Editing Online Communities (UW COM481 Spring 2024)
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* [https://canvas.uw.edu/courses/1734931 UW's Canvas] — We'll be using Canvas for posting announcements, uploading course-restricted files, turning in assignments, and distributing grades, comments, and similar. | * [https://canvas.uw.edu/courses/1734931 UW's Canvas] — We'll be using Canvas for posting announcements, uploading course-restricted files, turning in assignments, and distributing grades, comments, and similar. | ||
* [https://www.lib.washington.edu/help/connect/tools UW Library Proxy] — I'm going to expect that you can use the UW Libraries proxy to access material that UW subscribes to from off campus. You'll need to to get material to read for class. | * [https://www.lib.washington.edu/help/connect/tools UW Library Proxy] — I'm going to expect that you can use the UW Libraries proxy to access material that UW subscribes to from off campus. You'll need to to get material to read for class. | ||
* [https://discord.com/ Discord] — Discord is a chat system that we'll be using in the course to stay in touch between class and to discuss things asynchronously. It has screensharing and voice chat as well. There is a mobile app as well as a downloadable desktop app that you may find useful but you should be able to do everything you need to while using the web interface version. If you've got a question about an assignment, this is almost certainly going to be the the fastest and best way to get my attention. One benefit of asking a question on Discord is that others in the class will be able to see our answer to you! Instructions on joining the Discord server are in the [https://canvas.uw.edu/courses/1734931/pages/course-setup-checklist Class Setup Checklist]. You'll see that there are a series of channels we've created. If you don't see an obvious place to ask your question, go ahead and ask it in the #general | * [https://discord.com/ Discord] — Discord is a chat system that we'll be using in the course to stay in touch between class and to discuss things asynchronously. It has screensharing and voice chat as well. There is a mobile app as well as a downloadable desktop app that you may find useful but you should be able to do everything you need to while using the web interface version. If you've got a question about an assignment, this is almost certainly going to be the the fastest and best way to get my attention. One benefit of asking a question on Discord is that others in the class will be able to see our answer to you! Instructions on joining the Discord server are in the [https://canvas.uw.edu/courses/1734931/pages/course-setup-checklist Class Setup Checklist]. You'll see that there are a series of channels we've created. If you don't see an obvious place to ask your question, go ahead and ask it in the #general channel. | ||
* [https://www.panopto.com Panopto] — UW uses the video hosting service Panopto which I will be using to share all the lectures and recorded parts for this course. | * [https://www.panopto.com Panopto] — UW uses the video hosting service Panopto which I will be using to share all the lectures and recorded parts for this course. | ||
<!-- * [https://zoom.us Zoom] — UW strongly recommends that all courses be conducted in Zoom so I will be following their advice. Our case studies will involve Zoom.--> | <!-- * [https://zoom.us Zoom] — UW strongly recommends that all courses be conducted in Zoom so I will be following their advice. Our case studies will involve Zoom.--> | ||
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You should expect this syllabus to be a dynamic document (not a 'contract'). 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 (not a 'contract'). 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. This means that if I don't fill in a reading marked "{{tbd}}" six days before it's due, it is dropped. If I don't change something marked "{{tentative}}" before the deadline, then it is assigned. This also means that if you plan to read more than six days ahead, contact me first. | * 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. I will send an announcement '''no later than before I go to sleep each Sunday evening''' that fixes the schedule for the next week. This means that if I don't fill in a reading marked "{{tbd}}" six days before it's due, it is dropped. If I don't change something marked "{{tentative}}" before the deadline, then it is assigned. This also means that if you plan to read more than six days ahead, contact me first. | ||
* Because this syllabus is 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 the weekly [https://canvas.uw.edu/courses/1734931/announcements announcement on Canvas] sent that will be emailed to everybody in the class. Closely monitor your email or the announcements section on the [https://canvas.uw.edu/courses/1734931/announcements course website on Canvas] to make sure you don't miss these announcements. | * Because this syllabus is 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 the weekly [https://canvas.uw.edu/courses/1734931/announcements announcement on Canvas] sent that will be emailed to everybody in the class. Closely monitor your email or the announcements section on the [https://canvas.uw.edu/courses/1734931/announcements course website on Canvas] to make sure you don't miss these announcements. | ||
* 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. | ||
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'''(1)''' First, complete the online training topics for week 2 in the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Spring) the class WikiEdu dashboard]. | '''(1)''' First, complete the online training topics for week 2 in the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Spring) the class WikiEdu dashboard]. | ||
'''(2)''' Second, to practice editing and communicating on Wikipedia, introduce yourself to | '''(2)''' Second, to practice editing and communicating on Wikipedia, introduce yourself to Kaylea and at least one classmate on Wikipedia (it can be anybody) using their talk page (not your own talk page!). My username is [http://en.wikipedia.org/wiki/User:Khascall Kaylea Champion] and you can find a list of all of your classmates on the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Spring)/students WikiEdu class page]. | ||
'''(3)''' Third, choose 3-5 possible articles in Wikipedia that you would like to significantly expand and improve. The WikiEdu module will walk you through sketching some brief notes on changes you might make; the next step will have you dig more deeply into a single article. | '''(3)''' Third, choose 3-5 possible articles in Wikipedia that you would like to significantly expand and improve. The WikiEdu module will walk you through sketching some brief notes on changes you might make; the next step will have you dig more deeply into a single article. | ||
Please choose an article that is as short and simple as possible and I ''strongly'' recommend that you choose a "stub" article on Wikipedia. Because some people are going to start with articles that are better than others, we're going to assess you on the amount to which you can improve the article—not on the final state of the article. | |||
You can find a list of Stub articles arranged by topic here (there are literally ''millions''): | You can find a list of Stub articles arranged by topic here (there are literally ''millions''): | ||
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* [https://en.wikipedia.org/wiki/Wikipedia:Requested_articles Requested Articles] — This is a list of articles that others have asked to be created. It is sorted into categories and sub-categories. When you're looking at the list, remember that it's possible that somebody else has "gotten" to them first and forgot to remove it. Remember that a [https://en.wikipedia.org/wiki/Wikipedia:Red_link red link] indicates that there is no page with that name. | * [https://en.wikipedia.org/wiki/Wikipedia:Requested_articles Requested Articles] — This is a list of articles that others have asked to be created. It is sorted into categories and sub-categories. When you're looking at the list, remember that it's possible that somebody else has "gotten" to them first and forgot to remove it. Remember that a [https://en.wikipedia.org/wiki/Wikipedia:Red_link red link] indicates that there is no page with that name. | ||
When you're done | When you're done selecting an article, you'll see that there is a "'''Choose your article'''" exercise on the WikiEdu dashboard that will end with you being prompted to fill out a page on Wikipedia with a list of articles you want to work on. You only need to fill out the top option but it might be nice to list a few options in order of preferences. The page will ask for "Evaluation" and "Sources" but we're going to get to this in the next step so you can just leave this blank and just list the articles. | ||
