Editing Online Communities (UW COM481 Winter 2022)
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:'''COM481A: Online Communities''' - Department of Communication | :'''COM481A: Online Communities''' - Department of Communication | ||
:''' | :'''Instructor:''' [https://mako.cc/academic/ Benjamin Mako Hill] / [mailto:makohill@uw.edu makohill@uw.edu] and [https://kayleachampion.com/ Kaylea Champion] / [mailto:kaylea@uw.edu kaylea@uw.edu] (TA) | ||
:'''Course Websites''': | :'''Course Websites''': | ||
:* We will use Canvas for [https://canvas.uw.edu/courses/1545809/announcements announcements], [https://canvas.uw.edu/courses/1545809/assignments turning in assignments], and [https://canvas.uw.edu/courses/1545809/discussion_topics discussion] | :* We will use Canvas for [https://canvas.uw.edu/courses/1545809/announcements announcements], [https://canvas.uw.edu/courses/1545809/assignments turning in assignments], and [https://canvas.uw.edu/courses/1545809/discussion_topics discussion] | ||
:* We will use [https://discord.com/app Discord] to discuss, ask questions, and share information around the course material. (Invitation link is in the [https://canvas.uw.edu/courses/1545809/pages/class-setup-checklist Class Setup Checklist].) | :* We will use [https://discord.com/app Discord] to discuss, ask questions, and share information around the course material. (Invitation link is in the [https://canvas.uw.edu/courses/1545809/pages/class-setup-checklist Class Setup Checklist].) | ||
:* [https://forms.gle/J245FSzRRGVkgnBM7 Course absence form]: It is important to tell me if you are not coming to class at least one hour | :* [https://forms.gle/J245FSzRRGVkgnBM7 Course absence form]: It is important to tell me if you are not coming to class at least one hour in advance. | ||
:* For the Wikipedia assignments, we will use this [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) WikiEdu class page and dashboard]. | :* For the Wikipedia assignments, we will use this [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) WikiEdu class page and dashboard]. | ||
:* Everything else will be linked on this page. | :* Everything else will be linked on this page. | ||
:'''Course Catalog Description of Topics:''' | :'''Course Catalog Description of Topics:''' | ||
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* Write and speak fluently about the rules and norms of the Wikipedia community and demonstrate this fluency through successful contributions to Wikipedia. | * Write and speak fluently about the rules and norms of the Wikipedia community and demonstrate this fluency through successful contributions to Wikipedia. | ||
xamines the relationships and groups formed through digital social media. Focuses on how people manage interactions and identities, develop interpersonal relationships, engage in collaboration and conflict, and develop communities in online environments. Involves both the study and use of network-based computer-mediated systems. | |||
<div style="float:right;" class="toclimit-3">__TOC__</div> | <div style="float:right;" class="toclimit-3">__TOC__</div> | ||
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I expect you to check in and participate in the Discord discussion at least 3-4 times a week. I plan to check and respond to conversation there at least daily throughout the quarter. | I expect you to check in and participate in the Discord discussion at least 3-4 times a week. I plan to check and respond to conversation there at least daily throughout the quarter. | ||
The '''synchronous elements of the course''' will be two weekly class meetings | The '''synchronous elements of the course''' will be the two weekly class meetings that will happen via voice conference at the normal time and in the normal place, unless I communicate otherwise. The synchronous sections will be conducted as described in the [[#Synchronous Class Setup|synchronous class setup section of the syllabus]]. Each session is scheduled to run for a maximum of 110 minutes although I will frequently not use the full period of class each time given that lectures will be pre-recorded. If we do use the entire time, I'll try to work in at least one short break. | ||
The synchronous sections will be conducted as described in the [[#Synchronous Class Setup|synchronous class setup section of the syllabus]]. Each session is scheduled to run for a maximum of 110 minutes although I will frequently not use the full period of class each time given that lectures will be pre-recorded. If we do use the entire time, I'll try to work in at least one short break. | |||
I will use the class meetings to do several things: | I will use the class meetings to do several things: | ||
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# Discuss and/or answer questions about assignments that have come up over the previous work. | # Discuss and/or answer questions about assignments that have come up over the previous work. | ||
# Conduct each day's '''case study discussion''' involving an instructor-mediated conversation using input from each of you. | # Conduct each day's '''case study discussion''' involving an instructor-mediated conversation using input from each of you. | ||
=== Websites and Technology Expectations === | === Websites and Technology Expectations === | ||
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There are a number of expectations that you will be able to connect to certain websites. In order to complete this class, I expect you to be able to access and use the following web resources: | There are a number of expectations that you will be able to connect to certain websites. In order to complete this class, I expect you to be able to access and use the following web resources: | ||
* [https://wiki.communitydata.science/ wiki.communitydata. | * [https://wiki.communitydata.science/ wiki.communitydata.sciece] — This website will host the syllabus for the course. I expect you to be able to visit it regularly. If you're reading this, you have access. | ||
* [https://canvas.uw.edu/courses/1545809 UW's Canvas] — We'll be using Canvas for posting announcements, uploading course-restricted files, turning in assignments, and distributing grades, comments, and similar. | * [https://canvas.uw.edu/courses/1545809 UW's Canvas] — We'll be using Canvas for posting announcements, uploading course-restricted files, turning in assignments, and distributing grades, comments, and similar. | ||
