Editing Interpersonal Media (Winter 2020)
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{{notice|This page is under construction! It currently contains information from last year's course!}} | |||
<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 | ||
:'''Teaching Team:''' [https://mako.cc/academic Benjamin Mako Hill | :'''Teaching Team:''' [https://mako.cc/academic Benjamin Mako Hill] (Instructor) and [http://www.altsalt.net/ Wm Salt Hale] (TA) | ||
:'''Course Websites''': | :'''Course Websites''': | ||
:* We will use Canvas for [https://canvas.uw.edu/courses/ | :* 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 the Wikipedia assignments, we will use this [https://dashboard.wikiedu.org/courses/University_of_Washington/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018)/ WikiEdu class page and dashboard]. | |||
:* For the Wikipedia assignments, we will use this [https://dashboard.wikiedu.org/courses/University_of_Washington/ | |||
:* Everything else will be linked on this page. | :* Everything else will be linked on this page. | ||
:'''Course Catalog Description:''' | :'''Course Catalog Description:''' | ||
: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. | ||
== Overview and Learning Objectives == | == Overview and Learning Objectives == | ||
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I will consider the course a complete success if every student is able to do all of these things at the end of the quarter: | I will consider the course a complete success if every student is able to do all of these things at the end of the quarter: | ||
* Recall, compare, and give examples of key theories that seek to explain why some online communities grow and attract participants while others do not. | * Recall, compare, and give examples of key theories that seek to explain why some online communities grow and attract participants while others do not. | ||
* 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 fluently 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 try to ensure that I never change readings more than six days before they are due | * Although details on this syllabus will change, I will try to ensure that I never change readings more than six days before they are due. 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. | ||
* Because this | * 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. In the past, I have made many adjustments to courses that I teach while the quarter progressed based on this feedback. | * 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 $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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The assignments in this class are designed to give you an opportunity to try your hand at using the conceptual material taught in the class. There will be no exams or quizzes. | The assignments in this class are designed to give you an opportunity to try your hand at using the conceptual material taught in the class. There will be no exams or quizzes. | ||
Unless otherwise noted, all assignments are due at the end of the day (i.e., 11:59pm on the day they are | Unless otherwise noted, all assignments are due at the end of the day (i.e., 11:59pm on the day they are due). | ||
=== Participation and Cases === | === Participation and Cases === | ||
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 | 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 we 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. | ||
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 [[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 === | ||
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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/ | We will use material from [https://dashboard.wikiedu.org/courses/University_of_Washington/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018) WikiEdu], a program by the Wikimedia Foundation, 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 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 # | Although only Task #6 includes anything that you will need to turn in to me, you will need to participate in Wikipedia each week. I will be able to see this activity and I will 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 ==== | ||
;Task: Create an account and start orientation | ;Task: Create an account and start orientation | ||
;Due: Friday January | ;Due: Friday January 11 | ||
;Deliverables: Make contributions in Wikipedia | ;Deliverables: Make contributions in Wikipedia. Do the "evaluate Wikipedia" assignment in WikiEdu. | ||
* Complete the [https://dashboard.wikiedu.org/courses/University_of_Washington/ | * Complete the [https://dashboard.wikiedu.org/courses/University_of_Washington/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018)/ 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/ | * 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'''. | ||
==== | ==== Wikipedia Task #2 ==== | ||
;Task: Complete Wikipedia orientation and choose article topic | ;Task: Complete Wikipedia orientation and choose article topic | ||
;Due Date: Friday January | ;Due Date: Friday January 18 | ||