<!-- You should fill out [https://en.wikipedia.org/wiki/Special:MyPage/Choose_an_Article?veaction=edit&preload=Template:Dashboard.wikiedu.org_choose_article this form which will justify your selection in a new "private" page on Wikipedia].---> | <!-- You should fill out [https://en.wikipedia.org/wiki/Special:MyPage/Choose_an_Article?veaction=edit&preload=Template:Dashboard.wikiedu.org_choose_article this form which will justify your selection in a new "private" page on Wikipedia].---> | ||
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Because the nuts-and-bolts of completing this is complicated, I'm sharing a short screencast made by a prior instructor when he taught this class: | Because the nuts-and-bolts of completing this is complicated, I'm sharing a short screencast made by a prior instructor when he taught this class: | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=49b6eb9a-4f06-4dcb-8327-af8e00016e9b Screencast of Wikipedia Task #3] (Requires Canvas access) | ||
* Note: Rules about copyright and plagiarism still apply in your sandbox -- and your sandbox is not private. Some images (like logos) are not approved for use in the sandboxes, even though they are allowed in the main Wikipedia page! To check your sandbox for this issue, and BEFORE you copy-paste in the article, click each image in the article you're planning to improve. If the image is marked "Fair use" in the media viewer ([[fairuse image - do not clone |see an example]] of what that looks like), you will need to delete the link from your sandbox, and make a plan to re-add it by hand when your article goes live. | * Note: Rules about copyright and plagiarism still apply in your sandbox -- and your sandbox is not private. Some images (like logos) are not approved for use in the sandboxes, even though they are allowed in the main Wikipedia page! To check your sandbox for this issue, and BEFORE you copy-paste in the article, click each image in the article you're planning to improve. If the image is marked "Fair use" in the media viewer ([[fairuse image - do not clone |see an example]] of what that looks like), you will need to delete the link from your sandbox, and make a plan to re-add it by hand when your article goes live. | ||
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;Due Date: Friday April 19 | ;Due Date: Friday April 19 | ||
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Spring)the class WikiEdu dashboard] | ;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Spring)the class WikiEdu dashboard] | ||
* Select '''two''' classmates’ articles that you will peer review and copy-edit. To sign up, you can mark this in [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Spring) the dashboard] by using the '''Assign a review''' button. Try to pick articles that other students are not yet reviewing. | * Select '''two''' classmates’ articles that you will peer review and copy-edit. To sign up, you can mark this in [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Spring) the dashboard] by using the '''Assign a review''' button. Try to pick articles that other students are not yet reviewing. | ||
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;Deliverables: Make contributions in Wikipedia | ;Deliverables: Make contributions in Wikipedia | ||
* Polish your article, it should be ready for public consumption. There are some general suggestions on polishing in [[/Wikipedia task 6]]. | * Polish your article, it should be ready for public consumption. There are some general suggestions on polishing in [[/Wikipedia task 6]]. | ||
* Move sandbox articles into the "(Article)" name space by following the instruction in [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * Move sandbox articles into the "(Article)" name space by following the instruction in [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ee124c27-8c5a-4bc4-a8c8-af8e0001ab25 this video Dr Hill recorded] or in [[/Wikipedia task 6]]. | ||
==== Wikipedia Task #7 ==== | ==== Wikipedia Task #7 ==== | ||
;Task: Turn in your report | ;Task: Turn in your report -- an evaluative essay | ||
;Due Date: Sunday May 5 | ;Due Date: Sunday May 5 | ||
;Deliverables: | ;Deliverables: | ||
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;* Maximum length for report: 1000 words (~4 pages double spaced) | ;* Maximum length for report: 1000 words (~4 pages double spaced) | ||
Turn your report -- an evaluative | Turn your report -- an evaluative essay -- as a subpage of your userpage. For example, I would create mine with http://en.wikipedia.org/wiki/User:Khascall/Report as the URL. Of course, you should replace "Khascall" 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 URL. | ||
When you go that page, it will say '''Wikipedia does not have a user page with this exact name.''' | When you go that page, it will say '''Wikipedia does not have a user page with this exact name.''' | ||
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You can create the new page by just clicking the "Create" tab on that page. When you're done, you can paste the URL into Canvas. | You can create the new page by just clicking the "Create" tab on that page. When you're done, you can paste the URL into Canvas. | ||
==== Assessment: Wikipedia Assignment ==== | |||
==== Assessment: Wikipedia Assignment | |||
I will use the following criteria as a rubric for assessing your work on the contributions made to Wikipedia: | I will use the following criteria as a rubric for assessing your work on the contributions made to Wikipedia: | ||
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# Substantial new article text shows fluency in Wikipedia norms — A student fluent in Wikipedia norms will have created a substantial article or brought an existing article at least one quality class to a higher one in the eyes of most Wikipedia members by adding new encyclopedic text, adhering to policies on tone, adding references for statements from reliable third party sources, and so on. | # Substantial new article text shows fluency in Wikipedia norms — A student fluent in Wikipedia norms will have created a substantial article or brought an existing article at least one quality class to a higher one in the eyes of most Wikipedia members by adding new encyclopedic text, adhering to policies on tone, adding references for statements from reliable third party sources, and so on. | ||
# Peer reviews of other student were thoughtful, critical, and constructive. | # Peer reviews of other student were thoughtful, critical, and constructive. | ||
# Deadlines for tasks #1- | # Deadlines for tasks #1-7 were met in a way that allowed for the interactive and collaborative aspects of the class (e.g., draft was published to allow for reviews, peer reviews were made on time, article was published live on time, and so on). | ||
==== Assessment: Wikipedia Analysis | ==== Assessment: Wikipedia Analysis ==== | ||
In addition to finishing up your Wikipedia article, everybody should turn in a report analyzing the Wikipedia community, using your experience and the material we've covered so far to offering an assessment and 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 analyzing the Wikipedia community, using your experience and the material we've covered so far to offering an assessment and 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. | ||
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==== Final Projects: Critical Analysis of Online Community ==== | ==== Final Projects: Critical Analysis of Online Community ==== | ||
;Final (Virtual) Presentation Date: May | ;Final (Virtual) Presentation Date: May 21 | ||
;Virtual Critique Date: May | ;Virtual Critique Date: May 24 | ||
;Paper Due Date: Jun 3 @ 11:59pm | ;Paper Due Date: Jun 3 @ 11:59pm | ||
;Maximum paper length: 2,500 words | ;Maximum paper length: 2,500 words | ||
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* Work through any issues with the setup checklist (if time) | * Work through any issues with the setup checklist (if time) | ||
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'''Resources:''' | '''Resources:''' | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=181b06b1-83fa-406e-a807-af7f012f3e90 Class recording] | ||
* [https://canvas.uw.edu/files/100383591/download?download_frd=1 Class slides] | |||
* [https://canvas.uw.edu/files/ | --> | ||
'''Optional Readings:''' | '''Optional Readings:''' | ||
* Bruckman, Amy. 2006. [https://www.cc.gatech.edu/~asb/papers/conference/bruckman-community-chi06.pdf A new perspective on ‘community’ and its implications for computer-mediated communication systems]. In ''Extended Abstracts of the ACM CHI Conference on Human Factors in Computing Systems'', pp. 616-621. | * Bruckman, Amy. 2006. [https://www.cc.gatech.edu/~asb/papers/conference/bruckman-community-chi06.pdf A new perspective on ‘community’ and its implications for computer-mediated communication systems]. In ''Extended Abstracts of the ACM CHI Conference on Human Factors in Computing Systems'', pp. 616-621. | ||
