Editing Interpersonal Media (Winter 2019)
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<div style="float:right;" class="toclimit-2">__TOC__</div> | <div style="float:right;" class="toclimit-2">__TOC__</div> | ||
:'''Interpersonal Media: Online Communities''' | :'''Interpersonal Media: Online Communities''' | ||
:'''COM482A''' - Department of Communication | :'''COM482A''' - Department of Communication | ||
:'''Instructor:''' [http://teblunthuis.cc/ Nate TeBlunthuis] | :'''Instructor:''' [http://teblunthuis.cc/ Nate TeBlunthuis] (University of Washington) | ||
:'''Course Websites''': | :'''Course Websites''': | ||
:* We will use Canvas for [https://canvas.uw.edu/courses/1269729/announcements announcements], [https://canvas.uw.edu/courses/1269729/assignments turning in assignments], and [https://canvas.uw.edu/courses/1269729/discussion_topics discussion] | :* We will use Canvas for [https://canvas.uw.edu/courses/1269729/announcements announcements], [https://canvas.uw.edu/courses/1269729/assignments turning in assignments], and [https://canvas.uw.edu/courses/1269729/discussion_topics discussion] | ||
:* For | :* For coordinating Wikipedia assignments, it will be helpful to refer to the [https://dashboard.wikiedu.org/courses/University_of_Washington/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018)/ WikiEdu class page and dashboard]. | ||
:* Everything else will be linked on this page. | :* Everything else will be linked on this page. | ||
:'''Course Catalog Description:''' | :'''Course Catalog Description:''' | ||
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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. | ||
* Write and speak | * Write and speak with a fluency about the rules and norms of the Wikipedia community and demonstrate this fluency through successful contributions to Wikipedia. | ||
== Note About This Syllabus == | == Note About This Syllabus == | ||
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You should expect this syllabus to be a dynamic document. Although the core expectations for this class are fixed, the details of readings and assignments ''will'' shift based on how the class goes, guest speakers that I arrange, my own readings in this area, etc. As a result, there are three important things to keep in mind: | You should expect this syllabus to be a dynamic document. Although the core expectations for this class are fixed, the details of readings and assignments ''will'' shift based on how the class goes, guest speakers that I arrange, my own readings in this area, etc. As a result, there are three important things to keep in mind: | ||
* Although details on this syllabus will change, I will | * Although details on this syllabus will change, I will almost no circumstances change readings more than week before they are due and I promise to never remove a reading after a week. This means that if I don't fill in a "To Be Determined" one week before it's due, it is dropped. This also means that if you plan to read more than one week ahead, contact me first. | ||
* Closely monitor your email or the announcements section on the [https://canvas.uw.edu/courses/1269729/announcements course website on Canvas]. Because this a wiki, you will be able to track every change by clicking the history button on this page when I make changes. I will summarize these changes in [https://canvas.uw.edu/courses/1269729/announcements an announcement on Canvas] once week that will be emailed to everybody in the class. | * Closely monitor your email or the announcements section on the [https://canvas.uw.edu/courses/1269729/announcements course website on Canvas]. Because this a wiki, you will be able to track every change by clicking the history button on this page when I make changes. I will summarize these changes in [https://canvas.uw.edu/courses/1269729/announcements an announcement on Canvas] once week that will be emailed to everybody in the class. | ||
* I will ask the class for voluntary anonymous feedback frequently — especially toward the beginning of the quarter. Please let me know what is working and what can be improved. | * I will ask the class for voluntary anonymous feedback frequently — especially toward the beginning of the quarter. Please let me know what is working and what can be improved. In the past, I have made many adjustments to courses that I teach while the quarter progressed based on this feedback. | ||
== Organization == | == Organization == | ||
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:''Kraut, Robert E., and Paul Resnick. Building Successful Online Communities: Evidence-Based Social Design. The MIT Press, 2012.'' | :''Kraut, Robert E., and Paul Resnick. Building Successful Online Communities: Evidence-Based Social Design. The MIT Press, 2012.'' | ||
[https://mitpress.mit.edu/books/building-successful-online-communities MIT Press] sells the book for $31 as a paperback. [http://www.amazon.com/Building-Successful-Online-Communities-Evidence-Based/dp/0262016575/ Amazon] has a limited number of hardcover copies available, starting at $ | [https://mitpress.mit.edu/books/building-successful-online-communities MIT Press] sells the book for $31.00 as a paperback. [http://www.amazon.com/Building-Successful-Online-Communities-Evidence-Based/dp/0262016575/ Amazon] has a limited number of hardcover copies available, starting at 36$ as of December 3rd 2018. They also have paperbacks starting at $24 and the Kindle version is $17. Wikipedia has [https://en.wikipedia.org/wiki/Special:BookSources/9780262016575 this long list of possible book sources]. | ||