;Deliverables: Make contributions in Wikipedia | ;Deliverables: Make contributions in Wikipedia | ||
* Complete the online training topics for week 2. | * Complete the online training topics for week 2. | ||
* To practice editing and communicating on Wikipedia, introduce yourself to | <!-- * Create a user page, and sign up on the list of students on the course page. --> | ||
* Decide on an article | * To practice editing and communicating on Wikipedia, introduce yourself to me and at least one classmate on Wikipedia. My username is [http://en.wikipedia.org/wiki/User:Groceryheist Groceryheist]. You can find a list of all of your classmates on the [https://dashboard.wikiedu.org/courses/University_of_Washington/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018)/students WikiEdu class page]. | ||
* Decide on an article you would like to create or a stub article you would like to significantly expand and improve (see below). | |||
* Tell me what article you want by leaving a message on [http://en.wikipedia.org/wiki/User_talk:Groceryheist my user talk page]. | |||
If there is a topic you know are interested in writing about that doesn't have an article, go ahead and suggest it. If you are having trouble coming up with a specific topic on your own, there are a few resources you might find helpful: | |||
* [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:WikiProject_Stub_sorting/List_of_stubs List of Stubs] — This is an extremely long list of articles that are currently stubs and which is also sorted into categories and then subcategories. It might be a little bit out of date so be sure to click through before you decide on an article. | * [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Stub_sorting/List_of_stubs List of Stubs] — This is an extremely long list of articles that are currently stubs and which is also sorted into categories and then subcategories. It might be a little bit out of date so be sure to click through before you decide on an article. | ||
==== Wikipedia Task #3 ==== | |||
==== | |||
;Task: Compile research and write draft | ;Task: Compile research and write draft | ||
;Due Date: Friday January | ;Due Date: Friday January 25 | ||
;Deliverables: Make contributions in Wikipedia | ;Deliverables: Make contributions in Wikipedia | ||
* Complete online trainings for week 3 | * Complete online trainings for week 3 | ||
* 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. | ||
* Add the URL For your sandboxed article to yourself on [https://dashboard.wikiedu.org/courses/University_of_Washington/ | * Add the URL For your sandboxed article to yourself on [https://dashboard.wikiedu.org/courses/University_of_Washington/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018)/s the course WikiEdu page] by clicking the assign article button next to your name and assigning the URL for your sandbox to yourself. | ||
==== | ==== Wikipedia Task #4 ==== | ||
;Task: Peer review other students' articles | ;Task: Peer review other students' articles | ||
;Due Date: Friday | ;Due Date: Friday February 1 | ||
;Deliverables: Make contributions in Wikipedia | ;Deliverables: Make contributions in Wikipedia | ||
* 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/ | * Select '''two''' classmates’ articles that you will peer review and copy-edit. | ||
<!-- (You don't need to start reviewing yet.) --> | |||
To sign up, you can mark this in the [https://dashboard.wikiedu.org/courses/University_of_Washington/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018)/students 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. Leave suggestions on the article talk pages for how to improve them. | * 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: Make article "live." | ;Task: Make article "live." | ||
;Due Date: | ;Due Date: Monday February 11 | ||
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/ | ;Deliverables: Make contributions in Wikipedia | ||
* 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. | |||
* 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 # | |||
;Task: Finalize article and turn in report | ;Task: Finalize article and turn in report | ||
;Due Date: Monday February | ;Due Date: Monday February 18 | ||
;Deliverables: | ;Deliverables: Finish article in Wikipedia and turn in link to article in Canvas. Turn in report as subpage of your Wikipedia userpage and turn in link in Canvas. | ||
:Post your report as a subpage of your userpage. For example, I would create mine with http://en.wikipedia.org/wiki/User:Groceryheist/Report as the URL. Of course, 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 "/Report" 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. | |||
;Maximum length for report: 1000 words (~4 pages double spaced) | ;Maximum length for report: 1000 words (~4 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? | ||
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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? | ||
I 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 | ;Deliverables: Turn in through Canvas | ||
;Due Date: Friday February | ;Due Date: Friday February 22 | ||
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 ==== | ||