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'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=6bf2d51a-a3ff-447a-aded-af7a00317219 Class Preview] ''← Start Here'' | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=9a86fe55-1949-4da5-b6c8-b1350121c8e0 Motivation and Incentives 1 (Part 1/3): Introduction and Framing] [13m38s] | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=9a86fe55-1949-4da5-b6c8-b1350121c8e0 Motivation and Incentives 1 (Part 1/3): Introduction and Framing] [13m38s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=5ba60da9-c95b-4154-9c56-b1350121c92e Motivation and Incentives 1 (Part 2/3): Motivating Participation through Asking] [9m54s] | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=5ba60da9-c95b-4154-9c56-b1350121c92e Motivation and Incentives 1 (Part 2/3): Motivating Participation through Asking] [9m54s] | ||
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* [https://canvas.uw.edu/files/118185399/download?download_frd=1 Class Preview Slides] (Requires Canvas access) | * [https://canvas.uw.edu/files/118185399/download?download_frd=1 Class Preview Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/117852045/download?download_frd=1 Motivation Lecture Slides] (Requires Canvas access) | * [https://canvas.uw.edu/files/117852045/download?download_frd=1 Motivation Lecture Slides] (Requires Canvas access) | ||
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* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100485701/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=de6006ca-dcbc-4478-8521-af8101326729 Class Video Recording] (Requires Canvas access) | ||
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'''Required Reading:''' (read ''before'' class) | '''Required Reading:''' (read ''before'' class) | ||
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* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 2, pg 21-40 (Sections 1-3) | * [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 2, pg 21-40 (Sections 1-3) | ||
* [Case] Modi, Maulik. 2019. “Yelp — What Happened!!” Medium. December 1, 2019. https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235. {{avail-free|https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235}} | * [Case] Modi, Maulik. 2019. “Yelp — What Happened!!” Medium. December 1, 2019. https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235. {{avail-free|https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235}} | ||
* [Case] Parikh, Anish A., Carl Behnke, Doug Nelson, Mihaela Vorvoreanu, and Barbara Almanza. 2015. “A Qualitative Assessment of Yelp.Com Users’ Motivations to Submit and Read Restaurant Reviews.” Journal of Culinary Science & Technology 13 (1): 1–18. | * [Case] Parikh, Anish A., Carl Behnke, Doug Nelson, Mihaela Vorvoreanu, and Barbara Almanza. 2015. “A Qualitative Assessment of Yelp.Com Users’ Motivations to Submit and Read Restaurant Reviews.” Journal of Culinary Science & Technology 13 (1): 1–18. https://doi.org/10.1080/15428052.2014.952474. {{avail-canvas|https://canvas.uw.edu/files/100009976/download}} | ||
* [Case] Stone, Madeline. 2014. “Elite Yelpers Hold Immense Power, and They Get Treated like Kings by Bars and Restaurants Trying to Curry Favor.” Business Insider. August 22, 2014. https://www.businessinsider.com/how-to-become-yelp-elite-2014-8. {{avail-free|https://www.businessinsider.com/how-to-become-yelp-elite-2014-8}} | * [Case] Stone, Madeline. 2014. “Elite Yelpers Hold Immense Power, and They Get Treated like Kings by Bars and Restaurants Trying to Curry Favor.” Business Insider. August 22, 2014. https://www.businessinsider.com/how-to-become-yelp-elite-2014-8. {{avail-free|https://www.businessinsider.com/how-to-become-yelp-elite-2014-8}} | ||
* [Case] Ha, Anthony. 2017. “Yelp Launches New Feature for Asking and Answering Questions about Any Business.” TechCrunch (blog). February 14, 2017. | * [Case] Ha, Anthony. 2017. “Yelp Launches New Feature for Asking and Answering Questions about Any Business.” TechCrunch (blog). February 14, 2017. http://social.techcrunch.com/2017/02/14/yelp-q-and-a/. {{avail-free|http://social.techcrunch.com/2017/02/14/yelp-q-and-a/}} | ||
* [Case] "Algorithms and Invisibility: My Interview with Kandis" Safiya Umoja Noble, from her book ''Algorithms of Oppression'' p. 172-179 (example of Yelp interacting with a small business) [https://ebookcentral.proquest.com/lib/washington/reader.action?docID=4834260&ppg=189 UW Library Ebook] | * [Case] "Algorithms and Invisibility: My Interview with Kandis" Safiya Umoja Noble, from her book ''Algorithms of Oppression'' p. 172-179 (example of Yelp interacting with a small business) [https://ebookcentral.proquest.com/lib/washington/reader.action?docID=4834260&ppg=189 UW Library Ebook] | ||
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If you're feeling overwhelmed, frustrated, or confused, [https://canvas.uw.edu/files/86275865/download?download_frd=1| take a look at this document from a discussion I had with students about succeeding in this course]. | If you're feeling overwhelmed, frustrated, or confused, [https://canvas.uw.edu/files/86275865/download?download_frd=1| take a look at this document from a discussion I had with students about succeeding in this course]. | ||
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=== January 10 (Tuesday): Motivation (Part II), Twitch === | |||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=271d4082-62a5-461e-a07c-af7f002539ff Class Preview] [2m25s] ''← Start Here'' | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2d59ba5c-7098-4346-b579-af7f00194196 Motivation and Incentives (Part II) 1/3): Gaming the system] [17m51s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=f483537b-dd59-48aa-bbb9-af7f0018f397 Motivation and Incentives (Part II) 2/3): Motivation crowding and group dynamics] [15m09s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bd125cc8-06a3-4ff0-890a-af7f00191949 Motivation and Incentives (Part II) 3/3): Takeaways] [5m02s] | ||
* [Case] [https:// | * [Case] [https://www.ted.com/talks/emmett_shear_what_streaming_means_for_the_future_of_entertainment Twitch co-founder Emmett Shear] [14m46s] | ||
* [https://www.ted.com/talks/erin_marie_saltman_how_young_people_join_violent_extremist_groups_and_how_to_stop_them Extremist communities online] [11:30] | |||
* [https://www.ted.com/talks/sally_woellner_dark_patterns_how_design_seeks_to_control_us Dark patterns] [10:07] | * [https://www.ted.com/talks/sally_woellner_dark_patterns_how_design_seeks_to_control_us Dark patterns] [10:07] | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100413004/download?download_frd=1 Reading Note #2] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100009982/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/100726845/download?download_frd=1 Case Boards] (Requires Canvas access) | |||
* [https://canvas.uw.edu/files/ | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b6d5239a-8cc2-49b9-8bc8-af86013e1415Class Video Recording] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
'''Required Readings:''' | '''Required Readings:''' | ||
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* [Case] “Achievements.” n.d. Twitch. Accessed January 7, 2020. https://help.twitch.tv/s/article/achievements?language=en_US. {{avail-free|1=https://help.twitch.tv/s/article/achievements?language=en_US}} | * [Case] “Achievements.” n.d. Twitch. Accessed January 7, 2020. https://help.twitch.tv/s/article/achievements?language=en_US. {{avail-free|1=https://help.twitch.tv/s/article/achievements?language=en_US}} | ||
* [Case] Grayson, Nathan. 2018. “Twitch Partners Feeling Burned After Affiliates Receive Features That Took Them Years To Earn.” Kotaku. June 14, 2018. https://kotaku.com/twitch-partners-feeling-burned-after-affiliates-receive-1826810027. {{avail-free|https://kotaku.com/twitch-partners-feeling-burned-after-affiliates-receive-1826810027}} | * [Case] Grayson, Nathan. 2018. “Twitch Partners Feeling Burned After Affiliates Receive Features That Took Them Years To Earn.” Kotaku. June 14, 2018. https://kotaku.com/twitch-partners-feeling-burned-after-affiliates-receive-1826810027. {{avail-free|https://kotaku.com/twitch-partners-feeling-burned-after-affiliates-receive-1826810027}} | ||
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* Willer, Robb (2009) "Groups Reward Individual Sacrifice: The Status Solution to the Collective Action Problem" American Sociological Review Volume 74, Issue 1 {{avail-free|https://www.jstor.org/stable/27736046}} | * Willer, Robb (2009) "Groups Reward Individual Sacrifice: The Status Solution to the Collective Action Problem" American Sociological Review Volume 74, Issue 1 {{avail-free|https://www.jstor.org/stable/27736046}} | ||