More or less following the organizations of BSOC, we will focus on these key drivers of participation in online communities: | More or less following the organizations of BSOC, we will focus on these key drivers of participation in online communities: | ||
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Typically, professors teaching cases cold call on students in rooms of hundred students. Since our class will be smaller than a typical case-based class, cold calling ''might'' not be necessary very often although I will sometimes use it and you should always be ready to answer every question. That said, I do expect every student to be in class every week and to be prepared to discuss the cases and the readings. If you have not spoken all class, I may cold call on you. | Typically, professors teaching cases cold call on students in rooms of hundred students. Since our class will be smaller than a typical case-based class, cold calling ''might'' not be necessary very often although I will sometimes use it and you should always be ready to answer every question. That said, I do expect every student to be in class every week and to be prepared to discuss the cases and the readings. If you have not spoken all class, I may cold call on you. | ||
The "Participation Rubric" section of [[ | The "Participation Rubric" section of [[Teaching Assessment | the detailed page on assessment]] gives the rubric I will use in evaluating participation. | ||
=== 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 [[Teaching 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 === | ||
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. | 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. The | ||
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. | |||
Although only Task #6 includes anything that you will need to turn in | 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. These Wikipedia participation assignments won't be synced up the the theory, but they will provide with you lots of opportunity to reflect on the theoretical work we are covering. | ||
Although only Task #6 includes anything that you will need to turn in, you will need to participate in Wikipedia each week. I will be able to see this activity and help you. We will take time each week to discuss our progress and experience with Wikipedia and to connect it explicitly to the theoretical concepts we are covering. | |||
==== Wikipedia Task #1 ==== | ==== Wikipedia Task #1 ==== | ||
;Task: Create an account and start orientation | ;Task: Create an account and start orientation | ||
;Due: Friday January 11 | ;Due: Friday January 11 | ||
;Deliverables: Make contributions in Wikipedia. | ;Deliverables: Make contributions in Wikipedia. Evaluate Wikipedia assignment in WikiEdu. | ||
* Complete the | * Complete the 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/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018)?enroll=zygfdiua Click this link to enroll in the course]. If you are asked for a passcode, you can enter '''zygfdiua'''. | * 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/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018)?enroll=zygfdiua Click this link to enroll in the course]. If you are asked for a passcode, you can enter '''zygfdiua'''. | ||
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;Deliverables: Make contributions in Wikipedia | ;Deliverables: Make contributions in Wikipedia | ||
* Compile a bibliography of relevant research. | * Compile a bibliography of relevant research. | ||
* Write a 2-3 paragraph summary version of your article—with citations—in your Wikipedia sandbox. | * Write a 2-3 paragraph summary version of your article—with citations—in your Wikipedia sandbox. | ||
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==== Wikipedia Task #5 ==== | ==== Wikipedia Task #5 ==== | ||
;Task: Make article "live | ;Task: Make article "live" and choose articles to review | ||
;Due Date: | ;Due Date: Friday February 8 | ||
;Deliverables: Make contributions in Wikipedia | ;Deliverables: Make contributions in Wikipedia | ||
* Begin polishing your article. | * Begin polishing your article. | ||
* Move sandbox articles into the "(Article)" name space by using the "Move" tab, by setting the namespace to "(Article)" and by setting the page title to be whatever you want the article to be named. | * Move sandbox articles into the "(Article)" name space by using the "Move" tab, by setting the namespace to "(Article)" and by setting the page title to be whatever you want the article to be named. | ||
* Once you have moved the article, visit the [https://dashboard.wikiedu.org/courses/University_of_Washington/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018)/students list of students in the WikiEdu dashboard] and (a) assign the new URL to yourself and (b) 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. You need to 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/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018)/students list of students in the WikiEdu dashboard] and (a) assign the new URL to yourself and (b) 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. You need to press "Save" at the top of the page once you are done. | ||
