Editing Online Communities (UW COM481 Spring 2024)
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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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* [https://canvas.uw.edu/files/118796607/download?download_frd=1 Reading Note #4] (Requires Canvas access) | * [https://canvas.uw.edu/files/118796607/download?download_frd=1 Reading Note #4] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/118796628/download?download_frd=1 Class Preview Slides] (Requires Canvas access) | * [https://canvas.uw.edu/files/118796628/download?download_frd=1 Class Preview Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/117852044/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
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* [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) | |||
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'''Required Readings:''' | '''Required Readings:''' | ||
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'''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 focus 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. | ||
* Coming soon: Class Preview | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=09308978-7a09-4829-b4d6-b14701093b69 Norms and Regulation I (Part 1/4): Introduction] [8m17s] | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=09308978-7a09-4829-b4d6-b14701093b69 Norms and Regulation I (Part 1/4): Introduction] [8m17s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=f65497e4-14ab-4600-b0fc-b1470109bf03 Norms and Regulation I (Part 2/4): What should norms include?] [9m11s] | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=f65497e4-14ab-4600-b0fc-b1470109bf03 Norms and Regulation I (Part 2/4): What should norms include?] [9m11s] | ||
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'''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/ | * Coming Soon: 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) | |||
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'''Required Readings:''' | '''Required Readings:''' | ||
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=== April 16 (Tuesday): Norms and Regulation (Part II), Trolls and Spammers and N00bs Oh My === | === April 16 (Tuesday): Norms and Regulation (Part II), Trolls and Spammers and N00bs Oh My === | ||
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'''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:''' | ||
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* Lampe, Cliff, and Paul Resnick. 2004. “Slash(Dot) and Burn: Distributed Moderation in a Large Online Conversation Space.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 543–550. CHI ’04. New York, NY: ACM. https://doi.org/10.1145/985692.985761. {{avail-uw|https://doi.org/10.1145/985692.985761}} | * Lampe, Cliff, and Paul Resnick. 2004. “Slash(Dot) and Burn: Distributed Moderation in a Large Online Conversation Space.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 543–550. CHI ’04. New York, NY: ACM. https://doi.org/10.1145/985692.985761. {{avail-uw|https://doi.org/10.1145/985692.985761}} | ||
* 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] | ||
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=== April 18 (Thursday): Newcomers I, Zooniverse === | === April 18 (Thursday): Newcomers I, Zooniverse === | ||
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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=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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* Huang, Shih-Wen, Minhyang (Mia) Suh, Benjamin Mako Hill, and Gary Hsieh. 2015. “How Activists Are Both Born and Made: An Analysis of Users on Change.Org.” In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (CHI ’15), 211–220. New York, New York: ACM Press. https://doi.org/10.1145/2702123.2702559. ''[[https://doi.org/10.1145/2702123.2702559Available through UW libraries]]'' {{avail-free|https://mako.cc/academic/huang_suh_hill_hsieh-changeorg_born_made-CHI2015-preprint.pdf}} | * Huang, Shih-Wen, Minhyang (Mia) Suh, Benjamin Mako Hill, and Gary Hsieh. 2015. “How Activists Are Both Born and Made: An Analysis of Users on Change.Org.” In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (CHI ’15), 211–220. New York, New York: ACM Press. https://doi.org/10.1145/2702123.2702559. ''[[https://doi.org/10.1145/2702123.2702559Available through UW libraries]]'' {{avail-free|https://mako.cc/academic/huang_suh_hill_hsieh-changeorg_born_made-CHI2015-preprint.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}} | * 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}} | ||
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=== April 19 (Friday): DUE: Wikipedia Task #4 === | === April 19 (Friday): DUE: Wikipedia Task #4 === | ||
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=== April 23 (Tuesday): Newcomers II, Explosive Growth and Going Viral. Case: Reddit and Twitter === | === April 23 (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]]'' | |||
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=== April 25 (Thursday): Anonymity and Identity Online === | |||
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''' | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [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://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}} | ||
* Anonymous, To Reveal or Not to Reveal: A Theoretical Model of Anonymous Communication, Communication Theory, Volume 8, Issue 4, 1 November 1998, Pages 381–407, https://doi.org/10.1111/j.1468-2885.1998.tb00226.x {{avail-uw|https://doi.org/10.1111/j.1468-2885.1998.tb00226.x}} | * Anonymous, To Reveal or Not to Reveal: A Theoretical Model of Anonymous Communication, Communication Theory, Volume 8, Issue 4, 1 November 1998, Pages 381–407, https://doi.org/10.1111/j.1468-2885.1998.tb00226.x {{avail-uw|https://doi.org/10.1111/j.1468-2885.1998.tb00226.x}} | ||
* [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] | ||
--> | |||
=== April 26 (Friday): DUE: Wikipedia Task #5 === | === April 26 (Friday): DUE: Wikipedia Task #5 === | ||
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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://uw. | * [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 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. | ||
Line 1,261: | Line 1,282: | ||
* [[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] |