=== | === January 12 (Thursday): Commitment I, Reddit === | ||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bc8d6c0e-c63c-4244-a1ce-af82001f9ef0 Class Preview] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=03c8f08b-f404-4f1b-bf85-af81000fe6cf Commitment Part 1 (1/3): Introduction and Identity] [18m06s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=43b554ec-db8b-4241-ba53-af8100102b26 Commitment Part 1 (2/3): Bonds] [11m20s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b66ae033-5bb1-47ec-91d5-af8100105c96 Commitment Part 1 (3/3): Normative and needs-based] [19m01s] | ||
* | * [https://www.youtube.com/watch?v=4UQhEeDoIIE&ab_channel=ACMSIGCHI Platformed Racism in Reddit] ''Please note, this video includes racist discourse.'' | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100414255/download?download_frd=1 Reading Note #3] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100726844/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https:// | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3e34843b-bc3f-40db-b16c-af8801316ac5 Class Video Recording] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/100009980/download?download_frd=1 Lecture Slides] (Requires Canvas access) | |||
* [https://canvas.uw.edu/files/ | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 3, pg 77-102 | * [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 3, pg 77-102 (Section 1) | ||
In this case, we're going to be looking at five different "subreddit" communities within Reddit. In some of these cases, there is an enormous amount of material on the pages and subpages. Poke around for 10 minutes or so (please don't feel | In this case, we're going to be looking at five different "subreddit" communities within Reddit. In some of these cases, there is an enormous amount of material on the pages and subpages. Poke around for 10 minutes or so (please don't feel obligates to look longer than that, and don't read materials you find upsetting!) until you get a sense for who is participating and how and why people build commitment to the site such that you will be comfortable answering the questions in the reading note. Please ''do not'' post on the sites or disrupt them in any way. We're guests in their communities and you only need to look: | ||
* [Case] [https://www.reddit.com/r/aww/ /r/aww] — "Things that make you go AWW! -- like puppies, bunnies, babies, and so on..." | * [Case] [https://www.reddit.com/r/aww/ /r/aww] — "Things that make you go AWW! -- like puppies, bunnies, babies, and so on..." | ||
Line 510: | Line 496: | ||
* [Case] [https://www.reddit.com/r/SeattleWA/ /r/SeattleWA] — "the active Reddit community for Seattle, Washington and the Puget Sound area" | * [Case] [https://www.reddit.com/r/SeattleWA/ /r/SeattleWA] — "the active Reddit community for Seattle, Washington and the Puget Sound area" | ||
* [Case] [https://www.reddit.com/r/AmItheAsshole/ /r/AmITheAsshole aka /r/AITA] — "a catharsis for the frustrated moral philosopher in all of us" | * [Case] [https://www.reddit.com/r/AmItheAsshole/ /r/AmITheAsshole aka /r/AITA] — "a catharsis for the frustrated moral philosopher in all of us" | ||
* [Case] [https://www.reddit.com/r/ | * [Case] [https://www.reddit.com/r/DemonSlayerAnime/ r/DemonSlayerAnime] -- "A community dedicated to Demon Slayer: Kimetsu no Yaiba..." | ||
'''Optional Readings:''' | '''Optional Readings:''' | ||
=== | Qunfang Wu, Louisa Kayah Williams, Ellen Simpson, and Bryan Semaan. 2022. Conversations About Crime: | ||
Re-Enforcing and Fighting Against Platformed Racism on Reddit. Proc. ACM Hum.-Comput. Interact. 6, CSCW1, | |||
Article 54 (April 2022), 38 pages. https://doi.org/10.1145/3512901 {{avail-canvas|https://canvas.uw.edu/files/100398868/download}} | |||
=== January 13 (Friday): Wikipedia Task #2 DUE === | |||
Details on the assignment are on the [[#Wikipedia Task #2|section of this page describing the assignment]]. | Details on the assignment are on the [[#Wikipedia Task #2|section of this page describing the assignment]]. | ||
--> | |||
<!-- A template to help you think about how to improve an article [https://canvas.uw.edu/files/86587073/download?download_frd=1 is posted here]. An article you know how to improve is a great choice for the next phase of this project, where you'll put your plan into practice! [requires Canvas access] --> | <!-- A template to help you think about how to improve an article [https://canvas.uw.edu/files/86587073/download?download_frd=1 is posted here]. An article you know how to improve is a great choice for the next phase of this project, where you'll put your plan into practice! [requires Canvas access] --> | ||
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===January 17 (Tuesday): Commitment II, Facebook & Twitter=== | |||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=cc1ab259-c999-4d32-904e-af85006961c8 Class Preview] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=697ac169-048e-4f42-ac4d-af85006ae483 Commitment (Part 4/6): Group Size] [24m24s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7be63c48-f5bb-4bdd-add2-af85006b2120 Commitment (Part 5/6): Lock-in and more on need-based] [17m40s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=68b8d05c-9294-4bad-bbdb-af85006b60f7 Commitment (Part 6/6): Trade-offs between engagement and commitment] [7m41s] | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100544880/download?download_frd=1 Reading Note #4] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100548419/download?download_frd=1 Class Preview Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100009983/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/101079397/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0964f232-09a1-406b-90bc-af8d013baa73 Class Video Recording] (Requires Canvas access) | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 3, pg | * [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 3, pg 102-115 (Sections 2 - 4) | ||
* [Case] Ravenscraft, Eric. 2020. "[https://www.wired.com/story/how-to-spot-avoid-dark-patterns/ How to Spot--and Avoid--Dark Patterns on the Web]" Wired. July 29, 2020. | |||
* [Case] Romano, Aja. 2018. “[https://www.vox.com/culture/2018/3/22/17146776/delete-facebook-how-to-quit-difficult How Facebook Made It Impossible to Delete Facebook].” Vox. March 22, 2018. | * [Case] Romano, Aja. 2018. “[https://www.vox.com/culture/2018/3/22/17146776/delete-facebook-how-to-quit-difficult How Facebook Made It Impossible to Delete Facebook].” Vox. March 22, 2018. | ||
* [Case] Feiner, Lauren. 2021. "[https://www.cnbc.com/2021/04/19/facebook-expands-the-types-of-data-users-can-transfer-to-other-services.html Facebook Expands the Types of Data Users Can Transfer to Other Services]." CNBC. April 19, 2021. | * [Case] Feiner, Lauren. 2021. "[https://www.cnbc.com/2021/04/19/facebook-expands-the-types-of-data-users-can-transfer-to-other-services.html Facebook Expands the Types of Data Users Can Transfer to Other Services]." CNBC. April 19, 2021. | ||
* [Case] Choudary, Sangeet Paul. 2014. “[https://www.wired.com/insights/2014/03/reverse-network-effects-todays-social-networks-can-fail-grow-larger/ Reverse Network Effects: Why Today’s Social Networks Can Fail as They Grow Larger].” Wired, March 13, 2014. | * [Case] Choudary, Sangeet Paul. 2014. “[https://www.wired.com/insights/2014/03/reverse-network-effects-todays-social-networks-can-fail-grow-larger/ Reverse Network Effects: Why Today’s Social Networks Can Fail as They Grow Larger].” Wired, March 13, 2014. | ||
* [Case] Peters, Jay. 2022. "[https://www.theverge.com/2022/12/15/23512113/twitter-blocking-mastodon-links-elon-musk-elonjet Twitter is blocking links to Mastodon]" The Verge. December 15, 2022. | * [Case] Peters, Jay. 2022. "[https://www.theverge.com/2022/12/15/23512113/twitter-blocking-mastodon-links-elon-musk-elonjet Twitter is blocking links to Mastodon]" The Verge. December 15, 2022. | ||
--> | |||
<!-- | |||
=== January 19 (Thursday): Norms and Regulation I, Codes of Conduct and Toxicity === | |||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
