Editing Interpersonal Media (Fall 2020)
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:'''Course Websites''': | :'''Course Websites''': | ||
:* We will use Canvas for [https://canvas.uw.edu/courses/1430217/announcements announcements], [https://canvas.uw.edu/courses/1430217/assignments turning in assignments], and [https://canvas.uw.edu/courses/1430217/discussion_topics discussion] | :* We will use Canvas for [https://canvas.uw.edu/courses/1430217/announcements announcements], [https://canvas.uw.edu/courses/1430217/assignments turning in assignments], and [https://canvas.uw.edu/courses/1430217/discussion_topics discussion] | ||
:* | :* [https://forms.gle/KSDJiptVwusBWw4BA Course absence form]: It is important to tell us know you if you are not coming to class at least one hour in advance. | ||
:* For the Wikipedia assignments, we will use this [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) WikiEdu class page and dashboard]. | :* For the Wikipedia assignments, we will use this [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) WikiEdu class page and dashboard]. | ||
:* Everything else will be linked on this page. | :* Everything else will be linked on this page. | ||
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:Examines the relationships and groups formed through digital social media. Focuses on how people manage interactions and identities, develop interpersonal relationships, engage in collaboration and conflict, and develop communities in online environments. Involves both the study and use of network-based computer-mediated systems. | :Examines the relationships and groups formed through digital social media. Focuses on how people manage interactions and identities, develop interpersonal relationships, engage in collaboration and conflict, and develop communities in online environments. Involves both the study and use of network-based computer-mediated systems. | ||
<div style="float:right;" class="toclimit- | <div style="float:right;" class="toclimit-2">__TOC__</div> | ||
== Overview and Learning Objectives == | == Overview and Learning Objectives == | ||
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* Demonstrate an ability to critically apply the theories from the course to the evaluation of a real online community of your choice. | * Demonstrate an ability to critically apply the theories from the course to the evaluation of a real online community of your choice. | ||
* Engage with the course material and compellingly present your own ideas and reflections in writing and orally. | * Engage with the course material and compellingly present your own ideas and reflections in writing and orally. | ||
== Note About This Syllabus == | == Note About This Syllabus == | ||
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In the second half of the course, we will focus less on theory and more on examples of online communities and on applications, examples, and challenges, associated with interpersonal media and computer-mediated communication. | In the second half of the course, we will focus less on theory and more on examples of online communities and on applications, examples, and challenges, associated with interpersonal media and computer-mediated communication. | ||
Our reading during the second part of the quarter will be focused on cases studies. | Our reading during the second part of the quarter will be focused on cases studies. We will also focus on in-class discussions and exercises that prompt critical consideration of how online communities take place in different domains as well as the challenges associated with using online communities. Our goal here is to build up the ability to critically understand these communities in terms of the theory we covered earlier. | ||
In general, readings during this second component will be on the lighter side and there will be no weekly assignments other than reading. The readings are lighter during this component because I'm expecting you to be spending time outside of class working on your projects. | In general, readings during this second component will be on the lighter side and there will be no weekly assignments other than reading. The readings are lighter during this component because I'm expecting you to be spending time outside of class working on your projects. | ||
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Unless otherwise noted, all assignments are due at the end of the day (i.e., 11:59pm on the day they are listed as being due). | Unless otherwise noted, all assignments are due at the end of the day (i.e., 11:59pm on the day they are listed as being due). | ||
=== | === Participation and Cases === | ||
The course relies heavily on the case study method | The course relies heavily on participation, discussion, and the case study method. A standard "case" usually involves reading an example—perhaps up to 20-35 pages of background about an organization or group facing an ambiguous or difficult challenge. I will mark certain readings as "[Cases]" in the syllabus and I will expect you to read these particularly closely. It is important to realize that '''I will not summarize case material in class and I will not cover it in lecture'''. I expect you all to have read it and we will jump in and start discussing it. | ||
Cases ask students to put themselves in the positions of individuals facing difficult situations to tease out the tensions and forces at play in the case and to construct — through group discussion — the broader lessons and takeaways. Cases are a wonderful way to connect the sometimes abstract concepts taught in many academic courses to real examples of the type of ambiguous situations that you will likely encounter in your career. Generally speaking, there are not right and wrong answers in cases. | Cases ask students to put themselves in the positions of individuals facing difficult situations to tease out the tensions and forces at play in the case and to construct — through group discussion — the broader lessons and takeaways. Cases are a wonderful way to connect the sometimes abstract concepts taught in many academic courses to real examples of the type of ambiguous situations that you will likely encounter in your career. Generally speaking, there are not right and wrong answers in cases. | ||
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Cases rely roughly on the [[:wikipedia:Socratic method|socratic method]] where instructors teaching cases cold call on students—i.e., instructors call on people ''without'' asking for volunteers first. I will be doing this in each class. | Cases rely roughly on the [[:wikipedia:Socratic method|socratic method]] where instructors teaching cases cold call on students—i.e., instructors call on people ''without'' asking for volunteers first. I will be doing this in each class. | ||
Because I understand that cold calling can be terrifying for some students, I will be circulating a list of questions we will | Because I understand that cold calling can be terrifying for some students, I will be circulating a list of questions we will alongside the weekly announcements (i.e., at least 6 days in advance). We will only cold call to ask students for which you have time to prepare your answers. Although it is a very good idea to write out answers to these questions in advance, we will not be collecting these answers. You are welcome to work with other students to brainstorm possible answers. Although I may also ask questions that I do not distribute ahead of time, I will never cold call when asking these questions. | ||
I have written a computer program that will generate a random list of students each day and I will use this list to '''randomly''' cold call students in the class. To try to maintain participation balance, the program will try to ensure that everybody is cold called a similar number of times during the quarter. Although there is there always some chance that you will called upon next, you will become less likely to be called upon relative to your | I have written a computer program that will generate a random list of students each day and I will use this list to '''randomly''' cold call students in the class. To try to maintain participation balance, the program will try to ensure that everybody is cold called a similar number of times during the quarter. Although there is there always some chance that you will called upon next, you will become less likely to be called upon relative to your classamtes each time you are called upon. | ||
==== Assessment for | ==== Assessment for Participation ==== | ||
The "Participation Rubric" section of [[Teaching Assessment | the detailed page on assessment]] gives the rubric I will use in evaluating participation. | |||