; | ;Presentation Date: March 12 and 14 | ||
;Paper Due Date: March | ;Paper Due Date: March 21 | ||
;Maximum paper length: | ;Maximum paper length: 1500 words (~7 pages) | ||
;Deliverables: | ;Deliverables: Turn in through 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 short presentation to the class (5-6 minutes) | ||
* A final report that is not more than | * A final report that is not more than 1,500 words (~6-7 pages double spaced) | ||
Each project should include: (a) the description of the community you have identified (you are welcome to borrow from your Community Identification assignment), (b) a description of how you would use the course concepts to change and improve the community. | Each project should include: (a) the description of the community you have identified (you are welcome to borrow from your Community Identification assignment), (b) a description of how you would use the course concepts to change and improve the community. | ||
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A successful project will tell a compelling story and will engage with, and improve upon, the course material to teach an audience that includes me, your classmates, and students taking this class in future years, how to take advantage of online communities more effectively. The very best papers will give us all a new understanding of some aspect of course material and change the way I teach some portion of this course in the future. | A successful project will tell a compelling story and will engage with, and improve upon, the course material to teach an audience that includes me, your classmates, and students taking this class in future years, how to take advantage of online communities more effectively. The very best papers will give us all a new understanding of some aspect of course material and change the way I teach some portion of this course in the future. | ||
=== 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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== Schedule == | == Schedule == | ||
=== January 6 (Monday): | === January 6 (Monday): Intro and Wikipedia === | ||
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'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/53192395/download?download_frd=1 Lecture Slides] (Requires UW Access) | ||
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'''Goals for the day:''' | '''Goals for the day:''' | ||
* Review the course objectives and requirements | * Review the course objectives and requirements | ||
=== January 8 (Wednesday): Motivation | === January 8 (Wednesday): Motivation === | ||
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'''Resources:''' | |||
* [https://canvas.uw.edu/files/53227497/download?download_frd=1 Reading Note] (Requires UW Access) | |||
* [https://canvas.uw.edu/files/53227511/download?download_frd=1 Lecture Slides] (Requires UW Access) | |||
--> | |||
'''Required Reading:''' | '''Required Reading:''' | ||
* BSOC, Chapter 2, pg 21-40 (Sections 1-3) | * BSOC, Chapter 2, pg 21-40 (Sections 1-3) | ||
* [Case] | * {{tentative}} [Case] [https://www.youtube.com/watch?v=WQR0gx0QBZ4 TED Talk by Jimmy Wales on "How a ragtag band created Wikipedia"] | ||
* [Case] | * {{tentative}} [Case] [https://en.wikipedia.org/wiki/Wikipedia:The_Wikipedia_Adventure The Wikipedia Adventure] | ||
* [Case] | * {{tentative}} [Case] [https://meta.wikimedia.org/wiki/Grants:IEG/The_Wikipedia_Adventure/Final The Wikipedia Adventure Analysis] | ||
(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 | ||
* {{fix}} 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, authored by members of my research group] | |||
=== January | === January 13 (Monday): Motivation === | ||
<!-- | |||
'''Resources:''' --> | |||
* [https://canvas.uw.edu/files/32837882/download?download_frd=1 Week 2 Reading Note] (Requires UW Access) | |||
* [https://canvas.uw.edu/files/53337391/download?download_frd=1 Lecture Slides] (Requires UW Access) | |||
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* [https://canvas.uw.edu/files/ | |||
* [https://canvas.uw.edu/files/ | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 2, pg 41-70 (Sections 4-7) | * BSOC, Chapter 2, pg 41-70 (Sections 4-7) | ||
* {{tentative}} [Case] Liberapay's website's [https://liberapay.com/about/ About Page], [https://liberapay.com/about/faq FAQ], [https://liberapay.com/about/teams About Teams], [https://liberapay.com/about/stats stats], [https://web.archive.org/web/20150908045713/https://gratipay.com/about/features/payroll Payroll]. The Librepay system succeeds [https://web.archive.org/web/20150908051726/https://gratipay.com/ Gratipay], which itself succeeded another similar system called Gittip. Try to understand what you can and we'll work the details out in class. | |||
* {{tentative}} [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"] | |||
* {{tentative}} [Case] Chad Whitacre's article on [https://medium.com/inside-gratipay/resentment-2c621dbd7541 "Resentment"] | |||
* [Case] | |||
* [Case] | |||
'''Optional:''' | '''Optional:''' | ||
