Announcements
First, business. Final blogs for the course are due tonight, July 1, 2011 by 11:59 PM AZMST. Your extra credit assignments need to be posted/emailed to be by 11:59 PM tonight as well. I will have your final blog posts and extra credit graded by Tuesday, July 5 and posted on Blackboard. Final grades will be entered by Tuesday, July 5th as well.
A Final Note
It's the last day of class! I wanted to thank you all for a fun, interesting, and informative summer session. It's been a pleasure working with all of you. I have enjoyed reading your blogs getting a chance to see how you were impacted by the material and how it related to your own experiences of youth & justice. I do realize that the summer sessions are shorter, more concentrated versions of regular semesters, and that made it difficult at times to balance how much material we needed to get through with trying to cover the topics you all expressed interest in. It is my hope that you were able to draw some valuable insight into problems and issues facing youth and that you learned something new about the various problems and issues affecting youth here in the U.S. and around the globe. Many of these issues we covered are interconnected, and it became clear throughout the semester that many of you picked up of these connections, writing about them very candidly and clearly.
One thing I am troubled by when teaching courses like this is the ideas that may be communicated about the negative aspects of youth experiences. While many of the issues facing youth that we covered are very serious and can have long-term impacts on youth that echo into their adult lives, it is not my intention to paint a picture of youth that is completely "gloom & doom." Rather, I hope that with some of the examples we've covered (The Skid Row Kids documentaries, the Invisible Children advocacy efforts, the Glenn Mills Schools, etc.) you can also see the extraordinary resilience, strength, and perseverance of these kids through some very difficult circumstances. Many youth have such amazing potential, and are capable of so much. It is my hope that the course was able to highlight some of the barriers youth face to achieving their potential and have inspired you in turn to encourage, mentor, and nurture the youth in your own lives in any small way you can. Below is a clip from the PS22 youth Choir of Staten Island, NY. This class of 5th graders, along with their enthusiastic music teacher, have done some amazing performances around New York and the country. It's one of my favorite examples of the passion and talent that can be encouraged in youth.
Enjoy, and my best wishes to all of you in your future endeavors! I would like to extend a special congratulations to those of you who are graduating this semester, you should be proud of completing such a major accomplishment!
Friday, July 1, 2011
Monday, June 27, 2011
Week 5 Announcements - Last Week of Class!
Announcements
This final week we'll be covering materials on tensions among technology use as it relates to youth. We'll begin on Monday (today) by exploring some arguments from both ends of the spectrum - on the one end we have Dr. James Paul Gee, a researcher here at ASU, who discusses the importance of preparing children to learn in a constantly shifting, increasingly technologized context by using new technologies to improve literacy and learning. On the other end of the spectrum is Dr. Mark Bauerlein, professor of English at Emory University, who discusses the detrimental aspects of increasing technology use among young people more generally.
On Tuesday, we'll be covering aspects of youth and digital access to discuss the impact of the digital divide. This problem -- the lack of equal access to new information technologies for students, particularly students in low income areas -- was given quite a bit of attention in the late 1990s and early 2000s when the explosion of internet technologies were becoming more apparent in everyday life.
Finally, on Wednesday, we end our exploration of the course content with an exploration of youth activism. In this course, we've discussed various problems and issues facing youth from a wide variety of social justice lenses. We've also covered some innovative solutions to these problems. I like to end the course with an exploration of innovations to social problems plaguing youth that have been advanced by young people themselves. Too often we forget the power that young people themselves display when they organize around social justice issues affecting them and try to enact real, on the ground change. Two examples of this focus on both a national and international perspective.
The first organization, Free The Children, was started by a young child who got together with other young people around the country, lobbied for change at the capitol, and created a youth social movement to end child labor practices and provide schools to children who are unable to get an education. The second organization is a collaborative effort between university researchers at City University New York (CUNY) and local children to examine and research the social problems affecting their daily lives. By collaborating with the students as co-researchers, the university effort tries to create a learning/research partnership with the students to focus on the problems the students feel need to be addressed most urgently. The final video is a story about an organization started by a young woman in India when she was 17 years old. The organization is dedicated to making child-friendly cities in India and features a very innovative approach to education and community-based learning.
Thursday and Friday do not contain any new materials as I want you to use the time to finish your reflection posts and take advantage of any extra credit opportunities you wish to do.
I'll be posting at least one last blog post this week on Friday as a wrap up for the class. Until then, I look forward to reading your posts and hearing your thoughts about the materials this week.