Please note that Dr. Hill discusses norms in the context of software projects quite a bit -- but our case will | Please note that Dr. Hill discusses norms in the context of software projects quite a bit -- but our case will return our attention to two environments we've visited before, Yelp and Reddit. If you're interested in the software case, the materials are in the optional section. | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7ba250b3-42df-4b39-ac94-af88017eff35 Class Preview] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4efe44fc-709d-4925-aac0-af880170af09 Norms and Regulation I (Part 1/4): Introduction] [8m17s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b7c47aa1-75f3-4bc3-8811-af880170e082 Norms and Regulation I (Part 2/4): What are norms?] [9m11s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=32b3b7c3-47d9-45e1-b4b0-af8801711f90 Norms and Regulation I (Part 3/4): Descriptive norms] [18m54s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7ddcbd5b-52d4-4e72-8ed3-af8801714f8f Norms and Regulation I (Part 4/4): Injunctive norms] [12m32s] | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100842495/download?download_frd=1 Reading Note #5] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100009995/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100724292/download?download_frd=1 Class Preview] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://canvas.uw.edu/files/101395127/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=cbf9a752-ad17-482a-a0dd-af8f01312b00 Class Video Recording] (Requires Canvas access) | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 4, pg 125-140 (Sections 1-3) | * [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 4, pg 125-140 (Sections 1-3) | ||
* [Case] The posted rules widget for the 5 subreddits we examined, located in a box on the right side of the subreddit page. | * [Case] The posted rules widget for the 5 subreddits we examined, located in a box on the right side of the subreddit page. | ||
**[https://www.reddit.com/r/aww/ /r/aww] | **[https://www.reddit.com/r/aww/ /r/aww] | ||
Line 585: | Line 568: | ||
**[https://www.reddit.com/r/SeattleWA/ /r/SeattleWA] | **[https://www.reddit.com/r/SeattleWA/ /r/SeattleWA] | ||
**[https://www.reddit.com/r/AmItheAsshole/ /r/AmITheAsshole aka /r/AITA] | **[https://www.reddit.com/r/AmItheAsshole/ /r/AmITheAsshole aka /r/AITA] | ||
**[https://www.reddit.com/r/ | **[https://www.reddit.com/r/DemonSlayerAnime/ r/DemonSlayerAnime] | ||
* [Case] [https://www.yelp.com/guidelines Yelp's guidelines] -- hit 'expand all' to see the full list | * [Case] [https://www.yelp.com/guidelines Yelp's guidelines] -- hit 'expand all' to see the full list | ||
* [Case] Courtney Miller, Sophie Cohen, Bogdan Vasilescu, Christian Kästner. 2022. “Did You Miss My Comment or What?” Understanding Toxicity in Open Source Discussions. In 44th International Conference on Software Engineering (ICSE ’22), May 21–29, 2022, Pittsburgh, PA, USA. ACM, New York, NY, USA, 13 pages. [https://doi.org/10.1145/3510003.3510111 Downloadable Article] | |||
'''Optional Readings:''' | '''Optional Readings:''' | ||
* [https://en.wikipedia.org/wiki/Code_of_Hammurabi Code of Hammurabi] | * [https://en.wikipedia.org/wiki/Code_of_Hammurabi Code of Hammurabi] | ||
If you'd like to learn more about codes of conduct in free software communities, check out: | If you'd like to learn more about codes of conduct in free software communities, check out: | ||
* [Case] Tourani, Parastou, Bram Adams, and Alexander Serebrenik. 2017. “Code of Conduct in Open Source Projects.” In 2017 IEEE 24th International Conference on Software Analysis, Evolution and Reengineering (SANER), 24–33. https://doi.org/10.1109/SANER.2017.7884606. {{avail-uw|https://doi.org/10.1109/SANER.2017.7884606}} | * [Case] Tourani, Parastou, Bram Adams, and Alexander Serebrenik. 2017. “Code of Conduct in Open Source Projects.” In 2017 IEEE 24th International Conference on Software Analysis, Evolution and Reengineering (SANER), 24–33. https://doi.org/10.1109/SANER.2017.7884606. {{avail-uw|https://doi.org/10.1109/SANER.2017.7884606}} | ||
If you'd like to look at | If you'd like to look at what some of these codes of conduct include, check out: | ||
* [Case] [https://www.ruby-lang.org/en/conduct/ Ruby Code of Conduct] (For context, you can read more about Ruby on the [[:wikipedia:Ruby (programming language)|Ruby Wikipedia article]] if you are curious.) | * [Case] [https://www.ruby-lang.org/en/conduct/ Ruby Code of Conduct] (For context, you can read more about Ruby on the [[:wikipedia:Ruby (programming language)|Ruby Wikipedia article]] if you are curious.) | ||
Line 607: | Line 587: | ||
** [https://wiki.gnome.org/Foundation/CodeOfConduct/CommitteeProcedures GNOME Code of Conduct committee procedures] (less important but worth skimming) | ** [https://wiki.gnome.org/Foundation/CodeOfConduct/CommitteeProcedures GNOME Code of Conduct committee procedures] (less important but worth skimming) | ||
=== | === January 20 (Friday): DUE: Wikipedia Task #3 === | ||
Details on the assignment are on the [[#Wikipedia Task #3|section of this page describing the assignment]]. | Details on the assignment are on the [[#Wikipedia Task #3|section of this page describing the assignment]]. | ||
=== | === January 24 (Tuesday): Norms and Regulation (Part II), Trolls and Spammers and N00bs Oh My === | ||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b272d769-8d8a-4c60-8ef3-af8d001be5da Class Preview] [4m26s] | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3b072153-e1e3-4197-ad29-af8801719151 Norms and Regulation Part 2, 1/3 -- Threats] [20m07s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=86fd2bc3-8f67-48b9-a409-af880171bd64 Norms and Regulation Part 2, 2/3 -- Responses] [22m05s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=5f20e7c8-c7ce-4c8b-af3f-af880171e4d1 Norms and Regulation Part 2, 3/3 -- Collateral Damage] [6m41s] | ||
* [https://www.youtube.com/watch?v=mLyOj_QD4a4 Leeroy Jenkins] — Extra video mentioned in lecture (Youtube) | * [https://www.youtube.com/watch?v=mLyOj_QD4a4 Leeroy Jenkins] — Extra video mentioned in lecture (Youtube) | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100842110/download?download_frd=1 Reading Note #6] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100009996/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100842993/download?download_frd=1 Preview Slides] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://canvas.uw.edu/files/101395126/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=6dd48813-783a-4c77-be67-af9401317610 Class Video Recording] (Requires Canvas access) | |||
'''Required Readings:''' | '''Required Readings:''' | ||
Line 645: | Line 628: | ||
* Know Your Meme, 2014, [http://knowyourmeme.com/memes/rules-of-the-internet Rules of the Internet] | * Know Your Meme, 2014, [http://knowyourmeme.com/memes/rules-of-the-internet Rules of the Internet] | ||
=== | === January 26 (Thursday): Newcomers I, Zooniverse === | ||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=9eb88428-f840-4ffe-933f-af9000283c44 Newcomers Part 1 (1/3): Introduction] [11m53s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b61475dc-eef1-461d-8b5a-af900028723c Newcomers Part 1 (2/3): Recruitment] [15m09s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ce47eabc-2c4c-45cf-aa96-af900028a3e8 Newcomers Part 1 (3/3): Selection] [14m23s] | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100990935/download?download_frd=1 Reading Note #7] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100009999/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/101395124/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d96a81f1-6971-4fe8-8e7a-af9601415c50 Class Video Recording] (Requires Canvas access) | ||
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* Shaw, Aaron, and Benjamin Mako Hill. 2014. “Laboratories of Oligarchy? How the Iron Law Extends to Peer Production.” Journal of Communication 64 (2): 215–38. https://doi.org/10.1111/jcom.12082. ''[[https://doi.org/10.1111/jcom.12082 Available through UW libraries]]'' {{avail-free|https://mako.cc/academic/shaw_hill-laboratories_of_oligarchy-DRAFT.pdf}} | * Shaw, Aaron, and Benjamin Mako Hill. 2014. “Laboratories of Oligarchy? How the Iron Law Extends to Peer Production.” Journal of Communication 64 (2): 215–38. https://doi.org/10.1111/jcom.12082. ''[[https://doi.org/10.1111/jcom.12082 Available through UW libraries]]'' {{avail-free|https://mako.cc/academic/shaw_hill-laboratories_of_oligarchy-DRAFT.pdf}} | ||
=== | === January 27 (Friday): DUE: Wikipedia Task #4 === | ||
Details on the assignment are on the [[#Wikipedia Task #4|section of this page describing the assignment]]. | Details on the assignment are on the [[#Wikipedia Task #4|section of this page describing the assignment]]. | ||
=== January 31 (Tuesday): Newcomers II, Explosive Growth and Going Viral. Case: Reddit and Twitter === | |||
=== | |||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=a52d6cda-2deb-4a59-8387-af94005cf25d Class Preview] | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=5fc30bb2-8c21-4eff-9151-af92015668c2 Newcomers II (Part 1/3): Protection and socialization] [16m27s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=67a161bf-c085-4ac8-bfaf-af920156afa9 Newcomers II (Part 2/3): Retaining new users] [14m00s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=af2eab64-bff3-4fa5-8e0a-af920156f58f Newcomers II (Part 3/3): Concluding thoughts] [14m02s] | ||