* [Case] Mike Linksvayer's article on [http://gondwanaland.com/mlog/2007/01/02/wikipedia-advertising/ "I support advertising on Wikipedia"] | * {{tentative}} [Case] Mike Linksvayer's article on [http://gondwanaland.com/mlog/2007/01/02/wikipedia-advertising/ "I support advertising on Wikipedia"] | ||
=== January 15 (Wednesday): Commitment === | |||
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'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/53353742/download?download_frd=1 Week 3 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/53519317/download?download_frd=1 Lecture Slides] (Requires UW Access) | ||
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'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 3, pg 77-102 (Section 1) | * BSOC, Chapter 3, pg 77-102 (Section 1) | ||
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: | |||
* {{tentative}} [Case] [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Military_history WikiProject Military History] ([https://upload.wikimedia.org/wikipedia/wikimania2014/c/c1/WikiProject_Military_history_Leaflet_front_copy.png Flyer]) | |||
* [Case] [https://meta.wikimedia.org/wiki/WikiWomen%27s_Collaborative WikiWomen's Collaborative] ([https://www.facebook.com/WikiWomensCollaborative Facebook Page], [https://upload.wikimedia.org/wikipedia/wikimania2014/c/ce/Wikiwomen%27s_Collaborative_Leaflet_front_copy.png Flyer]) | |||
* {{tentative}} [Case] [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_South_Africa WikiProject South Africa] ([https://upload.wikimedia.org/wikipedia/wikimania2014/2/25/Wikiproject_South_Africa_front_copy.png Flyer]) | |||
* {{tentative}} [Case] [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Guild_of_Copy_Editors Guild of Copyeditors] ([https://upload.wikimedia.org/wikipedia/wikimania2014/e/e8/WikiProject_Guild_of_Copy_Editors_Leaflet_front_copy.png Flyer]) | |||
* {{tentative}} [Case] [https://en.wikipedia.org/wiki/Wikipedia:Department_of_Fun Wikipedia Department of Fun] | |||
=== January 20 (Monday): NO CLASS === | === January 20 (Monday): NO CLASS === | ||
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'''No class''' due to the observation of Martin Luther King Jr.'s Day. | '''No class''' due to the observation of Martin Luther King Jr.'s Day. | ||
=== January 22 (Wednesday): Commitment | === January 22 (Wednesday): Commitment === | ||
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'''Resources:''' | |||
* [https://canvas.uw.edu/files/53519065/download?download_frd=1 Week 3 Reading Note] (Requires UW Access) | |||
* [https://canvas.uw.edu/files/53519321/download?download_frd=1 Lecture Slides (Requires UW Access)] | |||
--> | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 3, pg 102-115 (Sections 2 - 4) | * BSOC, Chapter 3, pg 102-115 (Sections 2 - 4) | ||
* [Case] | * {{tentative}} [Case] Sangeet Choudary, 2014 [https://www.wired.com/insights/2014/03/reverse-network-effects-todays-social-networks-can-fail-grow-larger/ What is a ''Network Effect'' and how can one fail?] | ||
* {{tentative}} [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] | * {{tentative}} [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] | * {{tentative}} [Case] Benjamin Mako Hill, 2012, [http://mako.cc/copyrighteous/why-facebooks-network-effects-are-overrated Why Facebook’s Network Effects are Overrated] | ||
* [Case] Hill, | |||
=== January | === January 27 (Monday): Rules and Governance === | ||
<!-- '''Resources:''' | |||
= | * [https://canvas.uw.edu/files/53519065/download?download_frd=1 Week 4 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu/files/53563258/download?download_frd=1 Lecture Slides] (Requires UW Access) | |||
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'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 4, pg 125-140 (Sections 1-3) | * BSOC, Chapter 4, pg 125-140 (Sections 1-3) | ||
* | * {{tentative}} [Case] [http://www.ubuntu.com/about/about-ubuntu/conduct Ubuntu Code of Conduct] | ||
* {{tentative}} [Case] [https://wiki.gnome.org/action/show/Foundation/CodeOfConduct GNOME Code of Conduct] | |||
* {{tentative}} [Case] [http://geekfeminism.org/about/code-of-conduct/ Geek Feminism Code of Conduct] | |||
* [Case] [https://wiki.gnome.org/action/show/Foundation/CodeOfConduct GNOME Code of Conduct] | * {{tentative}} [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 (Wednesday): | === January 29 (Wednesday): Rules and Governance === | ||
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'''Resources:''' | |||
[ | * [https://canvas.uw.edu/files/33057102/download?download_frd=1 Week 4 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu/files/53690640/download?download_frd=1 Lecture Slides] (Requires UW Access) | |||
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* [ | |||
= | |||
'''Guest Lecture:'' [https://ckiene.org/ Charles Kiene] | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 4, pg 140-170 (Sections 4-5) | * BSOC, Chapter 4, pg 140-170 (Sections 4-5) | ||
* [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. | * Kiene, C., Monroy-Hernández, A., & Hill, B. M. (2016). [https://doi.org/10.1145/2858036.2858356 Surviving an “Eternal September”: How an Online Community Managed a Surge of Newcomers]. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (pp. 1152–1156). New York, NY, USA: ACM. | ||