==== Wikipedia Task #6 ==== | ==== Wikipedia Task #6 ==== | ||
;Task: Finalize article and turn in | ;Task: Finalize article and turn in reflection essay | ||
;Due Date: | ;Due Date: Friday February 15 | ||
;Deliverables: Finish article in Wikipedia and turn in link to article in Canvas. Turn in | ;Deliverables: Finish article in Wikipedia and turn in link to article in Canvas. Turn in reflection essay as subpage of your Wikipedia userpage and turn in link in Canvas. | ||
:Post your | :''Post your reflection as a subpage of your userpage. For example, I would create mine with http://en.wikipedia.org/wiki/User:Groceryheist/Reflections as the URL. You should replace "Groceryheist" with your Wikipedia username. You can also just go to your userpage by clicking on your username on Wikipedia and then adding "/Reflections" at the end of the the URL.'' | ||
:When you go that page, it will say '''Wikipedia does not have a user page with this exact name.''' | |||
: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. | :''When you go that page, it will say '''Wikipedia does not have a user page with this exact name.'''' | ||
;Maximum length for | |||
:''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.'' | |||
;Maximum length for reflection essay: 750 words (~3 pages double spaced) | |||
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? | 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 | In addition to finishing up your Wikipedia article, everybody should turn in an essay reflecting on your experience contributing to Wikipedia in light of your experience and the course material. | ||
Your | Your essay will be evaluated on the degree to which you engage with the course material. See [[Teaching Assessment | the writing rubric]] for details on my expectations in terms of the content of the papers. A successful essay will do the following three things: | ||
# Comment directly on your experience in Wikipedia. What did you do and what did you learn? | # Comment directly on your experience in Wikipedia. What did you do and what did you learn? | ||
# Connect your experience in Wikipedia explicitly to the concepts in the course material we have covered. | # Connect your experience in Wikipedia explicitly to the concepts in the course material we have covered. Which topics or issues were relevant or important? Why? | ||
# | # Reflect on what parts of the theories or concepts we covered applied or didn't? What would you change or add based on your experience? | ||
I will give everybody in the course feedback on their assignment. The basic structure is | I will give everybody in the course feedback on their assignment. The basic structure is 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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=== Grading === | === Grading === | ||
I will follow the very detailed grading rubric described on [[ | I will follow the very detailed grading rubric described on this page [[Teaching Assessment]], which Mako (my advisor and supervisor for this course) put together. 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% | * Participation: 30% | ||
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=== January 8 (Tue): Intro and Wikipedia === | === January 8 (Tue): Intro and Wikipedia === | ||
'''Resources:''' | |||
* [https://canvas.uw.edu/files/ | <!-- * [https://canvas.uw.edu/files/32833115/download?download_frd=1 Lecture Slides] (Requires UW Access) --> | ||
'''Goals for the day:''' | '''Goals for the day:''' | ||
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'''Assignment:''' | '''Assignment:''' | ||
* Come to class with an mnemonic linking your name with something interesting about yourself you want to share. For instance, | * Come to class with an mnemonic linking your name with something interesting about yourself you want to share. For instance, use statistics every day in my research so for me it will be: ''Mako the Mathematician'' | ||
=== January 10 (Thu): Motivation === | === January 10 (Thu): Motivation === | ||
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'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | <!-- * [https://canvas.uw.edu/files/32837882/download?download_frd=1 Week 2 Reading Note] (Requires UW Access) --> | ||
* [https://canvas.uw.edu/files/ | <!-- * [https://canvas.uw.edu/files/32922899/download?download_frd=1 Lecture Slides] (Requires UW Access) --> | ||
'''Required Reading:''' | '''Required Reading:''' | ||
* BSOC, Chapter 2, pg 21-40 | * BSOC, Chapter 2, pg 21-40 | ||
* [Case] [https://www.youtube.com/watch?v=WQR0gx0QBZ4 TED Talk by Jimmy Wales on "How a ragtag band created Wikipedia"] | * [Case] [https://www.youtube.com/watch?v=WQR0gx0QBZ4 TED Talk by Jimmy Wales on "How a ragtag band created Wikipedia"] | ||
* [Case] [https://en.wikipedia.org/wiki/Wikipedia:The_Wikipedia_Adventure The Wikipedia Adventure] | * [Case] [https://en.wikipedia.org/wiki/Wikipedia:The_Wikipedia_Adventure The Wikipedia Adventure] (read the whole page and play the game for half an hour or so) | ||
(read the whole page and play the game for half an hour or so) | |||
'''Optional Reading:''' | '''Optional Reading:''' | ||