As the name suggests, your participation grade in the class relies on your participation, not your attendance. Of course, if you do not attend class, it will be difficult for you to participate as fully as your classmates. In the past, most students who attended the large majority of classes were able to participate on the same level of their classmates and had high participation grades. | |||
If you cannot attend class, you '''must tell us in advance''' by filling out [https://forms.gle/KSDJiptVwusBWw4BA this simple Google form] that asks for two things: (1) your UW student number and (2) the date you will be absent from class. You must fill this out '''one hour before class begins''' or I will not be able to incorporate it into the program that select names. I will use this attendence data to ensure that nobody is penalized for a lack of participation simple because they were "unlucky" and did not get selected by the cold call program. | |||
I will also record absences based on whether you were not present in class when your name was called. If you fail to use the form and are cold called but are not around to answer, your participation grade will be lowered. | |||
=== Papers === | === Papers === | ||
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You will hand in two papers in this class. In both cases, I will ask you to connect something you have experience or knowledge about to course material. | You will hand in two papers in this class. In both cases, I will ask you to connect something you have experience or knowledge about to course material. | ||
The "Writing Rubric" section of [[ | The "Writing Rubric" section of [[Assessment|the detailed page on assessment]] gives the rubric I will use to evaluate these papers. | ||
=== Project 1: Contributing to Wikipedia === | === Project 1: Contributing to Wikipedia === | ||
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In the first project, you will be asked to learn about Wikipedia, its norms, rules, and processes. With this knowledge, you will all be asked to research and write a new article in Wikipedia on a topic of your choice and to publish this article in the encyclopedia. As part of this process, you will interact with other community members who are not part of the class. Afterward, you will be asked to write a short essay piece to reflect on this process and to connect your experience to the conceptual course material where appropriate. | In the first project, you will be asked to learn about Wikipedia, its norms, rules, and processes. With this knowledge, you will all be asked to research and write a new article in Wikipedia on a topic of your choice and to publish this article in the encyclopedia. As part of this process, you will interact with other community members who are not part of the class. Afterward, you will be asked to write a short essay piece to reflect on this process and to connect your experience to the conceptual course material where appropriate. | ||
We will use material from [https://wikiedu.org/ the Wiki Education Foundation (WikiEdu)] to help you learn how to participate in Wikipedia. Every Friday during this first component of this class, there will be a assignment due that corresponds to one step in the process of getting involved in Wikipedia. Most weeks this will involve completing learning modules and assignments in a website put together by WikiEdu. These Wikipedia participation assignments won't be synced up with the theory, but they will provide with you lots of opportunity to reflect on the theoretical work we are covering. | |||
Although only Task #7 includes anything that you will need to turn in, you will need to participate in Wikipedia each week. | Although only Task #7 includes anything that you will need to turn in, you will need to participate in Wikipedia each week. We will be able to see this activity and we will help you. We will take time each week to discuss our progress and experience with Wikipedia in sections on Friday and to connect it explicitly to the theoretical concepts we are covering. | ||
==== Wikipedia Task #1 ==== | ==== [[Interpersonal Media (Fall 2020)/Wiki Task 1|Wikipedia Task #1]] ==== | ||
;Task: Create an account and start orientation | ;Task: Create an account and start orientation | ||
;Due: Friday | ;Due: Friday January 10 | ||
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the class WikiEdu dashboard] | ;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the class WikiEdu dashboard] | ||
* Complete the [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) WikiEdu] training. | * Complete the [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) WikiEdu] training and assignments for week 1. | ||
* During this training, you will create an account, make edits in a sandbox, and learn the basic rules of the Wikipedia community. | * During this training, you will create an account, make edits in a sandbox, and learn the basic rules of the Wikipedia community. | ||
* Once you have created an account, you '''must''' enroll in the course so that your account on Wikipedia is associated with the course and so that I can track your activity on Wikipedia. [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020)?enroll=idbgephw | * Once you have created an account, you '''must''' enroll in the course so that your account on Wikipedia is associated with the course and so that I can track your activity on Wikipedia. [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020)?enroll=idbgephw Click this link to enroll in the course]. If you are asked for a passcode, you can enter '''idbgephw'''. | ||
==== [[Interpersonal Media (Fall 2020)/Wiki_Task_2|Wikipedia Task #2]] ==== | |||
;Task: Complete Wikipedia orientation and choose article topic | |||
==== Wikipedia Task #2 ==== | ;Due Date: Friday January 17 | ||
; | ;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the class WikiEdu dashboard] | ||
;Due Date: Friday | |||
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the class WikiEdu dashboard] | |||
Please choose an article that is as short and simple as possible and | * Complete the online training topics for week 2. | ||
* To practice editing and communicating on Wikipedia, introduce yourself to Salt and at least one classmate on Wikipedia (it can be anybody). Salt's username is [http://en.wikipedia.org/wiki/User:Altsalt Altsalt] and you can find a list of all of your classmates on the [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020)/students WikiEdu class page]. | |||
* Decide on an article in Wikipedia that you would like to significantly expand and improve. Please choose an article that is as short and simple as possible and we ''stronglly'' recommend that you choose a "stub" article on Wikipedia. Because some people are going to start with articles that are better than others, we're going to assess you on the amount to which you can improve the article—not on the final state of the article. | |||
You can find a list of Stub articles arranged by topic here (there are literally ''millions''): | You can find a list of Stub articles arranged by topic here (there are literally ''millions''): | ||
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* [https://en.wikipedia.org/wiki/Wikipedia:Requested_articles Requested Articles] — This is a list of articles that others have asked to be created. It is sorted into categories and sub-categories. When you're looking at the list, remember that it's possible that somebody else has "gotten" to them first and forgot to remove it. Remember that a [https://en.wikipedia.org/wiki/Wikipedia:Red_link red link] indicates that there is no page with that name. | * [https://en.wikipedia.org/wiki/Wikipedia:Requested_articles Requested Articles] — This is a list of articles that others have asked to be created. It is sorted into categories and sub-categories. When you're looking at the list, remember that it's possible that somebody else has "gotten" to them first and forgot to remove it. Remember that a [https://en.wikipedia.org/wiki/Wikipedia:Red_link red link] indicates that there is no page with that name. | ||
==== [[Interpersonal Media (Fall 2020)/Wiki Task 3|Wikipedia Task #3]] ==== | |||
;Task: Compile research and write draft | ;Task: Compile research and write draft | ||
;Due Date: Friday | ;Due Date: Friday January 24 | ||
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the class WikiEdu dashboard] | ;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the class WikiEdu dashboard] | ||
* Complete online trainings for week 3 | |||
* Compile a bibliography of relevant research. | |||
* Write a 2-3 paragraph summary version of your article—with citations—in your Wikipedia sandbox. | |||
