Editing Online Communities (UW COM481 Spring 2024)
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See the [[Online_Communities_(UW_COM481_Spring_2024)#Assessment: Wikipedia Analysis | assessment section]] of this page for details on what I will be grading for. | See the [[Online_Communities_(UW_COM481_Spring_2024)#Assessment: Wikipedia Analysis | assessment section]] of this page for details on what I will be grading for. | ||
==== 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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# Deadlines for tasks #1-6 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). | # Deadlines for tasks #1-6 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/117852059/download?download_frd=1 Newcomers II Lecture Slides] (Requires Canvas access) | * [https://canvas.uw.edu/files/117852059/download?download_frd=1 Newcomers II Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/117852028/download?download_frd=1 Growth Lecture Slides] (Requires Canvas access) | * [https://canvas.uw.edu/files/117852028/download?download_frd=1 Growth Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | <!-- | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [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=10f4c956-4008-4e6a-8cad-af9b01313c83 Class Video Recording] (Requires Canvas access) | |||
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'''Required Readings:''' | '''Required Readings:''' | ||
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* [https://canvas.uw.edu/files/119416163/download?download_frd=1 Reading Note #9] (Requires Canvas access) | * [https://canvas.uw.edu/files/119416163/download?download_frd=1 Reading Note #9] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/117852072/download?download_frd=1 Lecture Slides Part 1] and [https://canvas.uw.edu/files/117852071/download?download_frd=1 Lecture Slides Part 2] (Requires Canvas access) | * [https://canvas.uw.edu/files/117852072/download?download_frd=1 Lecture Slides Part 1] and [https://canvas.uw.edu/files/117852071/download?download_frd=1 Lecture Slides Part 2] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | <!-- | ||
* [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=45ea9aff-2d69-488c-9957-af9d012fddee Class Video Recording] (Requires Canvas access) | |||
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'''Required Readings:''' | '''Required Readings:''' | ||
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=== April 30 (Tuesday): Creating New Communities I, Case: StackExchange and Reddit === | === April 30 (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://www.digitaltrends.com/computing/how-to-create-your-own-subreddit/ How to Create a Subreddit] | * [Case] [https://www.digitaltrends.com/computing/how-to-create-your-own-subreddit/ How to Create a Subreddit] | ||
* [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] | ||
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=== May 2 (Thursday): Creating New Communities II, Case: Almost Wikipedia and Open Humans === | === May 2 (Thursday): Creating New Communities II, Case: Almost Wikipedia and Open Humans === | ||
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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=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. | ||
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=== May 3 (Friday): DUE: Wikipedia Task #6 === | === May 3 (Friday): DUE: Wikipedia Task #6 === | ||
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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]]. | ||
=== May 7 (Tuesday): Wikipedia Assignment Debrief | === May 7 (Tuesday): Wikipedia Assignment Debrief === | ||
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In the first part of class we'll talk about the assignments. In the second part of class, we'll talk about the case. | In the first part of class we'll talk about the assignments. In the second part of class, we'll talk about the case. | ||
'''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}} | |||
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=== May 9 (Thursday) Hacker and Modding Communities === | === May 9 (Thursday) Hacker and Modding Communities === | ||
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'''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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* Mollick, Ethan. “The Engine of the Underground: The Elite-Kiddie Divide.” SIGGROUP Bull. 25, no. 2 (2005): 23–27. [[http://portal.acm.org/citation.cfm?id=1067721.1067726 Available through UW Libraries]] | * Mollick, Ethan. “The Engine of the Underground: The Elite-Kiddie Divide.” SIGGROUP Bull. 25, no. 2 (2005): 23–27. [[http://portal.acm.org/citation.cfm?id=1067721.1067726 Available through UW Libraries]] | ||
* Scacchi, Walt. “Computer Game Mods, Modders, Modding, and the Mod Scene.” First Monday 15, no. 5 (2010). [http://firstmonday.org/ojs/index.php/fm/article/view/2965 free 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] | ||
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=== May 10 (Friday): DUE: Community Identification === | === May 10 (Friday): DUE: Community Identification === | ||
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=== May 14 (Tuesday): === | === May 14 (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 | ||
=== May 21 (Tuesday) Visual Communication Part 2: Short Form Videos and Moderation. Case: Tiktok === | --> | ||
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=== May 16 (Thursday): No in-class meeting: see activity notes (coming soon) === | |||
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=== May 21 (Tuesday): 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. | ||
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=== May 23 (Thursday): Generative AI and Online Communities === | |||
<!-- | |||
'''Lectures''' | '''Lectures''' | ||
'''Readings''' | |||
''' | '''Hands On Activity''' | ||
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<!-- for this activity, you will use generative AI; pick one of our case study platforms (wikipedia, tiktok, ...) | |||
what is your chosen community's policy on generative AI? | |||
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? | |||
Here's my idea so far: 1) ask people to choose a community from our list of case studies and find out its policy on gen ai and be prepared to tell us about it 2) report on how they think this community and policy might interact with motivation and commitment for participants 3) try out chatgpt -- ask it what <chosen community>'s policy is 4) critique chat gpt -- ask it 'how should <chosen community> <retain newcomers | increase commitment of participants>' and compare the answer to kraut & resnick, course material, etc. | |||
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=== May 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''' | ||
* | |||
* | * [https://canvas.uw.edu/files/102581474/download?download_frd=1 Reading Note 16] | ||
'''Required Readings''' | |||
* [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] | * 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] | * 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] | |||
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=== 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. | |||
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=== March 7 (Tuesday): 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. | |||
* [https:// | |||
Line 985: | Line 1,019: | ||
* [[/Final presentations|Details on the final presentation sessions]] including due dates/times, instructions, and so on. | * [[/Final presentations|Details on the final presentation sessions]] including due dates/times, instructions, and so on. | ||
* The | * 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:''' | |||
* [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. |