* BSOC, Chapter 1, pg 1-17 | * BSOC, Chapter 1, pg 1-17 | ||
* Sneha Narayan, 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 (CSCW '17). ACM, New York, NY, USA, 1785-1799. [https://dl.acm.org/citation.cfm?id=2998307 A research paper about the Wikipedia Adventure, | * Sneha Narayan, 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 (CSCW '17). ACM, New York, NY, USA, 1785-1799. DOI: https://doi.org/10.1145/2998181.2998307 [https://dl.acm.org/citation.cfm?id=2998307 A research paper about the Wikipedia Adventure, published by members of my research group] | ||
=== January 15 (Tue): Motivation === | === January 15 (Tue): Motivation === | ||
'''Resources:''' | |||
<!-- * [https://canvas.uw.edu/files/32837882/download?download_frd=1 Week 2 Reading Note] (Requires UW Access) --> | <!-- * [https://canvas.uw.edu/files/32837882/download?download_frd=1 Week 2 Reading Note] (Requires UW Access) --> | ||
* [https://canvas.uw.edu/files/ | <!-- * [https://canvas.uw.edu/files/32923083/download?download_frd=1 Lecture Slides] (Requires UW Access) --> | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 2, pg 41-70 | * BSOC, Chapter 2, pg 41-70 | ||
* [Case] | * [Case] The (now defunct) Gratipay website's [https://web.archive.org/web/20150605015438/http://gratipay.com/about/ About Page], [https://web.archive.org/web/20150908050053/http://gratipay.com/about/features Features], [https://web.archive.org/web/20150908051726/https://gratipay.com/about/features/payments Payments], [https://web.archive.org/web/20150908045713/https://gratipay.com/about/features/payroll Payroll] The Gratipay system has changed a over time. Gratipay ended in 2017 and was succeeded by [https://liberapay.com Liberapay]. Try to understand what you can and we'll work the details out in class. | ||
* [Case] David Heinemeier Hansson's article on [http://david.heinemeierhansson.com/2013/the-perils-of-mixing-open-source-and-money.html "The perils of mixing open source and money"] | * [Case] David Heinemeier Hansson's article on [http://david.heinemeierhansson.com/2013/the-perils-of-mixing-open-source-and-money.html "The perils of mixing open source and money"] | ||
* [Case] Chad Whitacre's article on [https://medium.com/inside-gratipay/resentment-2c621dbd7541 "Resentment"] | * [Case] Chad Whitacre's article on [https://medium.com/inside-gratipay/resentment-2c621dbd7541 "Resentment"] | ||
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=== January 17 (Thu): Commitment === | === January 17 (Thu): Commitment === | ||
'''Resources:''' | |||
* [https://canvas.uw.edu/files/ | <!-- * [https://canvas.uw.edu/files/32955372/download?download_frd=1 Week 3 Reading Note] (Requires UW Access) --> | ||
* [https://canvas.uw.edu/files/ | <!-- * [https://canvas.uw.edu/files/33009713/download?download_frd=1 Lecture Slides] (Requires UW Access) --> | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 3, pg 77-102 | * BSOC, Chapter 3, pg 77-102 | ||
In some of these cases, there is an enormous amount of material on this page and its subpages. Poke around for 10 minutes or so on each one until you get a strong sense for who is participating and how and why people build commitment to the site and are comfortable talking about this in class: | In some of these cases, there is an enormous amount of material on this page and its subpages. Poke around for 10 minutes or so on each one until you get a strong sense for who is participating and how and why people build commitment to the site and are comfortable talking about this in class: | ||
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=== January 22 (Tue): Commitment === | === January 22 (Tue): Commitment === | ||
'''Resources:''' | |||
<!-- Think about updating some of this case --> | <!-- Think about updating some of this case --> | ||
* [https://canvas.uw.edu/files/ | <!-- * [https://canvas.uw.edu/files/32955372/download?download_frd=1 Week 3 Reading Note] (Requires UW Access) --> | ||
* | <!-- * Lecture Slides (Requires UW Access) --> | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 3, pg 102-115 | * BSOC, Chapter 3, pg 102-115 | ||
* [Case] Brittany Darwell, 2012, [http://www.insidefacebook.com/2012/08/09/facebook-platform-policy-now-cleary-bans-exporting-user-data-to-competing-social-networks/ Facebook policy now clearly bans exporting user data to competing social networks] | * [Case] Brittany Darwell, 2012, [http://www.insidefacebook.com/2012/08/09/facebook-platform-policy-now-cleary-bans-exporting-user-data-to-competing-social-networks/ Facebook policy now clearly bans exporting user data to competing social networks] | ||
* [Case] Ryan Singel, 2011, [http://www.wired.com/2011/06/google-facebook-export/ Taking on Facebook, Google’s social network allows data exporting business], Wired | * [Case] Ryan Singel, 2011, [http://www.wired.com/2011/06/google-facebook-export/ Taking on Facebook, Google’s social network allows data exporting business], Wired | ||
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=== January 24 (Thu): Rules and Governance === | === January 24 (Thu): Rules and Governance === | ||
'''Resources:''' | |||
* [https://canvas.uw.edu/files/ | <!-- * [https://canvas.uw.edu/files/33057102/download?download_frd=1 Week 4 Reading Note] (Requires UW Access) --> | ||