* Add the URL For your sandboxed article to yourself on [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the course WikiEdu page] by clicking the assign article button next to your name and assigning the URL for your sandbox to yourself. | |||
==== [[Interpersonal Media (Fall 2020)/Wiki Task 4|Wikipedia Task #4]] ==== | |||
;Task: Peer review other students' articles | ;Task: Peer review other students' articles | ||
;Due Date: Friday | ;Due Date: Friday January 31 | ||
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the class WikiEdu dashboard] | ;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the class WikiEdu dashboard] | ||
* Select '''two''' classmates’ articles that you will peer review and copy-edit. To sign up, you can mark this in [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the dashboard] by using the ''Assign a review''' button. Try to pick articles that other students are not yet reviewing. | * Select '''two''' classmates’ articles that you will peer review and copy-edit. To sign up, you can mark this in [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the dashboard] by using the ''Assign a review''' button. Try to pick articles that other students are not yet reviewing. | ||
* Peer review two of your classmates’ articles. | * Peer review two of your classmates’ articles. Leave suggestions on the article talk pages for how to improve them. | ||
* Improve and copy-edit the two reviewed articles to help fix issues, improve sourcing, create a more [https://en.wikipedia.org/wiki/WP:NPOV neutral] or [https://en.wikipedia.org/wiki/WP:TONE encyclopedic] tone, etc. | * Improve and copy-edit the two reviewed articles to help fix issues, improve sourcing, create a more [https://en.wikipedia.org/wiki/WP:NPOV neutral] or [https://en.wikipedia.org/wiki/WP:TONE encyclopedic] tone, etc. | ||
==== Wikipedia Task #5 ==== | ==== Wikipedia Task #5 ==== | ||
;Task: Incorporate peer feedback | ;Task: Incorporate peer feedback | ||
;Due Date: Friday | ;Due Date: Friday February 7 | ||
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the class WikiEdu dashboard] | ;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the class WikiEdu dashboard] | ||
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* Continue improving your article. Refine your text, do more research, make sure things are well organized, think about adding images, infoboxes, and templates. If you add images be sure to complete [https://dashboard.wikiedu.org/training/students/images-and-media the WikiEd material on images and media]. | * Continue improving your article. Refine your text, do more research, make sure things are well organized, think about adding images, infoboxes, and templates. If you add images be sure to complete [https://dashboard.wikiedu.org/training/students/images-and-media the WikiEd material on images and media]. | ||
==== Wikipedia Task #6 ==== | ==== [[Interpersonal Media (Fall 2020)/Wiki Task 6|Wikipedia Task #6]] ==== | ||
;Task: Make article "live." | ;Task: Make article "live." | ||
;Due Date: Friday | ;Due Date: Friday February 14 | ||
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the class WikiEdu dashboard] | ;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the class WikiEdu dashboard] | ||
* Polishing your article, it should be ready for public consumption. | * Polishing your article, it should be ready for public consumption. Here are some [[Interpersonal Media (Fall 2020)/Wiki_Task_6#Polishing_Suggestions|general suggestions]]. | ||
* Move sandbox articles into the "(Article)" name space by following | * Move sandbox articles into the "(Article)" name space by following these [[Interpersonal Media (Fall 2020)/Wiki_Task_6#Moving_your_work_to_Wikipedia_-_the_detailed_edition|detailed instructions]]. | ||
* Once you have moved the article, visit the [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020)/students list of students in the WikiEdu dashboard] and make sure that you are assigned the live article URL. If needed, remove the old one by clicking the "'''+'''" button to open the menu and using the "'''-'''" button next to the old "sandbox" copy of your article, then press "Save" at the top of the page once you are done. | * Once you have moved the article, visit the [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020)/students list of students in the WikiEdu dashboard] and make sure that you are assigned the live article URL. If needed, remove the old one by clicking the "'''+'''" button to open the menu and using the "'''-'''" button next to the old "sandbox" copy of your article, then press "Save" at the top of the page once you are done. | ||
==== Wikipedia Task #7 ==== | ==== Wikipedia Task #7 ==== | ||
;Task: Finalize article and turn in report | ;Task: Finalize article and turn in report | ||
;Due Date: | ;Due Date: Monday February 17 | ||
;Deliverables: | ;Deliverables: | ||
* As always, make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the class WikiEdu dashboard] | * As always, make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Fall_2020) the class WikiEdu dashboard] | ||
:*Finish article in Wikipedia and turn in a URL to the finished article [https://canvas.uw.edu/courses/1430217/assignments/ | :*Finish article in Wikipedia and turn in a URL to the finished article [https://canvas.uw.edu/courses/1430217/assignments/5166656 in Canvas]. | ||
:*Turn in report as subpage of your Wikipedia userpage and turn in the URL [https://canvas.uw.edu/courses/1430217/assignments/5166660 in Canvas]. | |||
:*Turn in report as subpage of your Wikipedia userpage and turn in the URL [https://canvas.uw.edu/courses/1430217/assignments/ | |||
;Maximum length for report: 1000 words (~4 pages double spaced) | ;Maximum length for report: 1000 words (~4 pages double spaced) | ||
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You can create the new page by just clicking the "Create" tab on that page. When you're done, you can paste the URL into Canvas. | You can create the new page by just clicking the "Create" tab on that page. When you're done, you can paste the URL into Canvas. | ||
'''Evaluation Criteria:''' | |||
Your Wikipedia article will be evaluated based on your demonstrated understanding of Wikipedia rules and policies. Is it a good article by Wikipedia's standards? | |||
In addition to finishing up your Wikipedia article, everybody should turn in a report reflecting on your experience contributing to Wikipedia in light of your experience and the course material and, most importantly, offering advice to the Wikimedia Foundation and the Wikipedia Community on how to improve their community. I want you all to treat this as a dress rehearsal for your final projects. | In addition to finishing up your Wikipedia article, everybody should turn in a report reflecting on your experience contributing to Wikipedia in light of your experience and the course material and, most importantly, offering advice to the Wikimedia Foundation and the Wikipedia Community on how to improve their community. I want you all to treat this as a dress rehearsal for your final projects. | ||
Your report will be evaluated, first and foremost, on the degree to which it provides useful, informed, and actionable advice to the Wikipedia community and the Wikimedia Foundation. It will also be evaluated on the degree to which you engage with the course material. See the [[ | Your report will be evaluated, first and foremost, on the degree to which it provides useful, informed, and actionable advice to the Wikipedia community and the Wikimedia Foundation. It will also be evaluated on the degree to which you engage with the course material. See the [[Teaching Assessment | writing rubric]] for details on my expectations in terms of the content of the papers. A successful essay will do the following things: | ||
# Provide detailed, concrete, and actionable advice to the Wikipedia community and the Wikimedia Foundation. What should Wikipedia think about doing? What should they think about changing? | # Provide detailed, concrete, and actionable advice to the Wikipedia community and the Wikimedia Foundation. What should Wikipedia think about doing? What should they think about changing? | ||
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# If possible, reflect on what parts of the theories or concepts we covered applied or didn't. You don't have to take everything taught in the course for granted. What would you change or add based on your experience? What is unique or different about Wikipedia? | # If possible, reflect on what parts of the theories or concepts we covered applied or didn't. You don't have to take everything taught in the course for granted. What would you change or add based on your experience? What is unique or different about Wikipedia? | ||
