Each R-CADE group will lead a class session on the subject of their research project. This session should provide the rest of the class for some context for the technology the group is studying, but it should also be used as a way for the rest of the class to help the group conduct their research. This means that groups leading these sessions should be both teaching their peers things and learning new things from their peers.

Groups are responsible for running a one hour and thirty minute session that includes discussion, activities, and collaborative research. All group members should be involved in the planning and execution of this session, and grades for this portion of the project will be based on the following questions:

• Has the group demonstrated that they have conducted preliminary research on their R-CADE artifact?
• Has the group provided context to the rest for the rest of the class regarding the object of study?
• Is the class sessions well-designed, demonstrating that the group has thought carefully about how to best make use of class time?
• Has the group designed activities that engage the rest of the class in collaborative research?

Due December 12

Your project can make use of any medium you choose (print, video, audio, some combination of these, or something else entirely), but the medium you choose needs to be chosen purposefully. Your task is the share the results of your semester-long research project in the most effective way possible. For each project, this may mean using different media, and your group's decision may also be shaped by the strengths and experience of group members.

R-CADE projects should make use of the theories and methods discussed in the Hayles and Pressman collection in order to make some kind of argument about your R-CADE artifact. In other words, you are using the tools of a comparative textual media framework in order to make sense of your artifact.

When grading these final projects, I will be asking the following questions:

• Does the project reflect detailed and sustained research on the part of the group?
• Has the group thought carefully about the medium they have chosen to deliver the project?
• Does the project reflect a comparative textual media approach, citing relevant research when necessary and demonstrating a familiarity with the Hayles and Pressman edited collection?
• Is the project carefully designed and/or written, demonstrating an attention to detail?

During the last class session, each group will make a 20-minute presentation on their R-CADE research project. That presentation should provide a detailed account of the group's research into their chosen artifact, and it should make clear that the group has applied the methods and theories of comparative textual media. In addition, the presentation should demonstrate that the group has incorporated feedback from the class session it organized. Group presentations should be 20 minutes in length, and they should carefully composed and choreographed.

When grading presentations, I will be asking the following questions:

• Does the presentation demonstrate that the group has carefully researched the object?
• Does the research project demonstrate that the group has applied the theories and methods of comparative textual media?
• Does the presentation provide evidence that the group has carefully planned and choreographed the presentation?
• Does the presentation observe the time limit?