Editing Online Communities (UW COM481 Spring 2024)
From CommunityData
The edit can be undone. Please check the comparison below to verify that this is what you want to do, and then publish the changes below to finish undoing the edit.
Latest revision | Your text | ||
Line 284: | Line 284: | ||
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: | ||
Line 292: | Line 292: | ||
# 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. | ||
Line 752: | Line 752: | ||
* [https://canvas.uw.edu/files/119729761/download?download_frd=1 Reading Note #10] (Requires Canvas access) | * [https://canvas.uw.edu/files/119729761/download?download_frd=1 Reading Note #10] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/117852058/download?download_frd=1 Lecture Slides] (Requires Canvas access) | * [https://canvas.uw.edu/files/117852058/download?download_frd=1 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/101889459/download?download_frd=1 Case Boards] (Requires Canvas access) | |||
* [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:''' | ||
Line 774: | Line 777: | ||
* [https://canvas.uw.edu/files/117852062/download?download_frd=1 Reading Note #11] (Requires Canvas access) | * [https://canvas.uw.edu/files/117852062/download?download_frd=1 Reading Note #11] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/117852058/download?download_frd=1 Lecture Slides - scroll to the end] (Requires Canvas access) | * [https://canvas.uw.edu/files/117852058/download?download_frd=1 Lecture Slides - scroll to the end] (Requires Canvas access) | ||
<!-- | |||
* [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=44352098-307a-47e2-a376-afa40130c3a6 Class Video Recording] (Requires Canvas access) | |||
--> | |||
'''Required Readings:''' | '''Required Readings:''' | ||
Line 808: | Line 813: | ||
=== May 7 (Tuesday): Wikipedia Assignment Debrief and the Newcomer Experience === | === May 7 (Tuesday): Wikipedia Assignment Debrief and the Newcomer Experience === | ||
<!-- | |||
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:''' | ||
Line 827: | Line 833: | ||
* [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., 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}} | ||
* 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}} | ||
--> | |||
=== May 9 (Thursday) Hacker and Modding Communities === | === May 9 (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:''' | ||
Line 858: | Line 870: | ||
* 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] | ||
--> | |||
=== May 10 (Friday): DUE: Community Identification === | === May 10 (Friday): DUE: Community Identification === | ||
Line 865: | Line 879: | ||
=== 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] | |||
Line 904: | Line 911: | ||
* 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 | --> | ||
=== May 16 (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''' | ||
Line 929: | Line 940: | ||
* 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. | ||
--> | |||
=== May 21 (Tuesday): Generative AI and Online Communities === | |||
=== May | |||
<!-- | |||
'''Lectures''' | '''Lectures''' | ||
'''Readings''' | '''Readings''' | ||
* Zewe, Adam (2023). Explained: Generative AI. MIT News. https://news.mit.edu/2023/explained-generative-ai-1109 [https://canvas.uw.edu/files/119953697/download?download_frd=1 or on canvas] | * Zewe, Adam (2023). Explained: Generative AI. MIT News. https://news.mit.edu/2023/explained-generative-ai-1109 [https://canvas.uw.edu/files/119953697/download?download_frd=1 |or on canvas] | ||
* Burtch, Gordon and Lee, Dokyun and Chen, Zhichen (2024). Generative AI degrades online communities. Communications of the ACM. https://dx.doi.org/10.1145/3624732 | * Burtch, Gordon and Lee, Dokyun and Chen, Zhichen (2024). Generative AI degrades online communities. Communications of the ACM. https://dx.doi.org/10.1145/3624732 | ||
* [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] | |||
'''Resources''' | '''Resources''' | ||
* | * Reading Note 16 | ||
Please note that the readings and lecture preparation for this session are relatively light to allow you more time to do the hands-on portion, described in the reading note. This activity includes the use of generative AI. | Please note that the readings and lecture preparation for this session are relatively light to allow you more time to do the hands-on portion, described in the reading note. This activity includes the use of generative AI. | ||
'''Optional | '''Optional Readings''' | ||
* Burtch, Gordon and Lee, Dokyun and Chen, Zhichen, The Consequences of Generative AI for UGC and Online Community Engagement (May 1, 2023). Available at SSRN: https://ssrn.com/abstract=4521754 or http://dx.doi.org/10.2139/ssrn.4521754 (This is the full research paper referred to in the short ACM piece above. | * Burtch, Gordon and Lee, Dokyun and Chen, Zhichen, The Consequences of Generative AI for UGC and Online Community Engagement (May 1, 2023). Available at SSRN: https://ssrn.com/abstract=4521754 or http://dx.doi.org/10.2139/ssrn.4521754 (This is the full research paper referred to in the short ACM piece above. | ||
--> | |||
=== May 23 (Thursday): Time, Emerging Technology, and Futurism === | |||
<!-- | |||
'''Lectures''' | |||
* [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/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/pratik_shah_how_ai_is_making_it_easier_to_diagnose_disease Pratik Shah on AI and Disease Diagnosis] [4m50s] | ||
Line 980: | Line 980: | ||
* [https://www.tiktok.com/@professorcasey/video/7201109055337762094 Casey Fiesler's TikTok on Bing ChatGPT] | * [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] | * [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''' | |||
--> | |||
<!-- '''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. | |||
--> | |||
<!-- | |||
=== May 28 (Tuesday): No Class Meeting: Virtual Presentations Due === | |||
'''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. | |||
Line 985: | Line 1,009: | ||
* [[/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. | |||
=== May 30 (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. |