We will give everybody in the course feedback on their assignment. The basic structure is shorter, but extremely similar, to what you will be doing in the final project. As a result, you can treat this as a "mid-term" and make adjustments based on feedback. | |||
=== Project 2: Critical Analysis of an Online Community === | === Project 2: Critical Analysis of an Online Community === | ||
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==== Community Identification==== | ==== Community Identification==== | ||
;Maximum Length: 300 words (~1 page double spaced) | ;Maximum Length: 300 words (~1 page double spaced) | ||
;Deliverables: Turn in [https://canvas.uw.edu/courses/1430217/assignments/ | ;Deliverables: Turn in [https://canvas.uw.edu/courses/1430217/assignments/5166671 through Canvas] | ||
;Due Date: Friday | ;Due Date: Friday February 21 | ||
In this assignment, you should identify a community you are interested in — and that you hope to analyze critically in your final project. In this assignment, I am asking you to write 1-2 paragraphs explaining what community you want to study, why you care about it, and why you think it would be a rich site for reflection. If relevant or possible, it might be useful to also provide a link. | In this assignment, you should identify a community you are interested in — and that you hope to analyze critically in your final project. In this assignment, I am asking you to write 1-2 paragraphs explaining what community you want to study, why you care about it, and why you think it would be a rich site for reflection. If relevant or possible, it might be useful to also provide a link. | ||
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==== Final Projects: Critical Analysis of Online Community ==== | ==== Final Projects: Critical Analysis of Online Community ==== | ||
; | ;Poster Presentation Date: March 9 and 11 | ||
;Paper Due Date: | ;Paper Due Date: March 18 @ 9am | ||
;Maximum paper length: 2,000 words (~8 pages double spaced) | ;Maximum paper length: 2,000 words (~8 pages double spaced) | ||
;Deliverables: | ;Deliverables: | ||
:*Details on | :*Details on poster sessions including specific due dates, instructions, and dropboxes are on [[Interpersonal Media (Winter 2020)/Poster sessions]] | ||
:*Turn in copy of paper [https://canvas.uw.edu/courses/1430217/assignments/ | :*Turn in copy of paper [https://canvas.uw.edu/courses/1430217/assignments/5166700 in Canvas] | ||
For your final project, I expect students to build on the community identification assignment to describe what they have done and what they have found. I'll expect every student to give both: | For your final project, I expect students to build on the community identification assignment to describe what they have done and what they have found. I'll expect every student to give both: | ||
* A | * A poster presentation (see instructions on [[Interpersonal Media (Winter 2020)/Poster sessions]]) | ||
* A final report that is not more than 2,000 words (~8 pages double spaced) | * A final report that is not more than 2,000 words (~8 pages double spaced) | ||
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=== Grading === | === Grading === | ||
I will follow the very detailed grading rubric described on [[ | I will follow the very detailed grading rubric described on this page [[assessment]]. Please read it carefully I will assign grades for each of following items on the UW 4.0 grade scale according to the weights below: | ||
* | * Participation: 30% | ||
* Wikipedia assignments: 15% | * Wikipedia assignments: 15% | ||
* Wikipedia reflection essay: 10% | * Wikipedia reflection essay: 10% | ||
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== Schedule == | == Schedule == | ||
=== September 30 (Wednesday): | === September 30 (Wednesday): Intro and Wikipedia === | ||
<!-- '''Resources:''' | |||
* [https://canvas.uw.edu/files/61023038/download?download_frd=1 Lecture Slides for Introduction] (Requires UW Access) | |||
* [https://canvas.uw.edu/files/61023049/download?download_frd=1 Lecture Slides for Course Overview] (Requires UW Access) | |||
* [https://canvas.uw.edu | |||
* [https://canvas.uw.edu | |||
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'''Goals for the day:''' | '''Goals for the day:''' | ||
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* Provide an introduction and some context for the course (and hopefully get you excited about the rest of the quarter) | * Provide an introduction and some context for the course (and hopefully get you excited about the rest of the quarter) | ||
* Review the course objectives and requirements | * Review the course objectives and requirements | ||
=== October 5 (Monday): Motivation (Part I) === | === October 5 (Monday): Motivation (Part I) === | ||
<!-- | |||
'''Resources:''' | |||
* [https://canvas.uw.edu/courses/1430217/files/61029868/download?wrap=1 Reading Note] (Requires UW Access) | |||
* [https://canvas.uw.edu/files/61044822/download?download_frd=1 Lecture Slides] (Requires UW Access) | |||
* [https://canvas.uw.edu/files/61070443/download?download_frd=1 Case Boards] (Requires UW Access) | |||
Section: | |||
Working through the [[#Project_1:_Contributing_to_Wikipedia|Wikipedia assignments]]. | |||
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'''Required Reading:''' | '''Required Reading:''' | ||
* BSOC, Chapter 2, pg 21-40 (Sections 1-3) | * BSOC, Chapter 2, pg 21-40 (Sections 1-3) | ||
* [Case] Modi, Maulik. 2019. “Yelp — What Happened!!” Medium. December 1, 2019. https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235. {{avail-free|https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235}} | * [Case] Modi, Maulik. 2019. “Yelp — What Happened!!” Medium. December 1, 2019. https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235. {{avail-free|https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235}} | ||
* [Case] Parikh, Anish A., Carl Behnke, Doug Nelson, Mihaela Vorvoreanu, and Barbara Almanza. 2015. “A Qualitative Assessment of Yelp.Com Users’ Motivations to Submit and Read Restaurant Reviews.” Journal of Culinary Science & Technology 13 (1): 1–18. https://doi.org/10.1080/15428052.2014.952474. | * [Case] Parikh, Anish A., Carl Behnke, Doug Nelson, Mihaela Vorvoreanu, and Barbara Almanza. 2015. “A Qualitative Assessment of Yelp.Com Users’ Motivations to Submit and Read Restaurant Reviews.” Journal of Culinary Science & Technology 13 (1): 1–18. https://doi.org/10.1080/15428052.2014.952474. ''[[https://canvas.uw.edu/files/67666236/download?download_frd=1 Available in Canvas]]'' | ||
* [Case] Stone, Madeline. 2014. “Elite Yelpers Hold Immense Power, and They Get Treated like Kings by Bars and Restaurants Trying to Curry Favor.” Business Insider. August 22, 2014. https://www.businessinsider.com/how-to-become-yelp-elite-2014-8. {{avail-free|https://www.businessinsider.com/how-to-become-yelp-elite-2014-8}} | * [Case] Stone, Madeline. 2014. “Elite Yelpers Hold Immense Power, and They Get Treated like Kings by Bars and Restaurants Trying to Curry Favor.” Business Insider. August 22, 2014. https://www.businessinsider.com/how-to-become-yelp-elite-2014-8. {{avail-free|https://www.businessinsider.com/how-to-become-yelp-elite-2014-8}} | ||
* [Case] Ha, Anthony. 2017. “Yelp Launches New Feature for Asking and Answering Questions about Any Business.” TechCrunch (blog). February 14, 2017. http://social.techcrunch.com/2017/02/14/yelp-q-and-a/. {{avail-free|http://social.techcrunch.com/2017/02/14/yelp-q-and-a/}} | * [Case] Ha, Anthony. 2017. “Yelp Launches New Feature for Asking and Answering Questions about Any Business.” TechCrunch (blog). February 14, 2017. http://social.techcrunch.com/2017/02/14/yelp-q-and-a/. {{avail-free|http://social.techcrunch.com/2017/02/14/yelp-q-and-a/}} | ||
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=== October 7 (Wednesday): Motivation (Part II) === | === October 7 (Wednesday): Motivation (Part II) === | ||
<!-- '''Resources:''' | |||
* [https://canvas.uw.edu/files/61023097/download?download_frd=1 Week 2 Reading Note] (Requires UW Access) | |||
* [https://canvas.uw.edu/files/61184511/download?download_frd=1 Lecture Slides] (Requires UW Access) | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=547e7738-ceee-4eb6-b5f4-ab3c005b7946 Video Recording of Lecture & Case] (Requires UW Access) | |||
* [https://canvas.uw.edu/files/61184529/download?download_frd=1 Case Boards] (Requires UW Access) | |||
* [https://canvas.uw.edu | |||
* [https://canvas.uw.edu | |||
* [https:// | |||
* [https://canvas.uw.edu | |||
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'''Required Readings:''' | '''Required Readings:''' | ||
