, 5 pp. @http://en.wikipedia.org/wiki/Semantic_Web //How Semantic Web Works//, 2009, 7 pp. @http://computer.howstuffworks.com/semantic-web.htm/printable //Why the Semantic Web Will Fail,// (2007) Stephen Downes 3 pp. @http://www.downes.ca/post/40884 //Semantic Web - Some Responses// (2007) Stephen Downes 5 pp. @http://www.downes.ca/post/40883

Contemporary Knowledge Management Issues
Mar 23 //Knowledge Economy and Society//, (2006) Katsuhiro Umemoto, 24 pp. @http://www.slideshare.net/asaito/knowledge-economy-and-society Mar 23 //Balancing Requirements of Decision and Action: Decision-Making and Implementation in Free/Open Source Software Projects//, (2008) Niels C. Taubert, 20 pp. [] //Technology Movements and the Politics of Free/Open Source Software//, (2009) Paul-Brian McInerney, 27pp. @http://sth.sagepub.com/cgi/content/short/34/2/206 (Abstract only, in HIL e-journals) Mar 30 //Copyright Timeline: A History of Copyright in the United States// (work in progress, current to 2006) @http://www.arl.org/pp/ppcopyright/copyresources/copytimeline.shtml //Digital Rights Management//, Wikipedia, @http://en.wikipedia.org/wiki/Digital_rights_management
 * Open Source Software**
 * Copyright**

Privacy and Identity
April 6 //Privacy and Identity Management//, (2008), Marit Hansen, Ari Schwartz and Alissa Cooper, 9 pp. [Good Intentions: Protecting the Privacy of Electronic Health Information//, (2008), Kitty McClanahan 10pp.[[@http://bst.sagepub.com/cgi/content/short/28/1/69] (Abstract only, in HIL e-journals)

Resources:
//Science, Technology & Innovations Studies// (free online journal) []

//Bulletin of Science, technology and Society// (@http://bst.sagepub.com/) //Isis// //Public Understanding of Science// (@http://pus.sagepub.com/) //Science, Technology and Human Values// (@http://sth.sagepub.com/) //Social Studies of Science// (@http://sss.sagepub.com/) //Technology and Culture// (@http://etc.technologyandculture.net/)
 * e-journals at HIL**