I hope to chat with some of you during office hours today. If you cannot make my office hours, please feel free to post questions in the Cyberspace Cafe. See you in cyberspace!
- This week is the last week of our short summer session course. Please be advised that all assignments are due no later than FRIDAY, JULY, 1, 2011 by 11:59 PM AZMST. Due to the grading deadline stipulations for online summer classes, I cannot accept late assignments as I need to have everything finalized and final grades entered soon after this final date. Please be sure you've done the following assignments by the deadline:
- Week 5, Blog #1 (25 points)
- Week 5, Blog #2 (25 points)
- Week 5, Blog #3 (5 extra credit points)
- Extra Credit Blog Comments (Must be sent via email according to instructions in the Course Information tab under Extra Credit Opportunities)
- Extra Credit Cyberspace Cafe Comments
- Final office hours will be held Monday (June 27) on Google Chat beginning at 2:30 PM and lasting until 4:30 PM. Please feel free to get on chat and say hello or ask any questions you may have about the course material.
This final week we'll be covering materials on tensions among technology use as it relates to youth. We'll begin on Monday (today) by exploring some arguments from both ends of the spectrum - on the one end we have Dr. James Paul Gee, a researcher here at ASU, who discusses the importance of preparing children to learn in a constantly shifting, increasingly technologized context by using new technologies to improve literacy and learning. On the other end of the spectrum is Dr. Mark Bauerlein, professor of English at Emory University, who discusses the detrimental aspects of increasing technology use among young people more generally.
On Tuesday, we'll be covering aspects of youth and digital access to discuss the impact of the digital divide. This problem -- the lack of equal access to new information technologies for students, particularly students in low income areas -- was given quite a bit of attention in the late 1990s and early 2000s when the explosion of internet technologies were becoming more apparent in everyday life.
Finally, on Wednesday, we end our exploration of the course content with an exploration of youth activism. In this course, we've discussed various problems and issues facing youth from a wide variety of social justice lenses. We've also covered some innovative solutions to these problems. I like to end the course with an exploration of innovations to social problems plaguing youth that have been advanced by young people themselves. Too often we forget the power that young people themselves display when they organize around social justice issues affecting them and try to enact real, on the ground change. Two examples of this focus on both a national and international perspective.
The first organization, Free The Children, was started by a young child who got together with other young people around the country, lobbied for change at the capitol, and created a youth social movement to end child labor practices and provide schools to children who are unable to get an education. The second organization is a collaborative effort between university researchers at City University New York (CUNY) and local children to examine and research the social problems affecting their daily lives. By collaborating with the students as co-researchers, the university effort tries to create a learning/research partnership with the students to focus on the problems the students feel need to be addressed most urgently. The final video is a story about an organization started by a young woman in India when she was 17 years old. The organization is dedicated to making child-friendly cities in India and features a very innovative approach to education and community-based learning.
Thursday and Friday do not contain any new materials as I want you to use the time to finish your reflection posts and take advantage of any extra credit opportunities you wish to do.
I'll be posting at least one last blog post this week on Friday as a wrap up for the class. Until then, I look forward to reading your posts and hearing your thoughts about the materials this week.
I hope to chat with some of you during office hours today. If you cannot make my office hours, please feel free to post questions in the Cyberspace Cafe. See you in cyberspace!
Monday, June 20, 2011
Week 4 Announcements
Announcements
This week, we're looking at several different aspects of community and family violence. Although on the surface, it may not seem like these dimensions are related, there are some important connections that can be made between the impact of family violence on a micro-level and how this relates to a lager macro-level of violence in the community. Some of you have already made these links in your blog posts - specifically drawing on similarities between the idea of family dysfunction in domestic violence and the surrogate "family" structure offered by street gang membership for youth.
As you are going through the course material this week, I'd like you to focus on the connections between the various dimensions of community violence and family violence. What are some similarities and differences? What are some similarities and differences between U.S. street gangs and international ones? Why might it be important to look at the economic factors shaping gang violence and the various types of criminal activity they engage in?
I hope to chat with some of you during office hours Wednesday. If you cannot make my office hours, email me for another appointment time and please feel free to post questions in the Cyberspace Cafe. See you in cyberspace!
- Your Week 3 Quiz is due tonight, Monday, June 20, 2011 by 11:59 PM.