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* [Case] Hernandez, Patricia. 2018. “The Twitch Streamers Who Spend Years Broadcasting to No One.” The Verge. July 16, 2018. https://www.theverge.com/2018/7/16/17569520/twitch-streamers-zero-viewers-motivation-community. {{avail-free|https://www.theverge.com/2018/7/16/17569520/twitch-streamers-zero-viewers-motivation-community}} | * [Case] Hernandez, Patricia. 2018. “The Twitch Streamers Who Spend Years Broadcasting to No One.” The Verge. July 16, 2018. https://www.theverge.com/2018/7/16/17569520/twitch-streamers-zero-viewers-motivation-community. {{avail-free|https://www.theverge.com/2018/7/16/17569520/twitch-streamers-zero-viewers-motivation-community}} | ||
* [Case] “The Differences Between Twitch Partner and Affiliate Programs.” 2019. GameOnAire (blog). April 5, 2019. https://gameonaire.com/differences-between-partner-affiliate-twitch/. {{avail-free|https://gameonaire.com/differences-between-partner-affiliate-twitch/}} | * [Case] “The Differences Between Twitch Partner and Affiliate Programs.” 2019. GameOnAire (blog). April 5, 2019. https://gameonaire.com/differences-between-partner-affiliate-twitch/. {{avail-free|https://gameonaire.com/differences-between-partner-affiliate-twitch/}} | ||
* [Case] “Achievements.” n.d. Twitch. Accessed January 7, 2020. https://help.twitch.tv/s/article/achievements?language=en_US. {{avail-free| | * [Case] “Achievements.” n.d. Twitch. Accessed January 7, 2020. https://help.twitch.tv/s/article/achievements?language=en_US. {{avail-free|https://help.twitch.tv/s/article/achievements?language=en_US}} | ||
* [Case] Grayson, Nathan. 2018. “Twitch Partners Feeling Burned After Affiliates Receive Features That Took Them Years To Earn.” Kotaku. June 14, 2018. https://kotaku.com/twitch-partners-feeling-burned-after-affiliates-receive-1826810027. {{avail-free|https://kotaku.com/twitch-partners-feeling-burned-after-affiliates-receive-1826810027}} | * [Case] Grayson, Nathan. 2018. “Twitch Partners Feeling Burned After Affiliates Receive Features That Took Them Years To Earn.” Kotaku. June 14, 2018. https://kotaku.com/twitch-partners-feeling-burned-after-affiliates-receive-1826810027. {{avail-free|https://kotaku.com/twitch-partners-feeling-burned-after-affiliates-receive-1826810027}} | ||
'''Optional:''' | |||
* [Case] Mike Linksvayer's article on [http://gondwanaland.com/mlog/2007/01/02/wikipedia-advertising/ "I support advertising on Wikipedia"] | |||
=== October 12 (Monday): Commitment (Part I) === | === October 12 (Monday): Commitment (Part I) === | ||
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'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/61023097/download?download_frd=1 Week 2 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/61305033/download?download_frd=1 Lecture Slides] (Requires UW Access) | ||
* [https:// | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=582845b6-441d-42b0-aa8c-ab3c005b7d61 Video Recording of Lecture & Case] (Requires UW Access) [Note: The mic died for the last 10 minutes of the case.] | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/61306080/download?download_frd=1 Case Boards] (Requires UW Access) | ||
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'''Required Readings:''' | '''Required Readings:''' | ||
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* [Case] [https://www.reddit.com/r/SeattleWA/ /r/SeattleWA] — "the active Reddit community for Seattle, Washington and the Puget Sound area" | * [Case] [https://www.reddit.com/r/SeattleWA/ /r/SeattleWA] — "the active Reddit community for Seattle, Washington and the Puget Sound area" | ||
* [Case] [https://www.reddit.com/r/nosleep/ /r/NoSleep] — "a place for authors to share their original horror stories" | * [Case] [https://www.reddit.com/r/nosleep/ /r/NoSleep] — "a place for authors to share their original horror stories" | ||
* [Case] [https://www.reddit.com/r/CasualPizzaCats/ /r/CasualPizzaCats] | * [Case] [https://www.reddit.com/r/CasualPizzaCats/ /r/CasualPizzaCats] - a World of Warcraft guild | ||
=== October 14 (Wednesday): Commitment (Part II) === | === October 14 (Wednesday): Commitment (Part II) === | ||
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'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/61184591/download?download_frd=1 Week 3 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/61551590/download?download_frd=1 Lecture Slides] (Requires UW Access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b7daec7a-19cd-4f13-8c86-ab3c005b81ca Video Recording of Lecture & Case] (Requires UW access) | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://canvas.uw.edu/files/61551690/download?download_frd=1 Case Boards] (Requires UW Access) | ||
* [https://canvas.uw.edu | --> | ||
'''Required Readings:''' | '''Required Readings:''' | ||
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* [Case] Hill, Benjamin Mako. 2012. “[https://mako.cc/copyrighteous/why-facebooks-network-effects-are-overrated Why Facebook’s Network Effects Are Overrated].” Copyrighteous (blog). June 4, 2012. | * [Case] Hill, Benjamin Mako. 2012. “[https://mako.cc/copyrighteous/why-facebooks-network-effects-are-overrated Why Facebook’s Network Effects Are Overrated].” Copyrighteous (blog). June 4, 2012. | ||
=== October 19 (Monday): Rules and Governance (Part I) === | |||
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=== October 19 (Monday): | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/61352387/download?download_frd=1 Week 4 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/61551612/download?download_frd=1 Lecture Slides] (Requires UW Access) | ||
* [https:// | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e854e4d7-83bc-4983-b553-ab3c005b8608 Video Recording of Lecture & Case] (Requires UW access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/61551691/download?download_frd=1 Case Boards] (Requires UW Access) | ||
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'''Required Readings:''' | '''Required Readings:''' | ||
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** [https://wiki.gnome.org/Foundation/CodeOfConduct/CommitteeProcedures GNOME Code of Conduct committee procedures] (less important but worth skimming) | ** [https://wiki.gnome.org/Foundation/CodeOfConduct/CommitteeProcedures GNOME Code of Conduct committee procedures] (less important but worth skimming) | ||
=== October 21 (Wednesday): | === October 21 (Wednesday): Rules and Governance (Part II) === | ||
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'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/61551571/download?download_frd=1 Week 5 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/61753038/download?download_frd=1 Lecture Slides] (Requires UW Access) | ||
* [https:// | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3598503d-c29b-4574-9e70-ab3c005b8e9a Video Recording of Lecture & Case] (Requires UW access) [Unfortunately, the slide recording didn't seem to work in Panopto.] | ||
* [https://uw. | * [https://canvas.uw.edu/files/61753072/download?download_frd=1 Case Boards] (Requires UW Access) | ||
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'''Required Readings:''' | '''Required Readings:''' | ||
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* Know Your Meme, 2014, [http://knowyourmeme.com/memes/rules-of-the-internet Rules of the Internet] | * Know Your Meme, 2014, [http://knowyourmeme.com/memes/rules-of-the-internet Rules of the Internet] | ||
* Matias, J. Nathan. 2016. “Going Dark: Social Factors in Collective Action Against Platform Operators in the Reddit Blackout.” In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, 1138–1151. CHI ’16. New York, NY, USA: ACM. https://doi.org/10.1145/2858036.2858391. {{avail-uw|https://doi.org/10.1145/2858036.2858391}} {{avail-free|https://natematias.com/media/GoingDark-Matias-2016.pdf}} | * Matias, J. Nathan. 2016. “Going Dark: Social Factors in Collective Action Against Platform Operators in the Reddit Blackout.” In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, 1138–1151. CHI ’16. New York, NY, USA: ACM. https://doi.org/10.1145/2858036.2858391. {{avail-uw|https://doi.org/10.1145/2858036.2858391}} {{avail-free|https://natematias.com/media/GoingDark-Matias-2016.pdf}} | ||
=== October 26 (Monday): Newcomers (Part I) === | === October 26 (Monday): Newcomers (Part I) === | ||
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'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/61551571/download?download_frd=1 Week 5 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/61946331/download?download_frd=1 Lecture Slides] (Requires UW Access) | ||
* [https:// | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2f717fbc-1ff8-4c42-a3de-ab3c005b92ce Video Recording of Lecture & Case] (Requires UW access) | ||
* [https://uw. | * [https://canvas.uw.edu/files/61946499/download?download_frd=1 Case Boards] (Requires UW Access) | ||