* [Case] Kevin Allocca from YouTube [https:// | * [Case] Kevin Allocca from YouTube [https://www.ted.com/talks/kevin_allocca_why_videos_go_viral Why videos go viral], TedYouth2011. | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c609072e-1571-4b4b-9ec8-af94005e1246 Growth and Explosive Growth] [9m09s] | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/101086657/download?download_frd=1 Reading Note #8] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100009998/download?download_frd=1 Newcomers II Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/101160062/download?download_frd=1 Growth Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/101889468/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=10f4c956-4008-4e6a-8cad-af9b01313c83 Class Video Recording] (Requires Canvas access) | ||
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* [Case] Lin, Zhiyuan, Niloufar Salehi, Bowen Yao, Yiqi Chen, and Michael S. Bernstein. 2017. “Better When It Was Smaller? Community Content and Behavior After Massive Growth.” In Eleventh International AAAI Conference on Web and Social Media. Palo, Alto, CA: AAAI Press. https://www.aaai.org/ocs/index.php/ICWSM/ICWSM17/paper/view/15628. ''[[https://www.aaai.org/ocs/index.php/ICWSM/ICWSM17/paper/view/15628 Available through UW libraries]]'' '''Be sure to read the 10-page PDF, not just the abstract''' | * [Case] Lin, Zhiyuan, Niloufar Salehi, Bowen Yao, Yiqi Chen, and Michael S. Bernstein. 2017. “Better When It Was Smaller? Community Content and Behavior After Massive Growth.” In Eleventh International AAAI Conference on Web and Social Media. Palo, Alto, CA: AAAI Press. https://www.aaai.org/ocs/index.php/ICWSM/ICWSM17/paper/view/15628. ''[[https://www.aaai.org/ocs/index.php/ICWSM/ICWSM17/paper/view/15628 Available through UW libraries]]'' '''Be sure to read the 10-page PDF, not just the abstract''' | ||
* [Case] “This Is Damn Slick!” Estimating the Impact of Tweets on Open Source Project Popularity and New Contributors. Fang, H., Lamba, H., Herbsleb, J., and Vasilescu, B. International Conference on Software Engineering, ICSE, ACM (2022). https://doi.org/10.1145/3510003.3510121 ''[[https://doi.org/10.1145/3510003.3510121 Available through UW libraries]]'' | * [Case] “This Is Damn Slick!” Estimating the Impact of Tweets on Open Source Project Popularity and New Contributors. Fang, H., Lamba, H., Herbsleb, J., and Vasilescu, B. International Conference on Software Engineering, ICSE, ACM (2022). https://doi.org/10.1145/3510003.3510121 ''[[https://doi.org/10.1145/3510003.3510121 Available through UW libraries]]'' | ||
* [Case] You might also reference the article we already read about default subreddits and /r/NoSleep: Kiene, Charles, Andrés Monroy-Hernández, and Benjamin Mako Hill. 2016. “Surviving an ‘Eternal September’: How an Online Community Managed a Surge of Newcomers.” In Proceedings of the 2016 ACM Conference on Human Factors in Computing Systems (CHI ’16), 1152–1156. New York, NY: ACM Press. https://doi.org/10.1145/2858036.2858356. ''[[https://doi.org/10.1145/2858036.2858356 Available through UW libraries]]'' | |||
=== February 2 (Thursday): Anonymity and Identity Online === | |||
''' | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=55a679d4-f8e4-4e62-94cd-af940069d84b Anonymity in Communication Studies: Overview and History] [13m] | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c894f4aa-5813-45bd-94dd-af94006a2f32 Anonymity and Facets of Identifiability] [10m30s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
* [https://www.youtube.com/watch?v=8jNMzHB-f-s&ab_channel=KayleaChampion What's anonymity worth?] [7m20s] Conference talk from Kaylea Champion (MozFest 2022) | * [https://www.youtube.com/watch?v=8jNMzHB-f-s&ab_channel=KayleaChampion What's anonymity worth?] [7m20s] Conference talk from Kaylea Champion (MozFest 2022) | ||
* [https://www. | * [https://www.ted.com/talks/christopher_moot_poole_the_case_for_anonymity_online TED Talk: Christopher Poole describing 4chan] [11m8s] | ||
* [https://www. | * [https://www.ted.com/talks/jamie_bartlett_how_the_mysterious_dark_net_is_going_mainstream TED Talk: Jamie Bartlett and the Dark Web] [13m48s] | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/101161476/download?download_frd=1 Reading Note #9] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100010023/download?download_frd=1 Lecture Slides Part 1] and [https://canvas.uw.edu/files/100010023/download?download_frd=1 Lecture Slides Part 2] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/101889463/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=45ea9aff-2d69-488c-9957-af9d012fddee Class Video Recording] (Requires Canvas access) | ||
'''Required Readings:''' | '''Required Readings:''' | ||
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* Andrea Forte, Nazanin Andalibi, and Rachel Greenstadt. 2017. Privacy, Anonymity, and Perceived Risk in Open Collaboration: A Study of Tor Users and Wikipedians. In Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing (CSCW '17). Association for Computing Machinery, New York, NY, USA, 1800–1811. DOI:https://doi.org/10.1145/2998181.2998273 {{avail-uw|https://doi.org/10.1145/2998181.2998273}} | * Andrea Forte, Nazanin Andalibi, and Rachel Greenstadt. 2017. Privacy, Anonymity, and Perceived Risk in Open Collaboration: A Study of Tor Users and Wikipedians. In Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing (CSCW '17). Association for Computing Machinery, New York, NY, USA, 1800–1811. DOI:https://doi.org/10.1145/2998181.2998273 {{avail-uw|https://doi.org/10.1145/2998181.2998273}} | ||
'''Optional Readings | '''Optional Readings''' | ||
* Hill, B. M., & Shaw, A. (2021). The Hidden Costs of Requiring Accounts: Quasi-Experimental Evidence From Peer Production. Communication Research, 48(6), 771–795. https://doi.org/10.1177/0093650220910345 {{avail-uw|https://doi.org/10.1177/0093650220910345}} | * Hill, B. M., & Shaw, A. (2021). The Hidden Costs of Requiring Accounts: Quasi-Experimental Evidence From Peer Production. Communication Research, 48(6), 771–795. https://doi.org/10.1177/0093650220910345 {{avail-uw|https://doi.org/10.1177/0093650220910345}} | ||
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* [https://www.ted.com/talks/will_cathcart_the_future_of_digital_communication_and_privacy TED Talk: Will Cathcart and Whatsapp] [18m44s] | * [https://www.ted.com/talks/will_cathcart_the_future_of_digital_communication_and_privacy TED Talk: Will Cathcart and Whatsapp] [18m44s] | ||
=== | === February 3 (Friday): DUE: Wikipedia Task #5 === | ||
Details on the assignment are on the [[#Wikipedia Task #5|section of this page describing the assignment]]. | Details on the assignment are on the [[#Wikipedia Task #5|section of this page describing the assignment]]. | ||
=== | |||
=== February 7 (Tuesday): Creating New Communities I, Case: StackExchange and Reddit === | |||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=a2d79e64-cfee-41e3-a3be-af9a0142fb29 Creating New Communities I (Part 1/3): Introduction] [13m33s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c16d739a-4278-4a3e-8960-af9a01435610 Creating New Communities I (Part 2/3): Scope] [19m56s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=897cebbb-db11-4b73-8a0b-af9a0143a405 Creating New Communities I (Part 3/3): Utility Model of Creation] [20m22s] | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/101447138/download?download_frd=1 Reading Note #10] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100010003/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/101889459/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=aecd4a4a-1c76-4999-a175-afa201316bbc Class Video Recording] (Requires Canvas access) | ||
'''Required Readings:''' | '''Required Readings:''' | ||
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* [Case] [https://en.wikipedia.org/wiki/Wikipedia:Articles_for_creation Articles for Creation] | * [Case] [https://en.wikipedia.org/wiki/Wikipedia:Articles_for_creation Articles for Creation] | ||
=== | === February 9 (Thursday): Creating New Communities II, Almost Wikipedia and Open Humans === | ||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4710bd2d-3aca-49d8-bf49-af9a0143e939 Creating New Communities II: Almost Wikipedia] [15m52s] | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/101591256/download?download_frd=1 Reading Note #11] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100010003/download?download_frd=1 Lecture Slides - scroll to the end] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/102650801/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=44352098-307a-47e2-a376-afa40130c3a6 Class Video Recording] (Requires Canvas access) | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 6, pg 248-276 (Sections 3-4) | * [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 6, pg 248-276 (Sections 3-4) | ||