* [Case] [https://web.archive.org/web/20170505192310/https://beta.slashdot.org/faq/mod-metamod.shtml Slashdot Moderation FAQ], | |||
* [Case] Lampe, Cliff, and Paul Resnick | * {{tentative}} [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. | ||
* {{tentative}} [Case] [https://web.archive.org/web/20170505192310/https://beta.slashdot.org/faq/mod-metamod.shtml Slashdot Moderation FAQ], 2014 | |||
* {{tentative}} [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:''' | '''Optional Readings:''' | ||
* {{tentative}} [Case] Know Your Meme, 2014, [http://knowyourmeme.com/memes/rules-of-the-internet Rules of the Internet] | |||
* {{tentative}} J. Nathan Matias. 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 (CHI '16). ACM, New York, NY, USA, 1138-1151. [[https://dl.acm.org/citation.cfm?id=2858391 Official Link (available through UW libraries)]] [[https://natematias.com/media/GoingDark-Matias-2016.pdf (available through Author's website]] | |||
=== February 3 (Monday): Newcomers === | |||
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'''Resources:''' | |||
* [https://canvas.uw.edu/files/53692086/download?download_frd=1 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) | |||
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* [https://canvas.uw.edu/files/ | |||
* [https://canvas.uw.edu/files/ | |||
'''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]] and the project "Planet Hunters" in particular. We're going to talk about how the community might deal with (not so hypothetical!) major influx of new users: | ||
* [Case] Visit [https://www.zooniverse.org/ Zooniverse] and create an account. Then visit the [ | * [Case] Visit [https://www.zooniverse.org/ Zooniverse] and create an account. Then visit the [http://www.planethunters.org/ Planet Hunters website] and log in with your account. Spent 10-15 minutes on the site figure out how it work and doing a few tasks. | ||
* [Case] Mugar, | * [Case] Mugar, G., Østerlund, C., Hassman, K. D., Crowston, K., & Jackson, C. B. (2014). [https://doi.org/10.1145/2531602.2531721 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 (pp. 109–119). New York, NY, USA: ACM. ''[Available through UW libraries]'' | ||
'''Optional Readings:''' | '''Optional Readings:''' | ||
* Huang, Shih-Wen, Minhyang (Mia) Suh, Benjamin Mako Hill, | * Huang, Shih-Wen, Minhyang (Mia) Suh, Benjamin Mako Hill, Gary Hsieh. (2015) “How Activists are Both Born and Made: An Analysis of Users on Change.org.” In Proceedings of the Conference on Computer Human Interaction (CHI 2015). ACM Press. [[https://mako.cc/academic/huang_suh_hill_hsieh-changeorg_born_made-CHI2015-preprint.pdf Preprint Link (Free Online)]] [[https://dl.acm.org/citation.cfm?id=2702559 Official Link (Available through UW libraries)]] | ||
* | * Shaw, Aaron, and Benjamin Mako Hill. (2014) “Laboratories of Oligarchy? How the Iron Law Extends to Peer Production: Laboratories of Oligarchy.” Journal of Communication 64, no. 2 (April 2014): 215–38. doi:10.1111/jcom.12082. [[http://onlinelibrary.wiley.com/doi/10.1111/jcom.12082/full Official Link (Available through UW Libraries)] [[https://mako.cc/academic/shaw_hill-laboratories_of_oligarchy-DRAFT.pdf Preprint Link (Free Online)]] | ||
=== February 5 (Wednesday): Newcomers === | |||
<!-- | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/53692086/download?download_frd=1 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu/files/ | * [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 205-223 (Sections 3-6) | * BSOC, Chapter 5, pg 205-223 (Sections 3-6) | ||
* [Case] | * {{tentative}} [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. [[https://dl.acm.org/citation.cfm?id=2441871 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] | * {{tentative}} [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? | |||
'''Optional Readings:''' | |||
* {{tentative}} Halfaker, A., Stuart Geiger, R., Morgan, J. T., & Riedl, J. (2013). The Rise and Decline of an Open Collaboration System: How Wikipedia’s Reaction to Popularity Is Causing Its Decline. American Behavioral Scientist, 57(5), 664–688. [[https://doi.org/10.1177/0002764212469365 (Access through UW libraries)]] [[http://journals.sagepub.com/doi/pdf/10.1177/0002764212469365 (Open Access)]] | |||
* {{tentative}} Nathan TeBlunthuis, Aaron Shaw, and Benjamin Mako Hill. 2018. Revisiting "The Rise and Decline" in a Population of Peer Production Projects. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (CHI '18). ACM, New York, NY, USA, Paper 355, 7 pages. [[https://doi.org/10.1145/3173574.3173929 (Open Access)]] | |||
* {{tentative}} Jonathan T. Morgan 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 (OpenSym '18). ACM, New York, NY, USA, Article 20, 7 pages. https://www.opensym.org/wp-content/uploads/2018/07/OpenSym2018_paper_15-1.pdf | |||
'''Resources:''' | === February 10 (Monday): Creating New Communities === | ||
<!-- '''Resources:''' | |||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/53879635/download?download_frd=1 Week 5 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/33429780/download?download_frd=1 Lecture Slides] (Requires UW Access) | ||
