Business of Media in the AI and Digital Age (UW COM339 Summer 2026)
- COM 339: Business of Media in the Digital Age - Department of Communication
- Term: Summer B-term 2026 (July 23-August 21, 2026)
- Instructor:
- Course Meetings: Asynchronous
- Course Websites:
- Canvas: for announcements, course materials, grades, and turning in assignments
Overview and Learning Objectives[edit]
COM 339: Business of Media in the Digital Age introduces students to the economic, technological, and organizational logics that shape contemporary media industries. Rather than treating "media" as a single industry, the course examines multiple business forms: forums and online communities, journalism, podcasts, music streaming, long-form video and streaming platforms, short-video creator platforms, games and live streaming, and digital advertising/search. Across these cases, students will ask how media organizations create value, attract audiences, generate revenue, manage creators and users, and compete for attention in platformized markets.
The course also takes seriously how AI may transform the business of media. Students will examine how AI changes content creation, recommendation, search, advertising, moderation, licensing, labor, and audience trust. The main course project asks students to select one media business case and develop a practical advising report on how that organization should respond to AI-related opportunities and risks.
This class is organized asynchronously. In each full week, students are expected to finish readings and watch lecture videos for four class sessions, one for each day from Monday to Thursday. Details are included in the Schedule section.
By the end of the course, students should be able to:
- Identify major revenue models in digital media, including advertising, subscriptions, licensing, commerce, data, virtual goods, and creator monetization.
- Analyze how platforms reorganize distribution, audience measurement, labor, and competition across media industries.
- Explain how AI affects media business models through production, personalization, discovery, moderation, rights management, and strategic positioning.
- Develop a case-based strategic recommendation for a media organization or product facing AI-driven change.
Class Format and Structure[edit]
This course is asynchronous. Students should complete the assigned readings and lecture videos for each session according to the schedule below. Each full week includes four class sessions, Monday through Thursday.
Canvas will be used for announcements, assignment submission, grades, and course materials that should not be posted publicly. The wiki syllabus will provide the public-facing course structure, schedule, major assignment descriptions, and course policies.
Office Hours[edit]
Office hours will be held on Fridays from 4:00-5:00pm Pacific Time over Zoom.
Websites and Technology Expectations[edit]
In order to complete this class, I expect you to be able to access and use the following web resources:
- wiki.communitydata.science - This website will host the syllabus for the course. I expect you to be able to visit it regularly.
- UW Canvas - We will use Canvas for announcements, course materials, submitting assignments, grades, comments, and similar course logistics.
- UW Library Proxy - I expect you to be able to use the UW Libraries proxy to access material that UW subscribes to from off campus.
- Panopto - UW uses Panopto for lecture videos and recordings.
- Zoom - Office hours will be held through Zoom.
- External media, journalism, entertainment, platform, and technology websites - We will analyze these sources as part of the course readings and case discussions.
Students who are off campus and cannot access required UW resources directly may need to use the official UW VPN, Husky OnNet. UW-IT advises students to use the VPN with the "All Internet Traffic" option enabled when needed. Students who travel outside the United States should be aware that laws, policies, and technical systems may restrict VPN use, and students remain responsible for complying with applicable laws and UW policies.
Note about this Syllabus[edit]
You should expect this syllabus to be a dynamic document rather than a contract. Although the core expectations for the course are fixed, details of readings, assignments, and schedule may shift as the class develops.
Because this syllabus is a wiki page, you can track changes by clicking the history button on this page. I will summarize important updates in Canvas announcements. Closely monitor your UW email and the Canvas announcements page so that you do not miss course updates.
Case Study Project[edit]
The major assignment sequence is a cumulative case study project. Students use the same case throughout the course, moving from description to diagnosis to strategic advice.
Assignment 1: Case Selection and Background Brief[edit]
- Due
- 11:59pm Friday, July 31, 2026
- Suggested length
- 800-1000 words
- Deliverable
- Submit through Canvas assignments
Select one media business case, such as a company, platform, application, podcast network, newsletter, publisher, music service, creator business, game studio, or AI-native media product. The brief should identify the case, its audience, core product, and current strategic position.
Assignment 2: AI Impact Memo[edit]
- Due
- 11:59pm Friday, August 14, 2026
- Suggested length
- 800-1000 words
- Deliverable
- Submit through Canvas assignments
Analyze how AI already affects, or could soon affect, your selected case. Details of rubrics will be released on Canvas no later than August 1.
Peer Review Workshop[edit]
- Date
- Monday, August 17, 2026
- Deliverable
- Peer review feedback
Everyone will be assigned to review two AI memo assignments and provide feedback on how the project can move more effectively toward the final report.