* [https://canvas.uw.edu/files/ | <!-- * [https://canvas.uw.edu/files/33178727/download?download_frd=1 Lecture Slides] (Requires UW Access) --> | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 4, pg 125-140 | * BSOC, Chapter 4, pg 125-140 | ||
* [Case] [http://www.ubuntu.com/about/about-ubuntu/conduct Ubuntu Code of Conduct] | * [Case] [http://www.ubuntu.com/about/about-ubuntu/conduct Ubuntu Code of Conduct] | ||
* [Case] [https://wiki.gnome.org/action/show/Foundation/CodeOfConduct GNOME Code of Conduct] | * [Case] [https://wiki.gnome.org/action/show/Foundation/CodeOfConduct GNOME Code of Conduct] | ||
* [Case] [http://geekfeminism.org/about/code-of-conduct/ Geek Feminism Code of Conduct] | * [Case] [http://geekfeminism.org/about/code-of-conduct/ Geek Feminism Code of Conduct] | ||
* [Case] Valerie Aurora's essay on [https://adainitiative.org/2014/02/howto-design-a-code-of-conduct-for-your-community/ HOWTO design a code of conduct for your community], Ada Initiative (For context, you should know that Aurora is one of the authors of the the Geek Feminism code.) | * [Case] Valerie Aurora's essay on [https://adainitiative.org/2014/02/howto-design-a-code-of-conduct-for-your-community/ HOWTO design a code of conduct for your community], Ada Initiative (For context, you should know that Aurora is one of the authors of the the Geek Feminism code.) | ||
=== January 29 (Tue): Rules and Governance === | === January 29 (Tue): Rules and Governance === | ||
'''Resources:''' | |||
<!-- * [https://canvas.uw.edu/files/33057102/download?download_frd=1 Week 4 Reading Note] (Requires UW Access) --> | <!-- * [https://canvas.uw.edu/files/33057102/download?download_frd=1 Week 4 Reading Note] (Requires UW Access) --> | ||
* [https://canvas.uw.edu/files/ | <!-- * [https://canvas.uw.edu/files/33178749/download?download_frd=1 Lecture Slides] (Requires UW Access) --> | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 4, pg 140-170 | * BSOC, Chapter 4, pg 140-170 | ||
* [Case] [http://slashdot.org/ Slashdot]: Spend 5-10 minutes to visit the homepage, look at a story you think is interesting, and read several of the comments, paying specific attention to the rating system. | * [Case] [http://slashdot.org/ Slashdot]: Spend 5-10 minutes to visit the homepage, look at a story you think is interesting, and read several of the comments, paying specific attention to the rating system. | ||
* [Case] [ | * [Case] [http://beta.slashdot.org/faq/mod-metamod.shtml Slashdot Moderation FAQ], 2014 | ||
* [Case] Lampe, Cliff, and Paul Resnick. “Slash(Dot) and Burn: Distributed Moderation in a Large Online Conversation Space.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 543–50. CHI ’04. New York, NY, USA: ACM, 2004. doi:10.1145/985692.985761. [[http://dl.acm.org/citation.cfm?id=985761 Official Link (available through UW libraries)]] [[http://presnick.people.si.umich.edu/papers/chi04/LampeResnick.pdf Author Website (available for free)]] | * [Case] Lampe, Cliff, and Paul Resnick. “Slash(Dot) and Burn: Distributed Moderation in a Large Online Conversation Space.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 543–50. CHI ’04. New York, NY, USA: ACM, 2004. doi:10.1145/985692.985761. [[http://dl.acm.org/citation.cfm?id=985761 Official Link (available through UW libraries)]] [[http://presnick.people.si.umich.edu/papers/chi04/LampeResnick.pdf Author Website (available for free)]] | ||
'''Optional Readings:''' | |||
* [Case] Know Your Meme, 2014, [http://knowyourmeme.com/memes/rules-of-the-internet Rules of the Internet] | * [Case] Know Your Meme, 2014, [http://knowyourmeme.com/memes/rules-of-the-internet Rules of the Internet] | ||
=== January 31 (Thu): Newcomers === | === January 31 (Thu): Newcomers === | ||
'''Resources:''' | |||
* [https://canvas.uw.edu/files/ | <!-- * [https://canvas.uw.edu/files/33204788/download?download_frd=1 Week 5 Reading Note] (Requires UW Access) --> | ||
<!-- * [https://canvas.uw.edu/files/33263514/download?download_frd=1 Lecture Slides Part I] and [https://canvas.uw.edu/files/33263536/download?download_frd=1 Part 2] (Requires UW Access) --> | <!-- * [https://canvas.uw.edu/files/33263514/download?download_frd=1 Lecture Slides Part I] and [https://canvas.uw.edu/files/33263536/download?download_frd=1 Part 2] (Requires UW Access) --> | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 5, pg 179-205 | * BSOC, Chapter 5, pg 179-205 | ||
* [Case] [https://en.wikipedia.org/wiki/Freenet Freenet article on Wikipedia] | |||
* [Case] von Krogh, Georg, Sebastian Spaeth, and Karim R. Lakhani. “Community, Joining, and Specialization in Open Source Software Innovation: A Case Study.” Research Policy 32, no. 7 (July 2003): 1217–41. doi:10.1016/S0048-7333(03)00050-7. [[http://www.sciencedirect.com/science/article/pii/S0048733303000507 Official Link (Available through UW libraries)]] [[https://www.alexandria.unisg.ch/30623/1/Community%2C%20joining%2C%20and%20specialization%20in%20open%20source%20software%20innovation%20-%20a%20case%20study.pdf Preprint Link (Free Online)]] | |||
* [Case] | |||
* [Case] | |||
'''Optional Readings:''' | '''Optional Readings:''' | ||
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=== February 5 (Tue): Newcomers === | === February 5 (Tue): Newcomers === | ||
''' | '''Resources:''' | ||
<!-- * [https://canvas.uw.edu/files/33204788/download?download_frd=1 Week 5 Reading Note] (Requires UWs Access) --> | |||
