PLO 6
PLO 6
PLO 6: Demonstrate the ability to produce and critically reflect on effective oral, written, visual, and mediated communication that is adapted to diverse audiences within multiple contexts.
In Communications 12: Technology and Communication, students examine the connection between society and communication technology through the lens of communication as a critical cultural and social science. This course was a very hands-on driven class, encompassing interviews, case studies, and group presentations in order to understand the dynamics of technology in our world today.
Our final group project was to record a podcast on a technological innovation of our choosing and to explore its past, present, and future implications and impacts on society. “Does the Internet Last Forever?” explores the legality of whether or not people have autonomy over their personal information online. As a part of Gen Z, we have grown up in a digitally-driven age where the permanence of the Internet was not fully understood. This topic is important to explore as searching for careers, maintaining privacy, and ensuring safety are all impacted by the fact that everything on the Internet is permanent to a certain degree. In addition, it’s important to discuss the legal debates surrounding the permanency of people’s content online, as it reflects the dominant power’s opinion on policing the Internet.
I chose this artifact for PLO 6, as we produced a podcast that can be posted to platforms and replicated for any audience to hear. Hence, it offers a different kind of avenue to digest media and information on the Internet. The content of “Does the Internet Last Forever?” critically analyzes the permanency of online media in any sort of form, specifically how it has been politicized to protect the privacy and rights of citizens on the Internet. Finally, our podcast highlights diverse contexts in which privacy and permanency on the Internet is discussed.
In “Dating in the Digital" Age” our final presentation covered all of the class concepts and research we did throughout the course in order to reimagine an inclusive dating app. Throughout the course, we learned about the biased and oppressive practices that many mainstream dating apps utilize to segment their users and maintain a loyal user base. In order to capture the attitudes of our target demographic, my group and I sent out a survey to over 50 individuals to gauge how college students felt about the culture of dating apps. After analyzing and studying the results, my group and I came up with One Love.
In our group project, I came up with the idea to use the Myers Briggs test in order to match users together, instead of impulsive, physically-driven swiping methods that dating platforms push in order for users to get less meaningful matches. I think it’s important to value people’s minds, hearts, and practices over physical attractiveness, especially when it comes to providing a dating platform. Human’s least interesting trait are what’s on their face. The main point of this project was to offer a platform where people’s looks were barely considered, and dating online could be fun and interactive again. We also found that there was a lot of room to make dating apps more accessible and inclusive to 1) different ethnic groups, 2) the queer community, and 3) those who do not look for short-term relationships. It was apparent that white, straight, males took up the main demographic of mainstream dating apps, and it was my groups goal to make a more welcoming dating app for college students.
This artifact demonstrates my ability to produce and critically reflect on effective visual and mediated communication that is adapted to diverse audiences within multiple contexts.