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'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 5, pg 179-205 (Sections 1-2) | * BSOC, Chapter 5, pg 179-205 (Sections 1-2) | ||
We're going to look at the citizen science community [[:wikipedia:Zooniverse|Zooniverse]]: | We're going to look at the citizen science community [[:wikipedia:Zooniverse|Zooniverse]]: | ||
* [Case] Visit [https://www.zooniverse.org/ Zooniverse] and create an account. Then visit the [https://www.zooniverse.org/projects Zooniverse project website] and pick a project that interests you. I worked on [https://www.zooniverse.org/projects/sassydumbledore/chimp-and-see Chimp&See] but there are a bunch of projects | * [Case] Visit [https://www.zooniverse.org/ Zooniverse] and create an account. Then visit the [https://www.zooniverse.org/projects Zooniverse project website] and pick a project that interests you. I worked on [https://www.zooniverse.org/projects/sassydumbledore/chimp-and-see Chimp&See] but there are a bunch of projects on a lot of different types of things. Spend 10-15 minutes on the site figure out how it works and make sure you both do a few tasks and look at the "Talk" or discussion and commenting features of each site. | ||
* [Case] Mugar, Gabriel, Carsten Østerlund, Katie DeVries Hassman, Kevin Crowston, and Corey Brian Jackson. 2014. “Planet Hunters and Seafloor Explorers: Legitimate Peripheral Participation through Practice Proxies in Online Citizen Science.” In Proceedings of the 17th ACM Conference on Computer Supported Cooperative Work & Social Computing, 109–119. CSCW ’14. Baltimore, Maryland, USA: Association for Computing Machinery. https://doi.org/10.1145/2531602.2531721. {{avail-uw|https://doi.org/10.1145/2531602.2531721}} {{avail-free|https://crowston.syr.edu/sites/crowston.syr.edu/files/paper_revised%20copy%20to%20post.pdf}} | * [Case] Mugar, Gabriel, Carsten Østerlund, Katie DeVries Hassman, Kevin Crowston, and Corey Brian Jackson. 2014. “Planet Hunters and Seafloor Explorers: Legitimate Peripheral Participation through Practice Proxies in Online Citizen Science.” In Proceedings of the 17th ACM Conference on Computer Supported Cooperative Work & Social Computing, 109–119. CSCW ’14. Baltimore, Maryland, USA: Association for Computing Machinery. https://doi.org/10.1145/2531602.2531721. {{avail-uw|https://doi.org/10.1145/2531602.2531721}} | ||
{{avail-free|https://crowston.syr.edu/sites/crowston.syr.edu/files/paper_revised%20copy%20to%20post.pdf}} | |||
'''Optional Readings:''' | '''Optional Readings:''' | ||
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=== October 26 (Wednesday): Newcomers (Part II) === | === October 26 (Wednesday): Newcomers (Part II) === | ||
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'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/61752973/download?download_frd=1 Week 6 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/61946353/download?download_frd=1 Lecture Slides] (Requires UW Access) | ||
* [https:// | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=73b268e3-71e1-43e6-8f92-ab3c005b9706 Video Recording of Lecture & Case] (Requires UW access) | ||
* [https://uw. | * [https://canvas.uw.edu/files/61946500/download?download_frd=1 Case Boards] (Requires UW Access) | ||
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'''Required Readings:''' | '''Required Readings:''' | ||
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* [Case] Kiene, Charles, Andrés Monroy-Hernández, and Benjamin Mako Hill. 2016. “Surviving an ‘Eternal September’: How an Online Community Managed a Surge of Newcomers.” In Proceedings of the 2016 ACM Conference on Human Factors in Computing Systems (CHI ’16), 1152–1156. New York, NY: ACM Press. https://doi.org/10.1145/2858036.2858356. ''[[https://doi.org/10.1145/2858036.2858356 Available through UW libraries]]'' | * [Case] Kiene, Charles, Andrés Monroy-Hernández, and Benjamin Mako Hill. 2016. “Surviving an ‘Eternal September’: How an Online Community Managed a Surge of Newcomers.” In Proceedings of the 2016 ACM Conference on Human Factors in Computing Systems (CHI ’16), 1152–1156. New York, NY: ACM Press. https://doi.org/10.1145/2858036.2858356. ''[[https://doi.org/10.1145/2858036.2858356 Available through UW libraries]]'' | ||
* [Case] Lin, Zhiyuan, Niloufar Salehi, Bowen Yao, Yiqi Chen, and Michael S. Bernstein. 2017. “Better When It Was Smaller? Community Content and Behavior After Massive Growth.” In Eleventh International AAAI Conference on Web and Social Media. Palo, Alto, CA: AAAI Press. https://www.aaai.org/ocs/index.php/ICWSM/ICWSM17/paper/view/15628. ''[[https://www.aaai.org/ocs/index.php/ICWSM/ICWSM17/paper/view/15628 Available through UW libraries]]'' | * [Case] Lin, Zhiyuan, Niloufar Salehi, Bowen Yao, Yiqi Chen, and Michael S. Bernstein. 2017. “Better When It Was Smaller? Community Content and Behavior After Massive Growth.” In Eleventh International AAAI Conference on Web and Social Media. Palo, Alto, CA: AAAI Press. https://www.aaai.org/ocs/index.php/ICWSM/ICWSM17/paper/view/15628. ''[[https://www.aaai.org/ocs/index.php/ICWSM/ICWSM17/paper/view/15628 Available through UW libraries]]'' | ||
=== November 2 (Monday): Creating New Communities (Part I) === | === November 2 (Monday): Creating New Communities (Part I) === | ||
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'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/61752973/download?download_frd=1 Week 6 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/61976052/download?download_frd=1 Lecture Slides] (Requires UW Access) | ||
* [https:// | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e2b12834-0a0a-4579-bd7e-ab3c005b9bb5 Video Recording of Lecture & Case] (Requires UW access) | ||
* [https://uw. | * [https://canvas.uw.edu/files/61976282/download?download_frd=1 Case Boards] (Requires UW Access) | ||
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'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 6, pg 231-248 (Sections 1-2) | * BSOC, Chapter 6, pg 231-248 (Sections 1-2) | ||
* [Case] | * [Case] {{tbd}} | ||
'''Optional Readings:''' | '''Optional Readings:''' | ||
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=== November 4 (Wednesday): Creating New Communities (Part II) === | === November 4 (Wednesday): Creating New Communities (Part II) === | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 6, pg 248-276 (Sections 3-4) | * BSOC, Chapter 6, pg 248-276 (Sections 3-4) | ||
* | * [Case] [https://en.wikipedia.org/wiki/Stack_Exchange Stack Exchange article on Wikipedia] and [https://stackexchange.com/sites list of sites] | ||
* [Case] [https://area51.stackexchange.com/ Area 51] (Click through and explore 5-6 proposals at different stages) | |||
* [Case] [https://area51.stackexchange.com/faq Area 51 FAQ] | |||
* [Case] | |||
=== November 9 (Monday): Wikipedia Debrief === | |||
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= | * [https://canvas.uw.edu/files/61946294/download?download_frd=1 Week 7 Reading Note] (Requires UWs Access) | ||
* [https://canvas.uw.edu/files/62321207/download?download_frd=1 Case Boards] (Requires UW Access) | |||
* [https://canvas.uw.edu/files/62321312/download?download_frd=1 Lecture Slides] (Requires UW Access) | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=681a67cc-a20d-4abc-bb81-ab3c005ba01a Video Recording of Lecture & Case] (Requires UW access) | |||
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'' | In the first half of today's class we'll do the case. | ||
In the second half of class, we will have a visit from local Wikipedia group [https://meta.wikimedia.org/wiki/Cascadia_Wikimedians Cascadia Wikimedians] (full disclosure, I am a member). Prepare to give a very short (~1 minute ) in-class presentation about your Wikipedia editing experience and also be ready with questions for them about your experience or about Wikipedia in general based on the readings and cases we've done so far. | In the second half of class, we will have a visit from local Wikipedia group [https://meta.wikimedia.org/wiki/Cascadia_Wikimedians Cascadia Wikimedians] (full disclosure, I am a member). Prepare to give a very short (~1 minute ) in-class presentation about your Wikipedia editing experience and also be ready with questions for them about your experience or about Wikipedia in general based on the readings and cases we've done so far. | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* [Case] Morgan, Jonathan T., Siko Bouterse, Heather Walls, and Sarah Stierch. 2013. “Tea and Sympathy: Crafting Positive New User Experiences on Wikipedia.” In Proceedings of the 2013 Conference on Computer Supported Cooperative Work, 839–848. CSCW ’13. New York, NY: ACM. https://doi.org/10.1145/2441776.2441871. {{avail-uw|https://doi.org/10.1145/2441776.2441871}} {{avail-free| | * [Case] Morgan, Jonathan T., Siko Bouterse, Heather Walls, and Sarah Stierch. 2013. “Tea and Sympathy: Crafting Positive New User Experiences on Wikipedia.” In Proceedings of the 2013 Conference on Computer Supported Cooperative Work, 839–848. CSCW ’13. New York, NY: ACM. https://doi.org/10.1145/2441776.2441871. {{avail-uw|https://doi.org/10.1145/2441776.2441871}} {{avail-free|http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.307.1301&rep=rep1&type=pdf}} | ||