- Today's regularly scheduled Google Chat office hours will be rescheduled for Wednesday June 22, 2011 from 12PM - 2PM AZMST. My apologies for the inconvenience, I have another meeting today and must reschedule office hours. Please email me for an appointment if you cannot make the new hours.
- Your week 4 assignments are due by Monday, June, 27, 2011 by 11:59 PM AZMST. Please be sure you've done the following assignments by the deadline:
- Week 4, Blog #1:(25 points)
- Week 4, Blog #2 (25 points)
- Week 4, Blog #3 (25 points)
- Week 4, Blog #4 (25 points)
- Week 4, Blog #5 (25 points)
- Week 4 Quiz (20 points)
- Office hours will be held Monday (June 20) on Google Chat beginning at 2:30 PM and lasting until 4:30 PM. Please feel free to get on chat and say hello or ask any questions you may have about the course material.
This week, we're looking at several different aspects of community and family violence. Although on the surface, it may not seem like these dimensions are related, there are some important connections that can be made between the impact of family violence on a micro-level and how this relates to a lager macro-level of violence in the community. Some of you have already made these links in your blog posts - specifically drawing on similarities between the idea of family dysfunction in domestic violence and the surrogate "family" structure offered by street gang membership for youth.
As you are going through the course material this week, I'd like you to focus on the connections between the various dimensions of community violence and family violence. What are some similarities and differences? What are some similarities and differences between U.S. street gangs and international ones? Why might it be important to look at the economic factors shaping gang violence and the various types of criminal activity they engage in?
Keep some of the questions raised above in mind as you consider the materials this week. Please be sure to explore the tips in the previous week's blog posts for more advice on writing your blog posts.
I hope to chat with some of you during office hours Wednesday. If you cannot make my office hours, email me for another appointment time and please feel free to post questions in the Cyberspace Cafe. See you in cyberspace!
Monday, June 13, 2011
Week 3 Announcements
Announcements
This week's material expands on the materials we covered in weeks 1 and 2 by exploring more global perspectives on poverty, violence, and exploitation of youth in different contexts. This week, we begin with exploring human rights frameworks directed specifically towards youth and children. We then move on to exploring facets of child labor experiences in the US and internationally. On Wednesday and Thursday we will explore the darker side of human rights violations by examining issues of child prostitution and child soldiers respectively.
Please be forewarned that this week's material, particularly Wednesday and Thursday are highly disturbing. The materials cover instances of extreme abuse and exploitation of children and are at times, difficult to read and watch. I wanted to give you all fair warning about the materials as I do not wish to cause students undue distress. However, I feel it is very important to explore these issues if we are to have a robust picture of justice issues facing youth both in the U.S. and around the globe. I am sure many of you will feel quite strongly about these pieces, particularly the materials on child soldiers and child sex workers.
As you explore the materials this week, feel free to utilize the Cyberspace Cafe as a discussion space isolated from the larger public audience of the blog to explore questions and concerns that may arise in the process of engaging with the course materials.
Also, I wish to extend an invitation to contact me directly if you wish to discuss the materials further or to explore the resources on campus for student support should the materials be upsetting. Please note that there are student support resources offered for ASU students that I have linked in the Start Here section of our Blackboard course.
It is not my intention to cause alarm or scare you off from the materials. My intention with this warning is to provide a space for students to engage with the materials in a safe manner that respects boundaries.
I hope to chat with some of you during office hours today. If you cannot make my office hours, please feel free to post questions in the Cyberspace Cafe. See you in cyberspace!
- Your Week 2 quiz must be completed by this evening (Monday, June 13, 2011) at 11:59 PM AZMST. All other week 2 assignments are due by this same deadline.
- Your week 3 assignments are due by Monday, June, 20, 2011 by 11:59 PM AZMST. Please be sure you've done the following assignments by the deadline:
- Week 3, Blog #1:(25 points)
- Week 3, Blog #2 (25 points)
- Week 3, Blog #3 (25 points)
- Week 3, Blog #4 (25 points)
- Week 3, Blog #5 (25 points)
- Week 3 Quiz (20 points)
- Office hours will be held Monday (June 20) on Google Chat beginning at 2:30 PM and lasting until 4:30 PM. Please feel free to get on chat and say hello or ask any questions you may have about the course material.
This week's material expands on the materials we covered in weeks 1 and 2 by exploring more global perspectives on poverty, violence, and exploitation of youth in different contexts. This week, we begin with exploring human rights frameworks directed specifically towards youth and children. We then move on to exploring facets of child labor experiences in the US and internationally. On Wednesday and Thursday we will explore the darker side of human rights violations by examining issues of child prostitution and child soldiers respectively.