* [Case] Gordon-McKeon, Shauna. 2014. “Open Projects: Open Humans.” Blog. Center for Open Science: Open Science Collaboration. June 5, 2014. http://osc.centerforopenscience.org/2014/06/05/op-open-humans/. | * [Case] Gordon-McKeon, Shauna. 2014. “Open Projects: Open Humans.” Blog. Center for Open Science: Open Science Collaboration. June 5, 2014. http://osc.centerforopenscience.org/2014/06/05/op-open-humans/. | ||
* [Case] Greshake Tzovaras, Bastian, Misha Angrist, Kevin Arvai, Mairi Dulaney, Vero Estrada-Galiñanes, Beau Gunderson, Tim Head, et al. 2019. “Open Humans: A Platform for Participant-Centered Research and Personal Data Exploration.” GigaScience 8 (6). https://doi.org/10.1093/gigascience/giz076 {{avail-free|https://doi.org/10.1093/gigascience/giz076}} | * [Case] Greshake Tzovaras, Bastian, Misha Angrist, Kevin Arvai, Mairi Dulaney, Vero Estrada-Galiñanes, Beau Gunderson, Tim Head, et al. 2019. “Open Humans: A Platform for Participant-Centered Research and Personal Data Exploration.” GigaScience 8 (6). https://doi.org/10.1093/gigascience/giz076 {{avail-free|https://doi.org/10.1093/gigascience/giz076}} | ||
* [Case] You should spend at least 20 minutes browsing the [https://www.openhumans.org/ Open Humans website] including [https://www.openhumans.org/about/ their about page], [http://blog.openhumans.org/ their blog], [https://www.openhumans.org/community-guidelines/ their community guidelines], and so on. Whatever you need to speak confidently about how they can more effectively build a community! | * [Case] You should spend at least 20 minutes browsing the [https://www.openhumans.org/ Open Humans website] including [https://www.openhumans.org/about/ their about page], [http://blog.openhumans.org/ their blog], [https://www.openhumans.org/community-guidelines/ their community guidelines], and so on. Whatever you need to speak confidently about how they can more effectively build a community! | ||
* 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. | |||
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* 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. | ||
=== | === February 10 (Friday): DUE: Wikipedia Task #6 === | ||
Details are on the [[#Wikipedia Task #6|section of this page describing the assignment]]. | Details are on the [[#Wikipedia Task #6|section of this page describing the assignment]]. | ||
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--> | --> | ||
<!-- | |||
=== | === February 12 (Sunday): DUE: Wikipedia Task #7 === | ||
Details are on the [[#Wikipedia Task #7|section of this page describing the assignment]]. | Details are on the [[#Wikipedia Task #7|section of this page describing the assignment]]. | ||
=== | === February 14 (Tuesday): Wikipedia Assignment Debrief === | ||
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'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/101772514/download?download_frd=1 Reading Note 12] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/102650740/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://uw. | * [https://canvas.uw.edu/files/102651000/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=95e3a6f2-cc9a-4364-837a-afa9013181a8 Class Video Recording] (Requires Canvas access) | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* [Case] Morgan, Jonathan T., Siko Bouterse, Heather Walls, and Sarah Stierch. 2013. “Tea and Sympathy: Crafting Positive New User Experiences on Wikipedia.” In Proceedings of the 2013 Conference on Computer Supported Cooperative Work, 839–848. CSCW ’13. New York, NY: ACM. https://doi.org/10.1145/2441776.2441871. {{avail-uw|https://doi.org/10.1145/2441776.2441871}} {{avail-free|1=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.307.1301&rep=rep1&type=pdf}} | |||
* [Case] Morgan, Jonathan T., and | |||
* [Case] Narayan, Sneha, Jake Orlowitz, Jonathan Morgan, Benjamin Mako Hill, and Aaron Shaw. 2017. “The Wikipedia Adventure: Field Evaluation of an Interactive Tutorial for New Users.” In Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing, 1785–1799. CSCW ’17. New York, NY: ACM. https://dl.acm.org/doi/abs/10.1145/2998181.2998307. {{avail-uw|https://doi.org/10.1145/2998181.2998307}} | * [Case] Narayan, Sneha, Jake Orlowitz, Jonathan Morgan, Benjamin Mako Hill, and Aaron Shaw. 2017. “The Wikipedia Adventure: Field Evaluation of an Interactive Tutorial for New Users.” In Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing, 1785–1799. CSCW ’17. New York, NY: ACM. https://dl.acm.org/doi/abs/10.1145/2998181.2998307. {{avail-uw|https://doi.org/10.1145/2998181.2998307}} | ||
'''Optional Readings:''' | '''Optional Readings:''' | ||
* Halfaker, Aaron, R. Stuart Geiger, and Loren G. Terveen. 2014. “Snuggle: Designing for Efficient Socialization and Ideological Critique.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 311–320. CHI ’14. New York, NY: ACM. https://doi.org/10.1145/2556288.2557313. {{avail-uw|https://doi.org/10.1145/2556288.2557313}} | * Halfaker, Aaron, R. Stuart Geiger, and Loren G. Terveen. 2014. “Snuggle: Designing for Efficient Socialization and Ideological Critique.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 311–320. CHI ’14. New York, NY: ACM. https://doi.org/10.1145/2556288.2557313. {{avail-uw|https://doi.org/10.1145/2556288.2557313}} | ||
* Morgan, Jonathan T., and Aaron Halfaker. 2018. “Evaluating the Impact of the Wikipedia Teahouse on Newcomer Socialization and Retention.” In Proceedings of the 14th International Symposium on Open Collaboration, 20:1–20:7. OpenSym ’18. New York, NY: ACM. https://doi.org/10.1145/3233391.3233544. {{avail-uw|https://doi.org/10.1145/3233391.3233544}} | |||
=== February 16 (Thursday) Hacker and Modding Communities === | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/101839914/download?download_frd=1 Reading Note #13] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/100010017/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/102651048/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=538bb8a0-dc58-41d6-bc93-afab013116ca Class Video Recording Part 1] [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8140dce1-38cc-4e71-9979-afab013557d2 Part 2] (Requires Canvas access) | ||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bcb34d52-59f0-485d-8cf1-afa300366295 Hackers (Part 1/3): Introduction] [23m27s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0cf48ef9-9502-4a4c-bf1c-afa30036dbb5 Hackers (Part 2/3): CHDK Part 1] [17m47s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=32544038-1f96-4004-bc50-afa3003717d5 Hackers (Part 3/3): CHDK Part 2] [12m31s] | ||
'''Required Readings:''' | '''Required Readings:''' | ||
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* Scacchi, Walt. “Computer Game Mods, Modders, Modding, and the Mod Scene.” First Monday 15, no. 5 (2010). [http://firstmonday.org/ojs/index.php/fm/article/view/2965 free download] | * 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 download] | ||
=== | === February 17 (Friday): DUE: Community Identification === | ||
Details are on the [[#Community Identification]] section of this page. | Details are on the [[#Community Identification]] section of this page. | ||
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=== | === February 21 (Tuesday): Visual Communication Part 1: Authenticity -- Case: Instagram, Pinterest, and BeReal === | ||
'''Lectures (watch ''before'' class)''' | '''Lectures (watch ''before'' class)''' | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7a2ea91a-f84f-412e-b56b-afaa007455d3 Authenticity Part 1] [10m35s] What is authenticity? What is visual communication? | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=288e3c01-e481-4c8e-8073-afab006df477 Authenticity Part 2] [43m21s] How do we design communities for authenticity? Do visual dimensions help? | ||
'''Resources''' | '''Resources''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/102233592/download?download_frd=1 Reading note #14] | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/102256861/download?download_frd=1 Slides for Part 1 of the lecture] | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/102256789/download?download_frd=1 Slides for Part 2 of the lecture] | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/102651391/download?download_frd=1 Case Boards] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8b5d7e2c-3dcd-478b-8ed4-afb00130b19a Class Recording] | |||
* [https://canvas.uw.edu/files/102651367/download?download_frd=1 Class Slides] | |||
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* Salisbury, M., & Pooley, J. (2017). The #nofilter Self: The Contest for Authenticity among Social Networking Sites, 2002–2016. Social Sciences, 6(1), 10. https://doi.org/10.3390/socsci6010010 | * Salisbury, M., & Pooley, J. (2017). The #nofilter Self: The Contest for Authenticity among Social Networking Sites, 2002–2016. Social Sciences, 6(1), 10. https://doi.org/10.3390/socsci6010010 | ||