* [Case] Narayan, Sneha, Jake Orlowitz, Jonathan Morgan, Benjamin Mako Hill, and Aaron Shaw. 2017. “The Wikipedia Adventure: Field Evaluation of an Interactive Tutorial for New Users.” In Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing, 1785–1799. CSCW ’17. New York, NY: ACM. https://dl.acm.org/doi/abs/10.1145/2998181.2998307. {{avail-uw|https://doi.org/10.1145/2998181.2998307}} | * [Case] Narayan, Sneha, Jake Orlowitz, Jonathan Morgan, Benjamin Mako Hill, and Aaron Shaw. 2017. “The Wikipedia Adventure: Field Evaluation of an Interactive Tutorial for New Users.” In Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing, 1785–1799. CSCW ’17. New York, NY: ACM. https://dl.acm.org/doi/abs/10.1145/2998181.2998307. {{avail-uw|https://doi.org/10.1145/2998181.2998307}} | ||
'''Optional Readings:''' | '''Optional Readings:''' | ||
* Halfaker, Aaron, R. Stuart Geiger, and Loren G. Terveen. 2014. “Snuggle: Designing for Efficient Socialization and Ideological Critique.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 311–320. CHI ’14. New York, NY: ACM. https://doi.org/10.1145/2556288.2557313. {{avail-uw|https://doi.org/10.1145/2556288.2557313}} | * {{tentative}} Halfaker, Aaron, R. Stuart Geiger, and Loren G. Terveen. 2014. “Snuggle: Designing for Efficient Socialization and Ideological Critique.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 311–320. CHI ’14. New York, NY: ACM. https://doi.org/10.1145/2556288.2557313. {{avail-uw|https://doi.org/10.1145/2556288.2557313}} | ||
* Morgan, Jonathan T., and Aaron Halfaker. 2018. “Evaluating the Impact of the Wikipedia Teahouse on Newcomer Socialization and Retention.” In Proceedings of the 14th International Symposium on Open Collaboration, 20:1–20:7. OpenSym ’18. New York, NY: ACM. https://doi.org/10.1145/3233391.3233544. {{avail-uw|https://doi.org/10.1145/3233391.3233544}} | * {{tentative}} Morgan, Jonathan T., and Aaron Halfaker. 2018. “Evaluating the Impact of the Wikipedia Teahouse on Newcomer Socialization and Retention.” In Proceedings of the 14th International Symposium on Open Collaboration, 20:1–20:7. OpenSym ’18. New York, NY: ACM. https://doi.org/10.1145/3233391.3233544. {{avail-uw|https://doi.org/10.1145/3233391.3233544}} | ||
=== November 11 (Wednesday): NO CLASS === | === November 11 (Wednesday): NO CLASS === | ||
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'''No class''' due to the observation of Veterans Day. | '''No class''' due to the observation of Veterans Day. | ||
=== November 16 (Monday): Innovation Communities {{tentative}} === | |||
=== November 16 (Monday): Innovation Communities === | |||
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'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/62126432/download?download_frd=1 Week 8 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/62321208/download?download_frd=1 Case Boards] (Requires UW Access) | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/62321383/download?download_frd=1 Lecture Slides] (Requires UW Access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=97e9e51f-7097-4eff-86af-ab3c005ba448 Video Recording of Lecture & Case] (Requires UW access) | ||
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'''Required Readings:''' | '''Required Readings:''' | ||
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** [https://www.innocentive.com/our-solvers/faqs/ Innocentive Solver FAQ] — A number of the questions toward the top are the same as the FAQ above so you can skip those! | ** [https://www.innocentive.com/our-solvers/faqs/ Innocentive Solver FAQ] — A number of the questions toward the top are the same as the FAQ above so you can skip those! | ||
=== November 18 (Wednesday): Hackers === | === November 18 (Wednesday): Hackers {{tentative}} === | ||
<!-- | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu | * [https://canvas.uw.edu/files/62126432/download?download_frd=1 Week 8 Reading Note] (Requires UW Access) | ||
* [ | * [ Lecture Slides] (Requires UW Access) | ||
* [ | * [ Video Recording of Lecture & Case] (Requires UW access) | ||
* [ | * [ Case Boards] (Requires UW Access) | ||
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'''Required Readings:''' | '''Required Readings:''' | ||
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* Scacchi, Walt. “Computer Game Mods, Modders, Modding, and the Mod Scene.” First Monday 15, no. 5 (2010). [[http://firstmonday.org/ojs/index.php/fm/article/view/2965 | * Scacchi, Walt. “Computer Game Mods, Modders, Modding, and the Mod Scene.” First Monday 15, no. 5 (2010). [[http://firstmonday.org/ojs/index.php/fm/article/view/2965 | ||
=== November 23 (Monday | === November 23 (Monday): Instant Messaging, Group Chat, and Synchronous Communication{{tentative}} === | ||
'''Guest Lecturers:''' | '''Guest Lecturers:''' | ||
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* [https://ckiene.org/ Charles Kiene] {{tentative}} | * [https://ckiene.org/ Charles Kiene] {{tentative}} | ||
<!-- | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/62326466/download?download_frd=1 Week 9-1 Reading Note] (Requires | * [https://canvas.uw.edu/files/62326466/download?download_frd=1 Week 9-1 Reading Note] (Requires UW Access) | ||
* [ Lecture Slides] (Requires | * [ Lecture Slides] (Requires UW Access) | ||
* [ Video Recording of Lecture & Case] (Requires | * [ Video Recording of Lecture & Case] (Requires UW access) | ||
* [ Case Boards] (Requires | * [ Case Boards] (Requires UW Access) | ||
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'''Required Readings:''' | '''Required Readings:''' | ||
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* Kiene, Charles, Jialun “Aaron” Jiang, and Benjamin Mako Hill. 2019. “Technological Frames and User Innovation: Exploring Technological Change in Community Moderation Teams.” Proceedings of the ACM on Human-Computer Interaction 3 (CSCW): 44:1–44:23. https://doi.org/10.1145/3359146. {{avail-uw|https://doi.org/10.1145/3359146}} | * Kiene, Charles, Jialun “Aaron” Jiang, and Benjamin Mako Hill. 2019. “Technological Frames and User Innovation: Exploring Technological Change in Community Moderation Teams.” Proceedings of the ACM on Human-Computer Interaction 3 (CSCW): 44:1–44:23. https://doi.org/10.1145/3359146. {{avail-uw|https://doi.org/10.1145/3359146}} | ||
=== | === November 25 (Wednesday): Interactions Between Communities {{tenatative}} === | ||
'''Guest Lecture:''' | |||
* [https://teblunthuis.cc/ Nathan TeBlunthuis] {{tentative}} | |||
<!-- | |||
'''Resources:''' | |||
* [https://canvas.uw.edu/files/62393551/download?download_frd=1 Week 9-2 Reading Note] (Requires UWs Access) | |||
* [ Lecture Slides] (Requires UW Access) | |||
* [ Video Recording of Lecture & Case] (Requires UW access) | |||
* [ Case Boards] (Requires UW Access) | |||
* | --> | ||
* [Case] | ''' Readings:''' | ||
* [ | * Zhu, Haiyi, Jilin Chen, Tara Matthews, Aditya Pal, Hernan Badenes, and Robert E. Kraut. 2014. “Selecting an Effective Niche: An Ecological View of the Success of Online Communities.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI ’14), 301–310. New York, New York: ACM. https://doi.org/10.1145/2556288.2557348. {{avail-uw|https://doi.org/10.1145/2556288.2557348}} | ||
* [ | * [Case] Sharp, Nathan. 2019. “It’s Facebook Official, Dating Is Here.” About Facebook (blog). September 5, 2019. https://about.fb.com/news/2019/09/facebook-dating/. | ||
* [Case] Information on other online dating services that existed before Facebook including: | |||
** [https://en.wikipedia.org/wiki/Comparison_of_online_dating_services Comparison of online data services] [Wikipedia] | |||
** '''Match.com''' [[:wikipedia:Match.com|Match.com Wikipedia article]]; [https://www.match.com/help/aboutus.aspx?lid=4 About Match.com] | |||
** '''Tinder''' — [[:wikipedia:Tinder (app)|Tinder]]; [https://blog.gotinder.com/?locale=en Tinder Blog] | |||
** '''Hinge''' — [[:wikipedia:Hinge (app)|Hinge Wikipedia article]]; [https://hingeapp.zendesk.com/hc/en-us/categories/360001659533-Getting-Started Hinge Getting Started FAQ] | |||
** '''Grindr''' — [[:wikipedia:Grindr|Grindr Wikipedia article]]; [https://hingeapp.zendesk.com/hc/en-us/categories/360001659533-Getting-Started Hinge Getting Started FAQ] | |||
** '''OkCupid''' — [[:wikipedia:OkCupid|OkCupid Wikipedia article]]; [https://www.okcupid.com/about OkCupid About Page] | |||
** '''JSwipe''' — [[:wikipedia:JSwipe|JSwipe Wikipedia article]]; [https://jswipeapp.com/ JSwipe website] | |||
'''Optional Readings:''' | '''Optional Readings:''' | ||