Please be forewarned that this week's material, particularly Wednesday and Thursday are highly disturbing. The materials cover instances of extreme abuse and exploitation of children and are at times, difficult to read and watch. I wanted to give you all fair warning about the materials as I do not wish to cause students undue distress. However, I feel it is very important to explore these issues if we are to have a robust picture of justice issues facing youth both in the U.S. and around the globe. I am sure many of you will feel quite strongly about these pieces, particularly the materials on child soldiers and child sex workers.
As you explore the materials this week, feel free to utilize the Cyberspace Cafe as a discussion space isolated from the larger public audience of the blog to explore questions and concerns that may arise in the process of engaging with the course materials.
Also, I wish to extend an invitation to contact me directly if you wish to discuss the materials further or to explore the resources on campus for student support should the materials be upsetting. Please note that there are student support resources offered for ASU students that I have linked in the Start Here section of our Blackboard course.
It is not my intention to cause alarm or scare you off from the materials. My intention with this warning is to provide a space for students to engage with the materials in a safe manner that respects boundaries.
Keep some of the questions raised above in mind as you consider the materials this week. Please be sure to explore the tips in the previous week's blog posts for more advice on writing your blog posts.
I hope to chat with some of you during office hours today. If you cannot make my office hours, please feel free to post questions in the Cyberspace Cafe. See you in cyberspace!
Monday, June 6, 2011
Week 2 Announcements
Announcements
First, we'll explore research on child identity development and formation. More specifically, the piece we'll be exploring for today (Monday) focuses on how children develop their ideas about the self-worth and expectations of the future based on social identity and perceptions of various social identity categories such as socioeconomic status, gender, race, and family structure and/or stability. This documentary piece is a part of a larger series based on a wider child development study undertaken in the UK called Child of Our Times which follows 25 children from birth to age 6 to track their developmental milestones and experiences. Keep in mind the ways the children are impacted by the social forces and identity categories featured in the documentary. How might these early influences help shape youths' understandings of justice?
On Tuesday, we'll explore historical perspectives on schooling, specifically the socialization process children were given in public schools at the first half of the 20th century in the context of large waves of immigration from Europe and the rapid industrialization and urbanization process in the US. As we examine the documentary piece, keep in mind the child development piece from Monday and think about the socialization process of schooling on youth? How much of an impact do you think it has on the development of youth understandings of social justice in the US?
On Wednesday, we'll be exploring the impact of the media on reports of school violence through a shorter piece from a lecture by Dr. Dewey Cornell. In this piece, we'll explore tensions between reports of school violence and the impact of zero-tolerance policies in schools. We;ll then be reading an article concerning the idea of social capital and its relationships to school violence. As you encounter these pieces, consider the materials we've explored on child identity development and the impact of social forces on child identity formation. How might the issues around social capital be related to youths understandings of justice and status in school settings?
On Thursday, we get into pieces focusing on the impact of poverty on children's access to schooling in the US and around the globe. Poverty remains one of the major factors shaping young people's lives around the world, particularly when it comes to accessing quality schooling. As you view the piece, consider some similarities and differences between youth experiences of schooling in the US vs. around the globe.
On Friday, we end wrap up the week by exploring the impact of homelessness on youth. We'll explore some brief clips from the documentary On Skid Row and read an article on youth transitions into homelessness.
I hope to chat with some of you during office hours tomorrow. If you cannot make my office hours, please feel free to post questions in the Cyberspace Cafe. See you in cyberspace!
- Your Week 1 Quiz must be completed by this evening (Monday, June 6, 2011) at 11:59 PM AZMST. All other week 1 assignments are due by this same deadline.
- Your week 2 assignments are due by Monday, June, 13, 2011 by 11:59 PM AZMST. Please be sure you've done the following assignments by the deadline:
- Week 2, Blog #1:(25 points)
- Week 2, Blog #2 (25 points)
- Week 2, Blog #3 (25 points)
- Week 2, Blog #4 (25 points)
- Week 2, Blog #5 (25 points)
- Completed the Week 2 Quiz (20 points)
- Due to meeting I had to schedule on Monday, my regular office hours will be held TUESDAY (June 7) on Google Chat beginning at 2:30 PM and lasting until 4:30 PM. Please feel free to get on chat and say hello or ask any questions you may have about the course material. If you cannot make that time, please email me for an appointment.
