teach

Creativity, collaboration, and curiosity are the hallmarks of my teaching pedagogy and methodology. In all my teaching, I stress a pervasive "Think. Build. Learn." approach. Students are encouraged to develop a body of knowledge through reading and discussion surrounding the best solution for a particular real-world, needs-driven problem, build a digital media object designed to address that problem, and then reflect on their experience. Through such informed practice, students are provided opportunities to develop social consciousness and civic engagement as backdrops for their academic preparations. Taught: Spring 2012, Fall 2011, Summer 2011, Fall 2010, Spring 2010, Fall 2009
Investigates the nature and extent of user-centered design and accessibility as applied to the interfaces of media objects to promote ease of user interaction. Students read and respond to major works and demonstrate knowledge by testing or building various digital interfaces.
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Taught: Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Summer 2009
The capstone course where graduating seniors demonstrate their command of the 10 CMDC Program Goals and their knowledge of various digital multimedia literacies. Course outcomes seek to enhance student preparation for professional jobs in digital technology or graduate school programs in digital media and foster social consciousness and civic engagement through building digital media projects for public assistance oriented nonprofit organizations or government agencies.
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Taught: Summer 2010, Summer 2009, Summer 2007, Fall 2006
Explores aural, written, and visual language and text as prescribed pattern/symbol making systems that, when interwoven with digital technology, can introduce new systems and patterns that modify, change, and extend the communication and preservation of human social, cultural, and historical legacies. Students read and respond to major works and demonstrate knowledge by conceiving and constructing digital, multimedia information objects.
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Taught: Spring 2009; Spring, Summer, Fall 2008; Spring, Summer, Fall 2007; Fall 2006
Focuses on the theory and practice of combining interactive media (text, images, audio, video, animation) elements for the purpose of creativity or communication. Students read and respond to major works and demonstrate knowledge by conceiving and constructing digital, multimedia information objects and interfaces.
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Taught: Fall 2008
Provides opportunities to investigate, in both theory and practice, opportunities and concerns associated with the collection, preservation, and sharing of digital artifacts. Students read and respond to major works and demonstrate knowledge by conceiving and constructing digital, multimedia archival projects.
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Taught: Fall 2009
Investigates the theory and practice of producing and using digital audio in various multimedia applications such as websites, podcasting, Internet radiophony, performance pieces, soundscapes, and installations. Students read and respond to major works and demonstrate knowledge by conceiving and constructing digital, multimedia information objects.
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Taught: Spring 2007
Focuses on visual images from video, computer games, comics, advertising, and the Internet as cultural artifacts that communicate ideas. Posits visual culture as the ability to absorb and interpret visual information and the growing tendency to visualize things that are not in themselves visual, or cannot be seen. Students read and respond to major works and demonstrate knowledge by conceiving and constructing digital, multimedia visual information objects. This course evolved into DTC 338: Digital Graphic Novels (see below).

Taught: Summer 2012; Spring 2011
Focuses on the forms and affordances traditional print stories might assume as they are remediated into evolving contexts associated with digital graphic novels. Students read and respond to major works and demonstrate knowledge by conceiving and constructing digital graphic novels following the course focus.
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Under development
Examines critical information design trends impacting information design standards and interface implementation, providing a project manager's perspective on content management, intellectual property, personalization, and emerging technology. Students read and respond to major works and demonstrate knowledge by conceiving and constructing digital, multimedia information objects.
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Under development
Examines theory and practice of digital games as tinkering apparati for collaborative thinking/creating, as modes of knowledge production in the digital age. Specifically, how might we connect gameplay elements to the production and experience of locative digital narrative? How do we make the form of a game communicate its content effectively in this context? How do we build interactivity into a narrative?
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Taught: Spring 2008, Spring 2007
Explores "design practices and process for composing for a multimedia environment including color, pattern and shape" (University Catalog). Students read and respond to major works and demonstrate knowledge by conceiving and constructing digital, multimedia information objects.
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Webpages for John F. Barber, Ph.D.  |  Deconstructed version::Condensing substance from pixels of nuance.  |  Please feel free to browse.