* Zhu, Haiyi, Robert E. Kraut, and Aniket Kittur. 2014. “The Impact of Membership Overlap on the Survival of Online Communities.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 281–290. CHI ’14. New York, NY: ACM. https://doi.org/10.1145/2556288.2557213. {{avail-uw|https://doi.org/10.1145/2556288.2557213}} | |||
:'''Note:''' This is an alternate reading for the required reading by Zhu et al. (2014) above. If you've already the this one, you do ''not'' need to read this the required reading. If you have not read either, you should read the one above. | |||
=== November 30 (Monday): Historical Communities {{tentative}} === | |||
<!-- '''Resources:''' | |||
* [https://canvas.uw.edu/files/33451334/download?download_frd=1 Week 7 Reading Note] (Requires UW Access) | |||
* [https://canvas.uw.edu/files/54449410/download?download_frd=1 Lecture Slides] (Requires UW Access) | |||
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'''Required Readings:''' | '''Required Readings:''' | ||
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* Stanford 2011 symposium: [http://www.youtube.com/watch?v=B5kQYWLtW3Y From Counterculture to Cyberculture: the Legacy of the Whole Earth Catalog] | * Stanford 2011 symposium: [http://www.youtube.com/watch?v=B5kQYWLtW3Y From Counterculture to Cyberculture: the Legacy of the Whole Earth Catalog] | ||
=== December 2 (Tuesday): Creative Collaboration {{tentative}} === | |||
'''Required Readings:''' | |||
-- | * Lessig, Lawrence. Remix: Making Art and Commerce Thrive in the Hybrid Economy. Penguin Press HC, 2008. (Introduction) [[https://archive.org/stream/LawrenceLessigRemix/Remix-o.txt Free Online]] | ||
* [Case] Hill, Benjamin Mako, and Andrés Monroy-Hernández. “The Remixing Dilemma The Trade-Off Between Generativity and Originality.” American Behavioral Scientist 57, no. 5 (May 1, 2013): 643–663. [[http://dx.doi.org/10.1177/0002764212469359 Available through UW Libraries]] [[https://mako.cc/academic/hill_monroy-remixing_dilemma-DRAFT.pdf Free Preprint]] | |||
* [Case] Buechley, Leah, and Benjamin Mako Hill. Lilly Pad in the Wild: How Hardwareʼs Long Tail is Supporting New Engineering and Design Communities, DIS 2010. [[http://mako.cc/academic/buechley_hill_DIS_10.pdf Free Preprint]] | |||
* [Case] [https://www.youtube.com/watch?v=L4a89n4ZJ5w Examples of Lilypad Projects] (Youtube Video) | |||
'''Optional Readings:''' | |||
* Sinnreich, Aram. Mashed Up: Music, Technology, and the Rise of Configurable Culture. University of Massachusetts Press, 2010. (Excerpts) [Forthcoming in Canvas] | |||
* Vaidhyanathan, Siva. Copyrights and Copywrongs: The Rise of Intellectual Property and How It Threatens Creativity. New York: New York University Press, 2001. [Available from Instructor] | |||
=== | === (Monday): Final Poster Presentations === | ||
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'''No readings.''' The final classes will be devoted entirely to final presentations. | '''No readings.''' The final classes will be devoted entirely to final presentations. | ||
=== | === March 11 (Wednesday): Final Poster Presentations === | ||
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'''No readings.''' The final classes will be devoted entirely to presentations. | '''No readings.''' The final classes will be devoted entirely to presentations. | ||
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'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/33600343/download?download_frd=1 Week 8 Reading Note] (Requires | * [https://canvas.uw.edu/files/33600343/download?download_frd=1 Week 8 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu/courses/1430217/files/33628104/download?wrap=1 Lecture Slides] (Requires | * [https://canvas.uw.edu/courses/1430217/files/33628104/download?wrap=1 Lecture Slides] (Requires UW Access) | ||
'''Required Readings:''' | '''Required Readings:''' | ||
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'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/33600343/download?download_frd Week 8 Reading Note] (Requires | * [https://canvas.uw.edu/files/33600343/download?download_frd Week 8 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu/courses/1430217/files/33724703/download?wrap Lecture Slides] (Requires | * [https://canvas.uw.edu/courses/1430217/files/33724703/download?wrap Lecture Slides] (Requires UW Access) | ||
'''Required Readings:''' | '''Required Readings:''' | ||
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== Administrative Notes == | == Administrative Notes == | ||
=== Your Presence in Class === | === Your Presence in Class === | ||
As detailed in [[# | As detailed in [[#Participation_and_Cases|section on participation and cases]] and in [[Teaching Assessment | my page on assessment]], class participation is an important way that we assess learning in the class. Obviously, you must be in class in order to participate. If you need to miss class for any reason, please fill out the [https://forms.gle/KSDJiptVwusBWw4BA course absence form] so that we know you are not coming and do not include you in our cold call list. In the event of an absence, you are responsible for obtaining class notes, handouts, assignments, etc. | ||
There are many students who have eagerly requested to join the class, but there are not enough seats. I want to include as many students in the class as possible, we will automatically drop anyone who misses the first two class sessions and try to replace them with unenrolled students who do attend. This is consistent with college policy and with the course description in the catalog. | There are many students who have eagerly requested to join the class, but there are not enough seats. I want to include as many students in the class as possible, we will automatically drop anyone who misses the first two class sessions and try to replace them with unenrolled students who do attend. This is consistent with college policy and with the course description in the catalog. | ||
=== Devices in Class === | |||
Electronic devices (e.g., phones, tablets, laptops) are '''not''' going to permitted in class. If you have a documented need to use a device, please contact me ahead of time to let me know. If you do get permission to use a device, I will ask you to sit in the very back of the classroom. | Electronic devices (e.g., phones, tablets, laptops) are '''not''' going to permitted in class. If you have a documented need to use a device, please contact me ahead of time to let me know. If you do get permission to use a device, I will ask you to sit in the very back of the classroom. | ||
The goal of this policy is to help you stay focused and avoid distractions for yourself and your peers in the classroom. This is really important and turns out to be much more difficult in the presence of powerful computing devices with brightly glowing screens and fast connections to the Internet. For more on the rationale behind this policy, please read [https://medium.com/@cshirky/why-i-just-asked-my-students-to-put-their-laptops-away-7f5f7c50f368 Clay Shirky’s thoughtful discussion of his approach to this issue]. | The goal of this policy is to help you stay focused and avoid distractions for yourself and your peers in the classroom. This is really important and turns out to be much more difficult in the presence of powerful computing devices with brightly glowing screens and fast connections to the Internet. For more on the rationale behind this policy, please read [https://medium.com/@cshirky/why-i-just-asked-my-students-to-put-their-laptops-away-7f5f7c50f368 Clay Shirky’s thoughtful discussion of his approach to this issue]. | ||
<!-- Of course, we will discuss assignments and topics that involve referring to things online. Toward that end, you might find it convenient to bring a laptop or tablet to class. If you want to look something up on your device outside of a time I clearly point out are device-allowed, please ask me. I will always point out explicitly in class if it's OK to use devices. | |||
'''Except during these parts of class — which — I ask that you refrain from using your laptops, tablets, phones, and pretty much any (digital) device with a screen.''' --> | |||
=== Office Hours === | === Office Hours === | ||
Benjamin Mako Hill will hold office Hours on '''Thursdays 1-2pm''' in [https://uw.edu/maps/?cmu Communications (CMU) 333]. | |||
Wm Salt Hale will hold office Hours on '''Monday 12-1pm''' in [https://uw.edu/maps/?cmu Communications (CMU) 333]. | |||
If | If our planned office hours do not work for you, please contact either of us over email to arrange a meeting at another time. | ||
=== Religious Accommodations === | === Religious Accommodations === |