First, we'll explore research on child identity development and formation. More specifically, the piece we'll be exploring for today (Monday) focuses on how children develop their ideas about the self-worth and expectations of the future based on social identity and perceptions of various social identity categories such as socioeconomic status, gender, race, and family structure and/or stability. This documentary piece is a part of a larger series based on a wider child development study undertaken in the UK called Child of Our Times which follows 25 children from birth to age 6 to track their developmental milestones and experiences. Keep in mind the ways the children are impacted by the social forces and identity categories featured in the documentary. How might these early influences help shape youths' understandings of justice?
On Tuesday, we'll explore historical perspectives on schooling, specifically the socialization process children were given in public schools at the first half of the 20th century in the context of large waves of immigration from Europe and the rapid industrialization and urbanization process in the US. As we examine the documentary piece, keep in mind the child development piece from Monday and think about the socialization process of schooling on youth? How much of an impact do you think it has on the development of youth understandings of social justice in the US?
On Wednesday, we'll be exploring the impact of the media on reports of school violence through a shorter piece from a lecture by Dr. Dewey Cornell. In this piece, we'll explore tensions between reports of school violence and the impact of zero-tolerance policies in schools. We;ll then be reading an article concerning the idea of social capital and its relationships to school violence. As you encounter these pieces, consider the materials we've explored on child identity development and the impact of social forces on child identity formation. How might the issues around social capital be related to youths understandings of justice and status in school settings?
On Thursday, we get into pieces focusing on the impact of poverty on children's access to schooling in the US and around the globe. Poverty remains one of the major factors shaping young people's lives around the world, particularly when it comes to accessing quality schooling. As you view the piece, consider some similarities and differences between youth experiences of schooling in the US vs. around the globe.
On Friday, we end wrap up the week by exploring the impact of homelessness on youth. We'll explore some brief clips from the documentary On Skid Row and read an article on youth transitions into homelessness.
Keep some of the questions raised above in mind as you consider the materials this week. Please be sure to explore the tips in the previous week's blog posts for more advice on writing your blog posts.
I hope to chat with some of you during office hours tomorrow. If you cannot make my office hours, please feel free to post questions in the Cyberspace Cafe. See you in cyberspace!
Saturday, June 4, 2011
Tips on the Blog Post Assignments
Tips for Blog Posts This Week
This week (week1) marks the first of your substantive blogs posts on the course materials and content. Some of you have sent questions about how best to structure your posts via google chat. I also got a chance to take a look over a few of the initial blog posts and wanted to bring a few things to your attention for the posts this coming week as well as to give you some pointers so you can revise your posts before the deadline (Monday, June 6, 2011 at 11:59 PM) if necessary.
Many of you who have already written some fo your posts this week did a good job of explaining the points in the piece that stuck out to you and why they are important for examining Chapelle's questions using the triangle, square, circle rubric. Here are some things I'd like to bring to your attention in order to help make sure students are able to earn the maximum amount of points for blog posts in the course.
- Be sure that you are addressing each of the criteria listed in the triangle, square, circle method. While many of you did an excellent job of explaining the first three points that stuck out to you in the triangle, the square and circle points need to be more clearly identified and explained in your post. Be sure you're specifically discussing the point you agree with in the "square" portion of the triangle, square, circle method as well as discussing the course materials in terms of "circling" what you found to be problematic in the piece, if anything. The circle part of the blog post can also be a place where you bring up questions you have on the course materials you are discussing. Feel free to use labels for each of the points in the rubric in your post as if that is helpful for you.
- Creating a thorough, well-cited posts that draws examples from the materials directly will be one of the most helpful study guides you can have for the quizzes. For example, in your posts, I would highly suggest defining key terms and ideas within your posts. This will save you time while studying for the quizzes as you will be able to draw on your notes in your blogs.
- Make sure you are using examples from each of the course materials for the week. While I appreciate bringing in your own ideas, reflections, and experiences, it's important to ground your posts in the course materials as this is your chance to demonstrate your understanding of the readings and films.
- You must use proper APA or MLA citation in your posts. This includes BOTH end references and in-text parenthetical citations of all materials you reference including the course readings, films, and websites! Please see the Start Here menu and check the Resources for Writing APA & MLA Citations, Writing Style, & Writing Center folder for tutorials. I've provided many of the citations for the class directly in the course materials folder for each day. If they are not present, the resources such as Son of Citation Machine will generate a citation for you when you input the details (ex: author, date of publication or release, title, etc.)