=== | === February 23 (Thursday): Visual Communication Part 2: Short Form Videos and Moderation. Case: Tiktok === | ||
'''Lectures''' (watch '''before''' class) | '''Lectures''' (watch '''before''' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=f779cced-bed7-4996-a081-afac01562385 Short Form Videos and Moderation] [21m33s] (available via Canvas) | ||
'''Resources''' | '''Resources''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/102480310/download?download_frd=1 Reading Note 15] | ||
* [https:// | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=111613f2-4c0f-4744-be91-afb201306c79 Class Recording Part 1] and [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7f062498-d89e-424d-b865-afb2013f4f5a Part 2] | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/102651596/download?download_frd=1 Case Boards] | ||
* [https://uw. | * [https://canvas.uw.edu/files/103530813/download?download_frd=1 Lecture Slides] | ||
'''Required Readings''' | '''Required Readings''' | ||
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* GIF history: https://www.vox.com/culture/2017/6/15/15802136/gif-turns-30-evolution-internet-history | * GIF history: https://www.vox.com/culture/2017/6/15/15802136/gif-turns-30-evolution-internet-history | ||
* Vine history: https://mashable.com/article/vine-archive-website -- check out the video with the 'best Vines of all time' to get a sense of what kind of content lived on vine. | * Vine history: https://mashable.com/article/vine-archive-website -- check out the video with the 'best Vines of all time' to get a sense of what kind of content lived on vine. | ||
=== | === Generative AI and Online Communities === | ||
'''Lectures''' | |||
'''Readings''' | |||
'''Hands On Activity''' | |||
<!-- for this activity, you will use generative AI; pick one of our case study platforms (wikipedia, tiktok, ...) and one of our course themes ( Motivation: How do online communities incentivize participation? | |||
Commitment: How do online communities build relationships to keep individuals involved? | |||
Rules and Governance: How do online communities create norms, rules, and governance? | |||
Newcomers: How do online communities attract — or fail to attract — newcomers? | |||
Creation: How should one start a new online community?). Examine this guide to prompt engineering and use it to build a query to ask chat gpt about applying the core concept to your case location of choice. experiment and play with the subject. ask, for example: how should wikipedia incentivize participation? what rules would improve stack exchange? I will ask in class: what community did you choose? what core concept? what advice did you get that seemed correct and supported by theory? what did the model suggest that you disagree with or you think is poorly supported? did you get specific advice or more generic advice? | |||
=== February 28 (Tuesday): Time, Emerging Technology, and Futurism === | |||
'''Lectures''' | '''Lectures''' | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8d99b9b7-7948-4676-a014-afb20012a86c Overview] [15m51s] | ||
* [https://www.ted.com/talks/tom_gruber_how_ai_can_enhance_our_memory_work_and_social_lives?referrer=playlist-what_are_we_really_teaching_ai&autoplay=true Tom Gruber on humanistic AI] [9m37s] | |||
* [https://www.ted.com/talks/pratik_shah_how_ai_is_making_it_easier_to_diagnose_disease Pratik Shah on AI and Disease Diagnosis] [4m50s] | |||
* [https://www.ted.com/talks/zeynep_tufekci_we_re_building_a_dystopia_just_to_make_people_click_on_ads Zeynep Tufekci on ethical perils in AI] [22m46s] | |||
* [https://www.tiktok.com/@professorcasey/video/7201109055337762094 Casey Fiesler's TikTok on Bing ChatGPT] | |||
* [https://www.tiktok.com/@professorcasey/video/7200457012109446443 Casey Fiesler's TikTok on Tech Ethics in the News 2023] | |||
'''Resources''' | '''Resources''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/102581474/download?download_frd=1 Reading Note 16] | ||
'''Required Readings''' | '''Required Readings''' | ||
The | * [https://openai.com/blog/chatgpt/ The front page of ChatGPT] | ||
* [https://en.wikipedia.org/wiki/Wikipedia:Wikipedia_Signpost/2023-02-20/Essay Essay in the Wikipedia Newsletter about ChatGPT] | |||
* Peters, J. (2023). Reddit thinks AI chatbots will 'complement' human connection, not replace it. ''The Verge'' [https://www.theverge.com/2023/2/10/23594786/reddit-bing-chatgpt-ai-google-search-bard Free online] | |||
* Vincent, J. (2022). AI-generated answers temporarily banned on coding Q&A site Stack Overflow. ''The Verge'' [https://www.theverge.com/2022/12/5/23493932/chatgpt-ai-generated-answers-temporarily-banned-stack-overflow-llms-dangers Free online] | |||
* Ross, Sage (2023). ChatGPT, Wikipedia, and student writing assignments [https://wikiedu.org/blog/2023/02/21/chatgpt-wikipedia-and-student-writing-assignments/ WikiEdu Blog Post] | |||
--> | |||
<!-- '''Optional Readings''' --> | |||
<!-- | |||
=== March 2 (Thursday): Responding to Emerging Technologies === | |||
= | [https://docs.google.com/document/d/1gaQunxqoiE_PBGPupPUGtkztSRPuAnraf_DEAF0QzNY/edit?usp=sharing Project Overview] | ||
To prepare for class, please read the overview of Cindy's project, and think up 2 or 3 questions you might ask her. We'll also have a wrap-up discussion, finishing our Tuesday case discussion as needed and talking through the activities of the 'virtual presentations' portion of the class. | |||
--> | |||
<!-- | |||
=== March 7 (Tuesday): No Class Meeting: Spend Time Watching and Giving Feedback on Presentations === | |||
'''Resources:''' | |||
* [https://canvas.uw.edu/courses/1612238/assignments/6879164 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. | |||
* | |||
'''Resources''' | '''Resources:''' | ||
* [ | |||
* [ | * [[/Final presentations|Details on the final presentation sessions]] including due dates/times, instructions, and so on. | ||
* The poster content should be an overview and preview of your final project. Details on the expectations for the final project are on [[#Final_Projects:_Critical_Analysis_of_Online_Community|the relevant section of this syllabus]]. | |||
'''No readings.''' The final classes will be devoted entirely to presentations. | |||
=== March 9 (Thursday): No Class Meeting: Spend Time Watching and Giving Feedback on Presentations === | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/courses/1612238/assignments/6879164 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. | |||
'''Resources:''' | |||
* [[/Final presentations|Details on the final presentation sessions]] including due dates/times, instructions, and so on. | |||
* The poster content should be an overview and preview of your final project. Details on the expectations for the final project are on [[#Final_Projects:_Critical_Analysis_of_Online_Community|the relevant section of this syllabus]]. | |||
'''No readings.''' The final classes will be devoted entirely to presentations. | |||
=== | === March 16 (Thursday): DUE: Final Projects === | ||
Details are on the [[#Final Projects: Critical Analysis of Online Community]] section of this page. | Details are on the [[#Final Projects: Critical Analysis of Online Community]] section of this page. | ||
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The best way to get in touch with me about issues in class will in the Discord server via asychronous messages sent to one of the text channels. This is preferable because any questions you have can be answered in a way that is visible to others in the class. | The best way to get in touch with me about issues in class will in the Discord server via asychronous messages sent to one of the text channels. This is preferable because any questions you have can be answered in a way that is visible to others in the class. | ||
My available hours are visible in [https:// | My available hours are visible in [https://harmonizely.com/kaylea this calendar scheduling site]. If my planned availability does not work for you, please contact me in the Discord server or over email to arrange a meeting at another time. | ||
=== Religious Accommodations === | === Religious Accommodations === | ||
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* [[Online Communities (UW COM481 Winter 2022)]] by [[User:Mako|Mako Hill]] | * [[Online Communities (UW COM481 Winter 2022)]] by [[User:Mako|Mako Hill]] | ||
* [[Interpersonal Media (Fall 2020)]] by [[User:Mako|Mako Hill]] | * [[Interpersonal Media (Fall 2020)]] by [[User:Mako|Mako Hill]] | ||
* [[Interpersonal Media (Winter 2020)]] by [[User:Mako|Mako Hill]] | |||
* [[Interpersonal Media (Winter 2020)]] by [[User:Mako|Mako Hill]] | * [[Interpersonal Media (Winter 2020)]] by [[User:Mako|Mako Hill]] | ||
* [[Interpersonal Media (Winter 2019)]] by [https://teblunthuis.cc/ Nate TeBlunthuis] | * [[Interpersonal Media (Winter 2019)]] by [https://teblunthuis.cc/ Nate TeBlunthuis] |