<!-- * [https://canvas.uw.edu/files/33322441/download?download_frd=1 Slides from Jonathan Morgan] (Requires UW Access) --> | |||
Today we'll be visited by [https://wikimediafoundation.org/wiki/User:Jtmorgan Jonathan Morgan], an expert on newcomers in Wikipedia, a PhD graduate from UW, currently an employee of the Wikimedia Foundation, and the first author of the paper we'll be reading as our case today. I will be out of town today so the content of the class will be left up to Jonathan. | |||
'''Required Readings:''' | |||
* BSOC, Chapter 5, pg 205-223 | |||
* [Case] Morgan et al., "Tea and sympathy: crafting positive new user experiences on Wikipedia" Proceedings of the 2013 conference on Computer supported cooperative work (CSCW '13), Pages 839-848, ACM New York, NY, USA, 2013. [[http://dl.acm.org/citation.cfm?id==441871 Official Link (Available through UW libraries)]] [[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.307.1301&rep=rep1&type=pdf (Free Online)]] | |||
* [Case] Visit '''the Teahouse'' on Wikipedia. In particular, spend time on these three pages and associated sub-questions: | |||
** [https://en.wikipedia.org/wiki/Wikipedia:Teahouse/Questions Teahouse questions forum]: What do the questions here tell you about the kinds of challenges that new editors face? How does this jibe with your own experience as a new Wikipedian? | |||
** [https://en.wikipedia.org/wiki/Wikipedia:Teahouse/Hosts Teahouse host profiles]: What do the profiles on this page tell you about the demographics and motivations of Teahouse Hosts? Does anything about the Teahouse host characteristics and motivations you read in these profiles surprise you? Why or why not? | |||
** [https://en.wikipedia.org/wiki/Wikipedia:Teahouse/Guests Teahouse guest profiles] and [https://en.wikipedia.org/wiki/Wikipedia:Teahouse/Guest_book Guest book]: What do the profiles on this page tell you about the demographics and motivations of Teahouse visitors? Does anything about the Teahouse guest characteristics and motivations you read in these profiles surprise you? Why or why not? | |||
=== February 7 (Thu): Creating New Communities === | === February 7 (Thu): Creating New Communities === | ||
'''Resources:''' | |||
* [https://canvas.uw.edu/files/ | <!-- * [https://canvas.uw.edu/files/33342687/download?download_frd=1 Week 6 Reading Note] (Requires UW Access) --> | ||
<!-- * [https://canvas.uw.edu/files/33429780/download?download_frd=1 Lecture Slides] (Requires UW Access) --> | <!-- * [https://canvas.uw.edu/files/33429780/download?download_frd=1 Lecture Slides] (Requires UW Access) --> | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 6, pg 231-248 | * BSOC, Chapter 6, pg 231-248 | ||
* [Case] [https://en.wikipedia.org/wiki/Stack_Exchange Stack Exchange article on Wikipedia] and [https://stackexchange.com/sites list of sites] | * [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/ Area 51] (Click through and explore 5-6 proposals at different stages) | ||
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=== February 12 (Tue): Creating New Communities === | === February 12 (Tue): Creating New Communities === | ||
This week [[People#Wm_Salt_Hale_.28University_of_Washington.29 | Salt Hale]] will be visiting us to talk about his experience working on the Snowdrift project. Salt is now a graduate student in our department (in my research group), and he has extensive experience working in software collaboration communities. Our case this week is about a community he's been involved in starting up. | |||
'''Resources:''' | |||
<!-- * [https://canvas.uw.edu/files/33342687/download?download_frd=1 Week 6 Reading Note] (Requires UW Access) --> | <!-- * [https://canvas.uw.edu/files/33342687/download?download_frd=1 Week 6 Reading Note] (Requires UW Access) --> | ||
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'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 6, pg 248-276 | * BSOC, Chapter 6, pg 248-276 | ||
* Hill, Benjamin Mako. [http://mako.cc/academic/hill-almost_wikipedia-DRAFT.pdf Almost Wikipedia], 2013. | * Hill, Benjamin Mako. [http://mako.cc/academic/hill-almost_wikipedia-DRAFT.pdf Almost Wikipedia], 2013. | ||
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* Bilton, Nick. “[http://www.nytimes.com/2013/10/13/magazine/all-is-fair-in-love-and-twitter.html?pagewanted=all All Is Fair in Love and Twitter].” The New York Times, October 9, 2013, sec. Magazine. | * Bilton, Nick. “[http://www.nytimes.com/2013/10/13/magazine/all-is-fair-in-love-and-twitter.html?pagewanted=all All Is Fair in Love and Twitter].” The New York Times, October 9, 2013, sec. Magazine. | ||
=== February 14 (Thu): | === February 14 (Thu): Wikipedia Assignment Debrief === | ||
'''Resources:''' | |||
* [https://canvas.uw.edu/files/33451334/download?download_frd=1 Week 7 Reading Note] (Requires UW Access) | |||
'''No required readings.''' | |||
Please be prepared to give a very short (~1 minute ) in-class presentation about your Wikipedia editing experience. | |||
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 questions for them about your experience or about Wikipedia in general based on the readings and cases we've done so far. | |||
=== February 19 (Tue): Historical Communities === | |||
'''Resources:''' | |||