I would encourage you to read your classmate's blogs for ideas about how to structure your posts as well. Bethany's blog on the Stuart Brown materials about uses an excellent format for the blog posts and includes APA-formatted citations. Please read her post as well as my comments for guidelines on how to better structure your posts. http://youthandjustice47001.blogspot.com/2011/06/play-is-more-than-fun-week-1-blog-2.html
Please read her post as well as my comments for guidelines on how to structure your posts.
I hope to chat with some of you during office hours Tuesday (due to a meeting I have to attend Monday, I will not be holding office hours at my usual day - instead, office hours for week 2 will be held Tuesday from 2:30 - 4:30 PM). If you cannot make the regular office hours, please email me for an appointment. You can also post any questions on blog posts and structure ideas in the Cyberspace Cafe.
See you in cyberspace and have a great weekend!
Thursday, June 2, 2011
Resolved: Issue With "System Busy" Error Message has been Resolved. Here are Some Technical Support Steps to Take
Greetings JUS 477 Students,
This message will also be posted via the main course blog, sent through email, and posted in the Cyberspace Cafe.
I have been contacted by several students who informed me about some difficulties accessing the content on Blackboard this morning. I have been in touch with technical support who informed me the problem was with the Blackboard servers and the issues has been resolved. Please try to access the content again and post any further technical issues with any links or videos in the class on the Cyberspace Cafe so I can address them in a central place.
To keep on top of Cyberspace Cafe message updates without having to keep logging in to Blackboard, go the the Cyberspace Cafe discussion board and click the Subscribe button at the top of the discussion board. This will send all new posts made on the discussion board directly to your ASU email account.
I wanted to provide some steps to take in case other links or films in the class don't work. These are guidelines that were given to me by the ASU technical support staff. So please try these steps first if you cannot access content on Blackboard properly:
- Please check the ASU System Status Webpage and Twitter feeds (they're on the top of the webpage) for the latest updates on the Blackboard servers: http://syshealth.asu.edu/. I too have this page bookmarked and will be keeping tabs on the system.
Please do not panic if there is a system outage or other system-wide technical issue preventing submissions of assignments. I am aware of these issues and will make an announcement about extended deadlines for quizzes and the like if needed before the deadline. Please note that you always have the option to email your posts directly to me prior to the due date if you cannot post to your blog for some reason. Also, as long as you obtain a CRM # from the ASU technical support folks, coursework assignments that are delayed due to technical problems will be excused. Be sure to keep me posted via email of your attempts to contact ASU technical support.
- 2. Nine times out of ten, one consistent problem accessing content in Blackboard has to do with the web browser you are using to access the class. ASU technical support has informed me that Internet Explorer 8 & 9 does not always play nicely with Blackboard. If for some reason you can't get a link to work properly in the class, please try switching from Internet Explorer to Firefox. You can download it for free here http://www.mozilla.com/en-US/firefox/
- There are some alternate methods for accessing some of the videos in class. Pleasenote that this method works for FMG on Demand films ONLY (so anything with a FMG On Demand in the APA reference underneath the video clip). Other clips (e.g. YouTube, TED Talks, FORA TV etc.) will not be accessible using the instructions below:
1) Log on to MyASU by going to my.asu.edu
2) Enter your ASURite ID and Password
3) Click on Library (lower left side of screen)
4) Then click on My Library Accounts in the pop-up box.
5) Click on ASU Libraries Catalog in the toolbar at the top of the page
6) In the search box type, FMG Video On Demand
7) Then click search
8) Click on Films On Demand (on the left side middle area of the screen).
9) Type in the name of the film title for the day then click search
If these instructions don't work and the link seems to still be broken, please notify ASU technical support directly (480) 965-6500 and obtain a CRM #. This is the only form of documentation I have for technical issues and need this to accept any late assignments caused by technical problems.
Thank you again to the students who kept me posted about problems accessing content. I really appreciate being kept updated on your progress with technical support. It is much easier to troubleshoot technical issues with tech support on my end with detailed information about any errors or issues on your end as I am not always able to reproduce the same errors on my system.
Please post any updates or questions about technical problems in the Cyberspace Cafe as well - students in other classes have sometimes found work-arounds or solutions and posted them in this discussion board even before I get to them and can net themselves some extra credit points to boot!
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