Assignment 3: Final AI Strategy Advising Report[edit]
- Due
- 11:59pm Friday, August 21, 2026
- Suggested length
- 2500-3000 words
- Deliverable
- Submit through Canvas assignments
Write a full advising report for the leadership team of your selected case. The report should diagnose the AI-related threat or opportunity, evaluate strategic options, and recommend a practical response. Details of rubrics will be released on Canvas no later than August 14.
Grades[edit]
| Assignment | Points |
|---|---|
| Assignment 1: Case Selection and Background Brief | 50 |
| Assignment 2: AI Impact Memo | 100 |
| Peer Review Workshop | 50 |
| Assignment 3: Final AI Strategy Advising Report | 200 |
| Total | 400 |
Grading Scale[edit]
| Percent | Grade | Percent | Grade | Percent | Grade | Percent | Grade |
|---|---|---|---|---|---|---|---|
| 100% | 4.0 | 89% | 3.4 | 79% | 2.4 | 69% | 1.4 |
| 99% | 4.0 | 88% | 3.3 | 78% | 2.3 | 68% | 1.3 |
| 98% | 4.0 | 87% | 3.2 | 77% | 2.2 | 67% | 1.2 |
| 97% | 4.0 | 86% | 3.1 | 76% | 2.1 | 66% | 1.1 |
| 96% | 4.0 | 85% | 3.0 | 75% | 2.0 | 65% | 1.0 |
| 95% | 4.0 | 84% | 2.9 | 74% | 1.9 | <65% | fail |
| 94% | 3.9 | 83% | 2.8 | 73% | 1.8 | ||
| 93% | 3.8 | 82% | 2.7 | 72% | 1.7 | ||
| 92% | 3.7 | 81% | 2.6 | 71% | 1.6 | ||
| 91% | 3.6 | 80% | 2.5 | 70% | 1.5 | ||
| 90% | 3.5 |
Schedule[edit]
Week 0: Course and Syllabus Introduction[edit]
| Session | Topic and focus | Reading |
|---|---|---|
| Thursday, July 23 | Introduce the scope of the class and go through all sections of the syllabus. | None |
Week 1: Media Business Foundations[edit]
| Session | Topic and focus | Reading |
|---|---|---|
| Monday, July 27 | Course overview: What is a media business in the digital age? | Perspectives from the Global Entertainment & Media Outlook 2025-2029 |
| Tuesday, July 28 | Forums and online communities as media businesses | How Reddit Makes Money |
| Wednesday, July 29 | AI and forums: data licensing, moderation, search, and community knowledge | Exclusive: Reddit in AI Content Licensing Deal with Google |
| Thursday, July 30 | Digital journalism: subscriptions, platforms, trust, and fragmented audiences | Overview and Key Findings of the 2025 Digital News Report |
Week 2: News, Podcasts, and Audio Economies[edit]
| Session | Topic and focus | Reading |
|---|---|---|
| Monday, August 3 | AI and journalism: licensing, traffic, newsroom workflow, and product strategy | Journalism, Media, and Technology Trends and Predictions 2026 |
| Tuesday, August 4 | Podcasting as a media business | Podcasts and News Fact Sheet |
| Wednesday, August 5 | AI and podcasting: synthetic voice, editing, translation, summaries, and clips | Podcasting Goes Bionic |
| Thursday, August 6 | Music streaming: subscriptions, royalties, playlists, labels, and global discovery | Loud & Clear: Takeaways |
Week 3: Music, Streaming Video, and Short Video[edit]
| Session | Topic and focus | Reading |
|---|---|---|
| Monday, August 10 | AI and music: remixes, licensing, and rights management | Spotify Strikes Deal with Universal Music to Let Premium Users Create AI Covers |
| Tuesday, August 11 | Long-form video and streaming: subscriptions, ads, bundles, and competition | Reevaluating Direct-to-Consumer: The Shift Toward Video Streaming Bundles Is Bigger Than Ever |
| Wednesday, August 12 | AI in film, TV, and streaming: production, localization, marketing, and labor | Generative AI and Hollywood |
| Thursday, August 13 | Short video and the creator economy | How U.S. Adults Use TikTok |
Week 4: Peer Review, Short Video, and Gaming[edit]
| Session | Topic and focus | Reading |
|---|---|---|
| Monday, August 17 | Peer review: everyone will be assigned to review two AI memo assignments and provide feedback on how to move more effectively toward the final report. | None |
| Tuesday, August 18 | AI and short video: generative tools, editing, AI labels, and creator scale | Unpacking the Magic of Our New Creative Tools |
| Wednesday, August 19 | Gaming, live streaming, and interactive media as media businesses | Newzoo's Global Games Market Report 2025: Free Version |
| Thursday, August 20 | AI and gaming; course wrap-up | How Will Generative AI Change the Video Game Industry? |
Course Policies[edit]
Communicating with Yibin[edit]
You may call me Yibin. Please tell me if you prefer that I call you by a particular name and/or pronouns. I check my email Monday through Friday from 9:00am to 5:00pm Pacific Time during our class, except university holidays. Please allow me at least 24 hours to respond to any email. That means if you email me at 4:59pm on a Friday, I will likely get back to you by the end of the day on Monday. If I have not responded by then, feel free to send me another email nudge.