* [https://canvas.uw.edu/files/33451334/download?download_frd=1 Week 7 Reading Note] (Requires UW Access) | |||
* | * [https://canvas.uw.edu/files/33600355/download?download_frd=1 Lecture Slides] (Requires UW Access) | ||
* | |||
'''Required Readings:''' | |||
* [https://en.wikipedia.org/wiki/Bulletin_board_system Bulletin board system article on Wikipedia]. | |||
* [Case] Hafner, K. (1997). [http://www.wired.com/wired/archive/5.05/ff_well_pr.html The epic saga of the WELL]. | |||
* [Case] Turner, F. (2005). [http://muse.jhu.edu/journals/technology_and_culture/v046/46.3turner.html Where the counterculture met the new economy: The WELL and the origins of virtual community]. | |||
'''Optional Readings:''' | |||
* Hauben, Michael, Ronda Hauben, and Thomas Truscott. (1997) Netizens: On the History and Impact of Usenet and the Internet. Los Alamitos, Calif: Wiley-IEEE Computer Society Press. [[http://pear.accc.uic.edu/ojs/index.php/fm/article/view/608/529 Chapter 2] and [http://pear.accc.uic.edu/ojs/index.php/fm/article/view/609/530 Chapter 3]] | |||
'''Optional Video:''' | |||
* Stanford 2011 symposium: [http://www.youtube.com/watch?v=B5kQYWLtW3Y From Counterculture to Cyberculture: the Legacy of the Whole Earth Catalog] | |||
=== February 21 (Thu): Free Software === | |||
''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/33600343/download?download_frd=1 Week 8 Reading Note] (Requires UW Access) | |||
* [https://canvas.uw.edu/courses/1269729/files/33628104/download?wrap=1 Lecture Slides] (Requires UW Access) | |||
'''Required Readings:''' | |||
* Fogel, K. (2009). [http://producingoss.com/en/introduction.html Producing Open Source Software]. Introduction - includes "History" & "The Situation Today." | |||
* Fogel, K. (2009). [http://producingoss.com/en/introduction.html Producing Open Source Software]. Introduction - includes "History" & "The Situation Today." | |||
* [Case] Stallman, R. (1984). [https://www.gnu.org/gnu/manifesto.html The GNU manifesto]. | * [Case] Stallman, R. (1984). [https://www.gnu.org/gnu/manifesto.html The GNU manifesto]. | ||
* [Case] Stallman, R. (1989). [https://gnu.org/licenses/old-licenses/gpl-1.0.html The GNU general public license, version 1]. | * [Case] Stallman, R. (1989). [https://gnu.org/licenses/old-licenses/gpl-1.0.html The GNU general public license, version 1]. | ||
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=== February 26 (Tue): Innovation Communities === | === February 26 (Tue): Innovation Communities === | ||
'''Resources:''' | |||
* [https://canvas.uw.edu/files/33600343/download?download_frd=1 Week 8 Reading Note] (Requires UW Access) | |||
* [https://canvas.uw.edu/courses/1269729/files/33724703/download?wrap=1 Lecture Slides] (Requires UW Access) | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* von Hippel, E. (2005). [http://web.mit.edu/evhippel/www/democ1.htm Democratizing innovation]. Read Chapters 1, 2 & 5. | * von Hippel, E. (2005). [http://web.mit.edu/evhippel/www/democ1.htm Democratizing innovation]. Read Chapters 1, 2 & 5. | ||
=== February 28 (Thu): Hackers === | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* [ | * Rosenbaum. (1971). [http://www.slate.com/articles/technology/the_spectator/2011/10/the_article_that_inspired_steve_jobs_secrets_of_the_little_blue_.single.html Secrets of the Little Blue Box] (This article was reprinted in Slate in 2011. There's also [http://www.historyofphonephreaking.org/docs/rosenbaum1971.pdf a very large PDF scan] of the original Esquire Magazine article which includes the original NSFW and offensive magazine cover image.) | ||
* | * Larkin. (2004). [http://www.wcas.northwestern.edu/projects/globalization/secure/articles/16.2larkin.pdf Degraded images, distorted sounds: Nigerian video and the infrastructure of piracy]. | ||
* [Case] | * [Case] Wayner, Peter. “Tweaking a Camera to Suit a Hobby.” The New York Times, May 26, 2010, sec. Technology / Personal Tech. [http://www.nytimes.com/2010/05/27/technology/personaltech/27basics.html Free Online] | ||
'''Optional Readings:''' | '''Optional Readings:''' | ||
* Mollick, Ethan. “Tapping into the Underground.” MIT Sloan Management Review 46, no. 4 (2005): 21. [[http://sloanreview.mit.edu/article/tapping-into-the-underground/ Available through UW Libraries]] | |||
* Mollick, Ethan. “The Engine of the Underground: The Elite-Kiddie Divide.” SIGGROUP Bull. 25, no. 2 (2005): 23–27. [[http://portal.acm.org/citation.cfm?id=1067721.1067726 Available through UW Libraries]] | |||
* 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 Free Online]] | |||
=== March 5 (Tue): Education === | |||
Guest Lecture from [http://www.unmad.in/ Sayamindu Dasgupta] who is a professor at the Information School at the University of North Carolina, Chapel Hill. Details on his talk will be confirmed. | |||
Guest Lecture from [http://www.unmad.in/ Sayamindu Dasgupta] who is a professor at the Information School at the University of North Carolina, Chapel Hill. | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* | * Castells, M. (2007). Communication, Power and Counter-power in the Network Society. International Journal of Communication, 1(1), 29. [[http://ijoc.org/index.php/ijoc/article/view/46/35 Freely Available Online]] | ||