* [https://www.lib.washington.edu/help/connect/tools UW Library Proxy] — I'm going to expect that you can use the UW Libraries proxy to access material that UW subscribes to from off campus. You'll need to to get material to read for class. | * [https://www.lib.washington.edu/help/connect/tools UW Library Proxy] — I'm going to expect that you can use the UW Libraries proxy to access material that UW subscribes to from off campus. You'll need to to get material to read for class. | ||
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Students who are outside the US should be aware that they may be subject to laws, policies and/or technological systems which restrict the use of any VPNs. UW does not guarantee students’ access to UW resources when students are off-campus, and [https://itconnect.uw.edu/work/appropriate-use/ students are responsible for their own compliance with all laws] regarding the use of Husky OnNet and all other UW resources. Given that this course is an in-person class, I don't expect this to be a big issue. | Students who are outside the US should be aware that they may be subject to laws, policies and/or technological systems which restrict the use of any VPNs. UW does not guarantee students’ access to UW resources when students are off-campus, and [https://itconnect.uw.edu/work/appropriate-use/ students are responsible for their own compliance with all laws] regarding the use of Husky OnNet and all other UW resources. Given that this course is an in-person class, I don't expect this to be a big issue. | ||
== Discord == | == Discord == | ||
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* Although details on this syllabus will change, I will try to ensure that I never change readings more than six days before they are due. I will send an announcement '''no later than before I go to sleep each Tuesday evening''' that fixes the schedule for the next week. This means that if I don't fill in a reading marked "{{tbd}}" six days before it's due, it is dropped. If I don't change something marked "{{tentative}}" before the deadline, then it is assigned. This also means that if you plan to read more than six days ahead, contact the teaching team first. | * Although details on this syllabus will change, I will try to ensure that I never change readings more than six days before they are due. I will send an announcement '''no later than before I go to sleep each Tuesday evening''' that fixes the schedule for the next week. This means that if I don't fill in a reading marked "{{tbd}}" six days before it's due, it is dropped. If I don't change something marked "{{tentative}}" before the deadline, then it is assigned. This also means that if you plan to read more than six days ahead, contact the teaching team first. | ||
* Because this syllabus | * Because this syllabus a wiki, you will be able to track every change by clicking the history button on this page when I make changes. I will summarize these changes in the weekly [https://canvas.uw.edu/courses/1545809/announcements an announcement on Canvas] sent that will be emailed to everybody in the class. Closely monitor your email or the announcements section on the [https://canvas.uw.edu/courses/1545809/announcements course website on Canvas] to make sure you don't miss these announcements. | ||
* I will ask the class for voluntary anonymous feedback frequently — especially toward the beginning of the quarter. Please let me know what is working and what can be improved. In the past, I have made many adjustments to courses that I teach while the quarter progressed based on this feedback. | * I will ask the class for voluntary anonymous feedback frequently — especially toward the beginning of the quarter. Please let me know what is working and what can be improved. In the past, I have made many adjustments to courses that I teach while the quarter progressed based on this feedback. | ||
* Many readings are marked as "''[Available through UW libraries]''". Most of these will be accessible to anybody who connects from the UW network. This means that if you're on campus, it will likely work. Although you can go through the UW libraries website to get most of these, the easiest way to get things using the [https://www.lib.washington.edu/help/connect/tools UW library proxy bookmarklet]. This is a little button you can drag-and-drop onto your bookmarks toolbar on your browser. When you press the button, it will ask you to log in using your UW NetID and then will automatically send your traffic through UW libraries. You can also use the other tools on [https://www.lib.washington.edu/help/connect this UW libraries webpage]. | * Many readings are marked as "''[Available through UW libraries]''". Most of these will be accessible to anybody who connects from the UW network. This means that if you're on campus, it will likely work. Although you can go through the UW libraries website to get most of these, the easiest way to get things using the [https://www.lib.washington.edu/help/connect/tools UW library proxy bookmarklet]. This is a little button you can drag-and-drop onto your bookmarks toolbar on your browser. When you press the button, it will ask you to log in using your UW NetID and then will automatically send your traffic through UW libraries. You can also use the other tools on [https://www.lib.washington.edu/help/connect this UW libraries webpage]. | ||
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In order to ground the theoretical readings during the first half of the quarter, there will be weekly assignments that provide a structured opportunity to learn about and become involved in [https://en.wikipedia.org/ Wikipedia]. | In order to ground the theoretical readings during the first half of the quarter, there will be weekly assignments that provide a structured opportunity to learn about and become involved in [https://en.wikipedia.org/ Wikipedia]. | ||
You should keep in mind that the bulk of the reading in the course — and most of the most difficult material — will be front-loaded in this first | You should keep in mind that the bulk of the reading in the course — and most of the most difficult material — will be front-loaded in this first five week period. The goal is to make sure that you have all the tools you'll need by Week 7 so that you can use this material to focus on your projects. | ||
=== Component 2: Examples and Challenges === | === Component 2: Examples and Challenges === | ||