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'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 6, pg 231-248 (Sections 1-2) | |||
* [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) | ||
* [Case] [https://area51.stackexchange.com/faq Area 51 FAQ] | * [Case] [https://area51.stackexchange.com/faq Area 51 FAQ] | ||
''' | === February 12 (Wednesday): Creating New Communities === | ||
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'''Resources:''' | |||
* [https://canvas.uw.edu/files/33342687/download?download_frd=1 Week 6 Reading Note] (Requires UW Access) | |||
* [https://canvas.uw.edu/files/33429801/download?download_frd=1 Lecture Slides] (Requires UW Access) | |||
--> | |||
'''Required Readings:''' | |||
* | * BSOC, Chapter 6, pg 248-276 (Sections 3-4) | ||
* 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. | ||
* {{tentative}} [Case] Snowdrift.coop: Read at least the [https://snowdrift.coop/ top page], [https://snowdrift.coop/p/snowdrift/w/about about page], [https://snowdrift.coop/how-it-works how it works], [https://wiki.snowdrift.coop/about/intro the original intro], [https://snowdrift.coop/p/snowdrift/w/mission mission], [https://snowdrift.coop/about/faq FAQ], [https://snowdrift.coop/p/snowdrift/w/how-to-help "How to Help" page], and [https://wiki.snowdrift.coop/archives/project-management/mvp-next next steps page] and poke around on the rest of the site. | |||
'''Optional Readings:''' | |||
* {{tentative}} 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 17 (Monday): NO CLASS === | === February 17 (Monday): NO CLASS === | ||
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'''No class''' due to the observation of Presidents' Day. | '''No class''' due to the observation of Presidents' Day. | ||
=== February 19 (Wednesday): Wikipedia Debrief === | === February 19 (Wednesday): Wikipedia: Assignment Debrief and Research Showcase === | ||
<!-- | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/33204788/download?download_frd=1 Week 5 Reading Note] (Requires UWs Access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/33322441/download?download_frd=1 Slides from Jonathan Morgan] (Requires UW Access) | ||
In the first half of today's class we'll | In the first half of today's class we'll be visited by [https://wikimediafoundation.org/wiki/User:Jtmorgan Jonathan Morgan], an expert on newcomers to 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. | ||
This includes [https://wikimediafoundation.org/wiki/User:Jtmorgan Jonathan Morgan], an expert on newcomers to 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. | |||
'''Required Readings:''' | '''Required Readings:''' | ||
--> | |||
'' | In the first half of today's class we'll hear from a series of local Wikipedia researchers. | ||
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. | |||
=== February | === February 24 (Monday): Learning Communities === | ||
<!-- 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. | |||
TODO: Add readings (Maybe something about communities of practice?) | |||
--> | |||
'''Required Readings:''' | |||
* Roque, R.; Dasgupta, S.; Costanza-Chock, S. Children’s Civic Engagement in the Scratch Online Community. Soc. Sci. 2016, 5, 55. [https://www.mdpi.com/2076-0760/5/4/55 Open Access] | |||
* Brennan, K., Monroy‐Hernández, A., & Resnick, M. (2010). Making projects, making friends: Online community as catalyst for interactive media creation. New directions for youth development, 2010(128), 75-83. | |||
[http://web.media.mit.edu/~mres/papers/NDYD-final.pdf PDF From MIT.edu] | |||
* [Case] [https://scratch.mit.edu/ https://scratch.mit.edu]: Visit the site. Read [https://scratch.mit.edu/about the about page], the [https://scratch.mit.edu/parents the information for parents], [https://scratch.mit.edu/educators and for educators]. Watch all the videos. Spend some time exploring and run some programs (try to find at least one animation and at least one game). | |||
* [Case] [https://www.blockstud.io/ https://www.blockstud.io/]: For the case we're going to compare scratch to a different: Block Studio. This is an experimental project by Raoul, a PhD student at UW. Click start and watch the three lessons. You don't have to actually make any games with Block Studio, but do learn how it works as much as you can. After that [https://www.blockstud.io/bsp/bsp_games/ survey the published projects]. | |||
=== February 26 (Wednesday): Social Computing Systems === | |||
We have a special guest this week: [http://www.andresmh.com/ Andrés Monroy-Hernandez!] Andrés was previously at Microsoft Research and is currently a lead research scientist at Snap Inc., the maker of Snapchat. Andrés has research interests ranging from civic communities to educational communities and more recently he is focusing on "social computing systems," which we will learn about today. | |||
--> | <!-- a term that refers to systems that involve compuational and social aspects to do work. Wikipedia is an example of an online community that is also a social computing system, but some social computing systems do not have communities but instead use paid workers as "humans in the loop" to provide a service. --> | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* Howe, J. (2006). [https://www.wired.com/2006/06/crowds/ The rise of crowdsourcing]. Wired Magazine, 14(6), 1–4. | |||