I will provide feedback on your assignments in Canvas as indicated on the schedule. Instead of responding to the comments on Canvas, which I may miss, if you need to clarify something about feedback, set up a time to meet by emailing me.
Late Assignments[edit]
All assignment due dates and times are posted in Pacific Time. Please contact me immediately if you think you will miss an assignment so we can arrange an alternate time that works within our very abbreviated course schedule. I understand that unexpected life events can happen. I am here to help accommodate you so that you can succeed in this course. Unexcused late assignments will be accepted at a penalty of 5% per 24-hour period past the due date/time and will no longer be accepted 2 days after the deadline. The final report must be turned in on time to receive credit.
Academic Integrity[edit]
The university's policy on plagiarism and academic misconduct is a part of the Student Conduct Code, which cites the definition of academic misconduct in WAC 478-121. WAC is an abbreviation for the Washington Administrative Code, the set of state regulations for the university.
According to this section of the WAC, academic misconduct includes "Cheating" -- such as "unauthorized assistance in taking quizzes"; "Falsification," which is the intentional use or submission of falsified data, records, or other information including, but not limited to, records of internship or practicum experiences or attendance at any required event(s), or scholarly research; and "Plagiarism," which includes "[t]he use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgment." Academic misconduct in this course also includes self-plagiarism (using material that you wrote for another class) and collaborating with other students on non-group assignments. This is a serious topic and all assignments will be reviewed for integrity. Please familiarize yourself with the university's policy on student writing and plagiarism: Student Writing and Plagiarism. Most academic integrity violations will result in a zero on that assignment and are likely to be brought to the Division of Community Standards and Student Conduct.
AI Use Statement[edit]
AI use in this class needs to follow the guidance below. If you have any questions, please email the instructor.
Content-generating artificial intelligence (AI) tools like ChatGPT can be useful in several ways. However, because these tools can be abused, you need to consult with your instructor before integrating AI-generated content into your work. If you include text directly copied from AI-generated sources, use it sparingly and make sure to treat it as a direct quote with proper citation. Other uses of content-generating AI must be clearly described at the end of your assignments.
What is AI?[edit]
In the context of our classroom, AI refers to programs like ChatGPT and Grammarly, which rely on computer algorithms designed to assist with language-related tasks. These AI-powered tools can help with grammar checking, style improvement, text generation, and content suggestions. They operate by analyzing text data and applying learned patterns to provide real-time feedback or text generation.
Permissible Use[edit]
While resources such as ChatGPT and Grammarly can be useful in a number of ways, they are not a valid replacement for abstract or critical thinking. AI tools should be used as writing aids rather than a substitute for your engagement with the writing process.
- As a proofreading or writing aid: AI can be used to assist in grammatical corrections, such as spelling mistakes or formatting references; structural suggestions, such as sentence length; or stylistic recommendations, such as passive or active voice. Programs like ChatGPT are also helpful as a conversational tool to "think through" ideas. It is okay to use AI when it acts as a supplementary tool for enhancing the quality of your original work, such as an editor would do by suggesting copy-edits or areas to expand on. The important thing to underscore is that it provides feedback on the writing that you have produced.
- Not as a substitute for your own writing: Using AI to generate content that you present as your own original work is not permitted. This includes, but is not limited to, content generated for essays, discussion forums, quiz or exam responses, and feedback to your peers. Each of your assignments should reflect your own research, thinking, interpretation, analysis, and written evaluation.
Resources and Accommodations[edit]
Disability Resources and Medical Leave[edit]
Your experience in this class is important to me. If you have already established accommodations with Disability Resources for Students (DRS), please communicate your approved accommodations to me at your earliest convenience so we can discuss your needs in this course. If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but are not limited to mental health, attention-related, learning, vision, hearing, physical, or health impacts), you are welcome to contact DRS at 206-543-8924 or uwdrs@uw.edu.
