Editing Interpersonal Media (Winter 2020)
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<div style="float:right;" class="toclimit- | <div style="float:right;" class="toclimit-2">__TOC__</div> | ||
== Overview and Learning Objectives == | == Overview and Learning Objectives == | ||
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==== Assessment for Participation ==== | ==== Assessment for Participation ==== | ||
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. | ||
As the name suggests, your participation grade in the class rely on your participation, not your attendance. Although we are collecting attendance information using the online form, you will not be "marked down" for attendance. Of course, if you do not attend courses, it will be difficult for you to participate as fully as your classmates. | As the name suggests, your participation grade in the class rely on your participation, not your attendance. Although we are collecting attendance information using the online form, you will not be "marked down" for attendance. Of course, if you do not attend courses, it will be difficult for you to participate as fully as your classmates. | ||
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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 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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;Maximum paper length: 2,000 words (~8 pages double spaced) | ;Maximum paper length: 2,000 words (~8 pages double spaced) | ||
;Deliverables: | ;Deliverables: | ||
:* | :*Attend poster sessions to present poster; Turn in copy of poster in PDF form [https://canvas.uw.edu/courses/1369415/assignments/5166698 through Canvas] | ||
:*Turn in copy of paper [https://canvas.uw.edu/courses/1369415/assignments/5166700 in Canvas] | :*Turn in copy of paper [https://canvas.uw.edu/courses/1369415/assignments/5166700 in Canvas] | ||
For your final project, I expect students to build on the community identification assignment to describe what they have done and what they have found. I'll expect every student to give both: | For your final project, I expect students to build on the community identification assignment to describe what they have done and what they have found. I'll expect every student to give both: | ||
* A | * A short presentation to the class (5-6 minutes) | ||
* A final report that is not more than 2,000 words (~8 pages double spaced) | * A final report that is not more than 2,000 words (~8 pages double spaced) | ||
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=== Grading === | === Grading === | ||
I will follow the very detailed grading rubric described on [[ | I will follow the very detailed grading rubric described on this page [[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 === | ||
'''Resources:''' | '''Resources:''' | ||
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=== March 2 (Monday): Instant Messaging, Group Chat, and Synchronous Communication === | === March 2 (Monday): Instant Messaging, Group Chat, and Synchronous Communication === | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/61946294/download?download_frd=1 Week 8 Reading Note] (Requires UW Access) | ||
<!-- | <!-- | ||
* [ Lecture Slides] (Requires UW Access) | * [ Lecture Slides] (Requires UW Access) | ||
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* Ling, Rich, and Chih-Hui Lai. 2016. “Microcoordination 2.0: Social Coordination in the Age of Smartphones and Messaging Apps.” Journal of Communication 66 (5): 834–56. https://doi.org/10.1111/jcom.12251. {{avail-uw|https://doi.org/10.1111/jcom.12251}} | |||
* Nardi, Bonnie A., Steve Whittaker, and Erin Bradner. 2000. “Interaction and Outeraction: Instant Messaging in Action.” In Proceedings of the 2000 ACM Conference on Computer Supported Cooperative Work, 79–88. New York, NY: ACM. https://doi.org/10.1145/358916.358975. {{avail-uw|https://doi.org/10.1145/358916.358975}} | * Nardi, Bonnie A., Steve Whittaker, and Erin Bradner. 2000. “Interaction and Outeraction: Instant Messaging in Action.” In Proceedings of the 2000 ACM Conference on Computer Supported Cooperative Work, 79–88. New York, NY: ACM. https://doi.org/10.1145/358916.358975. {{avail-uw|https://doi.org/10.1145/358916.358975}} | ||