* Monroy-Hernández, A., boyd, danah, Kiciman, E., De Choudhury, M., & Counts, S. (2013). The New War Correspondents: The Rise of Civic Media Curation in Urban Warfare. In Proceedings of the 2013 Conference on Computer Supported Cooperative Work (pp. 1443–1452). New York, NY, USA: ACM. [[https://dl.acm.org/citation.cfm?id=2441938 Official Link (Available through UW Libraries]] [[http://research.microsoft.com/en-us/people/amh/cscw2013-civic-media-warfare.pdf Freely Available Online]] | |||
[https:// | * Hu, Y., Farnham, S. D., & Monroy-Hernández, A. (2013). Whoo.Ly: Facilitating Information Seeking for Hyperlocal Communities Using Social Media. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 3481–3490). New York, NY, USA: ACM. [[https://dl.acm.org/citation.cfm?id=2466478 Official Link (Available through UW Libraries]] [[http://research.microsoft.com/pubs/192107/whooly.pdf Freely Available Online]] | ||
=== March 7 (Thu): Creative Collaboration === | === March 7 (Thu): Creative Collaboration === | ||
Consider modifying this with Reddit or inviting Nate Mattias | |||
'''Required Readings:''' | '''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]] | * 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]] [[ | * [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]] [[http://mako.cc/academic/hill_monroy-remixing_dilemma-DRAFT. 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] 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) | * [Case] [https://www.youtube.com/watch?v=L4a89n4ZJ5w Examples of Lilypad Projects] (Youtube Video) | ||
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=== March 12 (Tue): Final Presentations === | === March 12 (Tue): Final Presentations === | ||
'''Resources:''' | |||
* [https://en.wikipedia.org/wiki/Wikipedia_talk:Wiki_Ed/University_of_Washington/Interpersonal_Media_%28%29 Presentation Sign-up/Schedule] | |||
* [https://canvas.uw.edu/courses/1269729/assignments/2953943 Presentation Slides Dropbox in Canvas] — Slides are optional but recommended and are due by '''1:30pm before class'''. If you turn in your slides after 1:30pm, I will not have time to put them into the line-up for class. | |||
'''No readings.''' | '''No readings.''' | ||
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=== March 14 (Thu): Final Presentations === | === March 14 (Thu): Final Presentations === | ||
* [https://en.wikipedia.org/wiki/Wikipedia_talk:Wiki_Ed/University_of_Washington/Interpersonal_Media_%28%29 Presentation Sign-up/Schedule] | |||
* [https://canvas.uw.edu/courses/1269729/assignments/2953943 Presentation Slides Dropbox in Canvas] — Slides are optional but recommended and are due by '''1:30pm before class'''. If you turn in your slides after 1:30pm, I will not have time to put them into the line-up for class. | |||
'''No readings.''' | '''No readings.''' | ||
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== Administrative Notes == | == Administrative Notes == | ||
=== | === Attendance === | ||
As detailed in [[ | As detailed in [[Teaching Assessment | my page on assessment]], attendance in class is expected of all participants. If you need to miss class for any reason, please contact a member of the teaching team ahead of time (email is best). Multiple unexplained absences will likely result in a lower grade or (in extreme circumstances) a failing grade. In the event of an absence, you are responsible for obtaining class notes, handouts, assignments, etc. | ||
=== Devices in Class === | === Devices in Class === | ||
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I will always point out explicitly in class if it's OK to use devices. | 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.''' --> | '''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 === | ||
I | Normally, I do not hold regular office hours. In general, I will be available to meet before and after class and at other times that are convenient for you. Please contact me on email to arrange a meeting then or at another time. | ||
=== Accommodations === | === Accommodations === | ||
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While evidence of academic misconduct may result in a lower grade, I will not unilaterally lower a grade without addressing the issue with you first through the process outlined above. | While evidence of academic misconduct may result in a lower grade, I will not unilaterally lower a grade without addressing the issue with you first through the process outlined above. | ||
== Credit and Notes == | |||
This syllabus was inspired by, and borrows heavily with permission from, two other classes on online communities taught by young professors whose teaching I admire and respect: | |||
This | |||
* [http://aaronshaw.org/ Aaron Shaw] at Northwestern University's [http://aaronshaw.org/occ/schedule/ Online Communities and Crowds] | * [http://aaronshaw.org/ Aaron Shaw] at Northwestern University's [http://aaronshaw.org/occ/schedule/ Online Communities and Crowds] | ||
* [http://reagle.org/joseph/ Joseph Reagle] at Northeastern University's [http://reagle.org/joseph/2014/oc/oc-syllabus-FA.html Online Communities] | * [http://reagle.org/joseph/ Joseph Reagle] at Northeastern University's [http://reagle.org/joseph/2014/oc/oc-syllabus-FA.html Online Communities] | ||
* Material from the [http://commlead.uw.edu/ Communication Leadership] handbook. | * Material from the [http://commlead.uw.edu/ Communication Leadership] handbook. |