* | * [Case] [https://docs.aws.amazon.com/AWSMechTurk/latest/RequesterUI/Introduction.html Amazon Mechanical Turk Requester UI Guide] | ||
* [Case] | * [Case] [https://mturkpublic.s3.amazonaws.com/docs/MTURK_BP.pdf Amazon Mechanical Turk Best Practices Guide]. | ||
* [Case] | |||
'''Optional Readings:''' | '''Optional Readings:''' | ||
Our guest speaker will be talking about these three papers. It might be good to look these over before class: | |||
* Justin Cranshaw, Emad Elwany, Todd Newman, Rafal Kocielnik, Bowen Yu, Sandeep Soni, Jaime Teevan, and Andrés Monroy-Hernández. 2017. Calendar.help: Designing a Workflow-Based Scheduling Agent with Humans in the Loop. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (CHI '17). ACM, New York, NY, USA, 2382-2393. [https://doi.org/10.1145/3025453.3025780 (Open Access)] | |||
* Cranshaw, J., Monroy-Hernández, A., & Needham, S. A. (2016). [https://doi.org/10.1145/2858036.2858573 Journeys & Notes: Designing Social Computing for Non-Places]. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (pp. 4722–4733). New York, NY, USA: ACM. [Available through UW libraries] | |||
* Agapie, E., & Monroy-Hernández, A. (2015). [http://arxiv.org/abs/1507.01300 Eventful: Crowdsourcing Local News Reporting]. arXiv:1507.01300 [Cs]. | |||
=== March 2 (Wednesday ): Hackers and Transgressive Communities === | |||
'''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] 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] | |||
* [Case] C.H.D.K. Wiki Take a look at the [Home page https://chdk.fandom.com/wiki/CHDK] and explore the Wiki to get a good idea of what this community is about, what they do, and how it works. | |||
'''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]] | |||
* [https://canvas.uw.edu/files/ | === March 4 (Wednesday): Innovation Communities === | ||
<!-- '''Resources:''' | |||
* [ Lecture Slides | * [https://canvas.uw.edu/files/33600343/download?download_frd Week 8 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu/courses/1269729/files/33724703/download?wrap Lecture Slides] (Requires UW Access) | |||
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'''Required Readings:''' | '''Required Readings:''' | ||
* von Hippel, E. (2005). [http://web.mit.edu/evhippel/www/democ1.htm Democratizing innovation]. Read Chapters 1, 2 & 5. | |||
=== March 9 (Monday): Final Poster Presentations === | === March 9 (Monday): Final Poster Presentations === | ||
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* [https://en.wikipedia.org/wiki/Wikipedia_talk:Wiki_Ed/University_of_Washington/Interpersonal_Media_%28%29 Presentation Sign-up/Schedule] | * [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/ | * [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. | ||
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'''No readings.''' The final classes will be devoted entirely to poster presentations in the MGH commons. | '''No readings.''' The final classes will be devoted entirely to poster presentations in the MGH commons. | ||
=== March 11 (Wednesday): Final Poster Presentations === | === March 11 (Wednesday): Final Poster Presentations === | ||
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'''Resources:''' | '''Resources:''' | ||
* [https://en.wikipedia.org/wiki/Wikipedia_talk:Wiki_Ed/University_of_Washington/Interpersonal_Media_%28%29 Presentation Sign-up/Schedule] | * [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/ | * [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.''' The final classes will be devoted entirely to presentations. | '''No readings.''' The final classes will be devoted entirely to presentations. | ||
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* [https://canvas.uw.edu/files/33600343/download?download_frd=1 Week 8 Reading Note] (Requires UW Access) | * [https://canvas.uw.edu/files/33600343/download?download_frd=1 Week 8 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu/courses/ | * [https://canvas.uw.edu/courses/1269729/files/33628104/download?wrap=1 Lecture Slides] (Requires UW Access) | ||
'''Required Readings:''' | '''Required Readings:''' | ||
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* Sinnreich, Aram. Mashed Up: Music, Technology, and the Rise of Configurable Culture. University of Massachusetts Press, 2010. (Excerpts) [Forthcoming in Canvas] | * 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] | * 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] | ||
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=== Your Presence in Class === | === Your Presence in Class === | ||
As detailed in [[ | As detailed 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 contact a member of the teaching team ahead of time (email is best). 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, | 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, so I 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 === | === Devices in Class === | ||