* [Case] Dasgupta, Sayamindu. 2013. “From Surveys to Collaborative Art: Enabling Children to Program with Online Data.” In Proceedings of the 12th International Conference on Interaction Design and Children, 28–35. IDC ’13. New York, NY: ACM. https://doi.org/10.1145/2485760.2485784. {{avail-uw|https://doi.org/10.1145/2485760.2485784}} | * [Case] Dasgupta, Sayamindu. 2013. “From Surveys to Collaborative Art: Enabling Children to Program with Online Data.” In Proceedings of the 12th International Conference on Interaction Design and Children, 28–35. IDC ’13. New York, NY: ACM. https://doi.org/10.1145/2485760.2485784. {{avail-uw|https://doi.org/10.1145/2485760.2485784}} | ||
'''Optional Readings:''' | '''Optional Readings:''' | ||
* Kiene, Charles, Jialun “Aaron” Jiang, and Benjamin Mako Hill. 2019. “Technological Frames and User Innovation: Exploring Technological Change in Community Moderation Teams.” Proceedings of the ACM on Human-Computer Interaction 3 (CSCW): 44:1–44:23. https://doi.org/10.1145/3359146. {{avail-uw|https://doi.org/10.1145/3359146}} | * Kiene, Charles, Jialun “Aaron” Jiang, and Benjamin Mako Hill. 2019. “Technological Frames and User Innovation: Exploring Technological Change in Community Moderation Teams.” Proceedings of the ACM on Human-Computer Interaction 3 (CSCW): 44:1–44:23. https://doi.org/10.1145/3359146. {{avail-uw|https://doi.org/10.1145/3359146}} | ||
* Kiene, Charles, Aaron Shaw, and Benjamin Mako Hill. 2018. “Managing Organizational Culture in Online Group Mergers.” Proceedings of the ACM on Human-Computer Interaction 2 (CSCW): 89:1-89–21. https://doi.org/10.1145/3274358. {{avail-uw|https://doi.org/10.1145/3274358}} | |||
=== March 4 (Wednesday): Interactions Between Communities === | === March 4 (Wednesday): Interactions Between Communities === | ||
<!-- '''Resources:''' | |||
* [https://canvas.uw.edu/files/61946294/download?download_frd=1 Week 7 Reading Note] (Requires UWs Access) | |||
* [ Lecture Slides] (Requires UW Access) | |||
* [https://canvas.uw.edu/files/ | |||
* [ Video Recording of Lecture & Case] (Requires UW access) | * [ Video Recording of Lecture & Case] (Requires UW access) | ||
* [ Case Boards] (Requires UW Access) | * [ Case Boards] (Requires UW Access) | ||
--> | --> | ||
'''Guest Lecture:''' [https://teblunthuis.cc/ Nathan TeBlunthuis] | |||
''' Readings:''' | ''' Readings:''' | ||
* {{tbd}} | |||
* | |||
=== March 6 (Friday) Section === | === March 6 (Friday) Section === | ||
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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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'''No readings.''' The final classes will be devoted entirely to presentations. | '''No readings.''' The final classes will be devoted entirely to presentations. | ||
=== March 13 (Friday) Section === | === March 13 (Friday) Section === | ||
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=== Your Presence in Class === | === Your Presence in Class === | ||
As detailed in [[#Participation_and_Cases|section on participation and cases]] and in [[ | As detailed in [[#Participation_and_Cases|section on participation and cases]] and in [[Teaching Assessment | my page on assessment]], class participation is an important way that we assess learning in the class. Obviously, you must be in class in order to participate. If you need to miss class for any reason, please fill out the [https://forms.gle/maEEpNx7qU4NeHtu9 course absence form] so that we know you are not coming and do not include you in our cold call list. In the event of an absence, you are responsible for obtaining class notes, handouts, assignments, etc. | ||
There are many students who have eagerly requested to join the class, but there are not enough seats. I want to include as many students in the class as possible, we will automatically drop anyone who misses the first two class sessions and try to replace them with unenrolled students who do attend. This is consistent with college policy and with the course description in the catalog. | There are many students who have eagerly requested to join the class, but there are not enough seats. I want to include as many students in the class as possible, we will automatically drop anyone who misses the first two class sessions and try to replace them with unenrolled students who do attend. This is consistent with college policy and with the course description in the catalog. |