Electronic devices (e.g., phones, tablets, laptops) are | 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. | |||
<!-- 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.''' --> | '''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 will hold regular office hours three times a week in CMU 333. Please come! | |||
: Tuesday: 2:30 to 3:30 | |||
: Wednesday: 1:45 to 2:45 | |||
: Friday: 3:30 to 4:30 | |||
Also feel free to drop by my (open) office in CMU 337. | |||
If you come looking for me in CMU 333 and I am not there try CMU 337. | |||
If | If my set office hours don't work for you please contact me on email to arrange a meeting then or at another time. | ||
=== | === Accommodations === | ||
In general, if you have an issue, such as needing an accommodation for a religious obligation or learning disability, speak with me before it affects your performance; afterward it is too late. Do not ask for favors; instead, offer proposals that show initiative and a willingness to work. | |||
To request academic accommodations due to a disability please contact Disability Resources for Students, 448 Schmitz, 206-543-8924/V, 206-5430-8925/TTY. If you have a letter from Disability Resources for Students indicating that you have a disability that requires academic accommodations, please present the letter to me so we can discuss the accommodations that you might need for the class. I am happy to work with you to maximize your learning experience. | |||
=== Electronic Mail Standards of Conduct === | |||
Email communications (and all communications generally) among UW community members should seek to respect the rights and privileges of all members of the academic community. This includes not interfering with university functions or endangering the health, welfare, or safety of other persons. With this in mind, in addition to the [http://app.leg.wa.gov/WAC/default.aspx?cite=478-120 University of Washington's Student Conduct Code], I establishes the following standards of conduct in respect to electronic communications among students and faculty: | |||
* If, as a student, you have a question about course content or procedures, please use the online discussion board designed for this purpose. If you have specific questions about your performance, contact me directly. | |||
* I strive to respond to Email communications within 48 hours. If you do not hear from me, please come to my office, call me, or send me a reminder Email. | |||
* Email communications should be limited to occasional messages necessary to the specific educational experience at hand. | |||
* Email communications should not include any CC-ing of anyone not directly involved in the specific educational experience at hand. | |||
* Email communications should not include any blind-CC-ing to third parties, regardless of the third party’s relevance to the matter at hand. | |||
=== Academic Misconduct === | |||
As a University of Washington student, you are expected to practice high standards of academic honesty and integrity. You are responsible to understand and abide by [http://www.washington.edu/admin/rules/policies/WAC/478-121-107.html UW’s Student Governance Code on Academic Misconduct], and the [http://www.washington.edu/admin/rules/policies/WAC/478-121-107.html UW’s Administrative Code on Academic Misconduct], and to comply with verbal or written instructions from the professor or TA of this course. This includes plagiarism, which is a serious offense. All assignments will be reviewed for integrity. All rules regarding academic integrity extend to electronic communication and the use of online sources. If you are not sure what constitutes plagiarism, read [https://owl.english.purdue.edu/owl/resource/589/02/ this overview] in addition to UW’s policy statements. | |||
If | I am committed to upholding the academic standards of the University of Washington’s Student Conduct Code. If I suspect a student violation of that code, I will first engage in a conversation with that student about my concerns. If we cannot successfully resolve a suspected case of academic misconduct through our conversations, I will refer the situation to the department of communication advising office who can then work with the COM Chair to seek further input and if necessary, move the case up through the College. | ||
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. | |||
'''Notice:''' The University has a license agreement with VeriCite, an educational tool that helps prevent or identify plagiarism from Internet resources. Your instructor may use the service in this class by requiring that assignments are submitted electronically to be checked by VeriCite. The VeriCite Report will indicate the amount of original text in your work and whether all material that you quoted, paraphrased, summarized, or used from another source is appropriately referenced. | |||
== Credit and Notes == | == Credit and Notes == | ||
This syllabus is slightly modified from [[Interpersonal_Media_(Fall_2015) | an earlier edition of this course, taught by Mako]]. His syllabus was inspired by, and borrowed 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. | |||