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Cases rely roughly on the [[:wikipedia:Socratic method|socratic method]] where instructors teaching cases cold call on students—i.e., instructors call on people ''without'' asking for volunteers first. I will be doing this in each class. | Cases rely roughly on the [[:wikipedia:Socratic method|socratic method]] where instructors teaching cases cold call on students—i.e., instructors call on people ''without'' asking for volunteers first. I will be doing this in each class. | ||
Because I understand that cold calling can be terrifying for some students, I will be circulating a list of questions | Because I understand that cold calling can be terrifying for some students, I will be circulating a list of questions we will discuss alongside the weekly announcements (i.e., at least 6 days in advance). I will only cold call to ask students for which you have time to prepare your answers. Although it is a very good idea to write out answers to these questions in advance, we will not be collecting these answers. You are welcome to work with other students to brainstorm possible answers. Although I may also ask questions that I do not distribute ahead of time, I will never cold call when asking these questions. | ||
I have written a computer program that will generate a random list of students each day and I will use this list to '''randomly''' cold call students in the class. To try to maintain participation balance, the program will try to ensure that everybody is cold called a similar number of times during the quarter. Although there is always some chance that you will called upon next, you will become less likely to be called upon relative to your classmates each time you are called upon. | I have written a computer program that will generate a random list of students each day and I will use this list to '''randomly''' cold call students in the class. To try to maintain participation balance, the program will try to ensure that everybody is cold called a similar number of times during the quarter. Although there is there always some chance that you will called upon next, you will become less likely to be called upon relative to your classmates each time you are called upon. | ||
==== Assessment for case study discussion ==== | ==== Assessment for case study discussion ==== | ||
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* Complete the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) WikiEdu] training. | * Complete the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) WikiEdu] training. | ||
* During this training, you will create an account, make edits in a sandbox, and learn the basic rules of the Wikipedia community. | * During this training, you will create an account, make edits in a sandbox, and learn the basic rules of the Wikipedia community. | ||
* Once you have created an account, you '''must''' enroll in the course so that your account on Wikipedia is associated with the course and so that I can track your activity on Wikipedia. [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022)?enroll= | * Once you have created an account, you '''must''' enroll in the course so that your account on Wikipedia is associated with the course and so that I can track your activity on Wikipedia. [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022)?enroll=idbgephw click this link] and then click "Join" to enroll in the course. If you are asked for a passcode, you can enter '''idbgephw'''. | ||
* Once you are enrolled in the course, you should begin the training modules and complete the first two, ''Wikipedia policies'' and ''Sandboxes, talk pages, and watchlists''. | * Once you are enrolled in the course, you should begin the training modules and complete the first two, ''Wikipedia policies'' and ''Sandboxes, talk pages, and watchlists''. | ||
;Tips: The biggest pitfall in the past has been failing to enroll in the course. Make sure that you have created an account on https://en.wikipedia.org/ and are logged in. Then follow [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022)?enroll= | ;Tips: The biggest pitfall in the past has been failing to enroll in the course. Make sure that you have created an account on https://en.wikipedia.org/ and are logged in. Then follow [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022)?enroll=idbgephw this link] and click "Join". | ||
==== Wikipedia Task #2 ==== | ==== Wikipedia Task #2 ==== | ||
;Tasks: (1) complete Wikipedia orientation; (2) introduce yourself to me and a classmate to practice communication with other editors on Wikipedia | ;Tasks: (1) complete Wikipedia orientation; (2) introduce yourself to me and a classmate to practice communication with other editors on Wikipedia; (3) choose article topic; (4) evaluate article | ||
;Due Date: Friday January 14 | ;Due Date: Friday January 14 | ||
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard] | ;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard] | ||
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'''(1)''' First, complete the online training topics for week 2 in the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard]. | '''(1)''' First, complete the online training topics for week 2 in the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard]. | ||
'''(2)''' Second, to practice editing and communicating on Wikipedia, introduce yourself to Mako and at least one classmate on Wikipedia (it can be anybody | '''(2)''' Second, to practice editing and communicating on Wikipedia, introduce yourself to [[Mako]] and at least one classmate on Wikipedia (it can be anybody). My username is [http://en.wikipedia.org/wiki/User:Benjamin_Mako_Hill Benjamin Mako Hill] and you can find a list of all of your classmates on the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022)/students WikiEdu class page]. | ||
'''(3)''' Third, decide on an article in Wikipedia that you would like to significantly expand and improve. | '''(3)''' Third, decide on an article in Wikipedia that you would like to significantly expand and improve. | ||
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# Complete online trainings for week 3 | # Complete online trainings for week 3 | ||
# | # Compile a bibliography of relevant research. | ||
# Write a | # Write a 2-3 paragraph summary version of your article—with citations—in your Wikipedia sandbox. | ||
# Add the URL For your sandboxed article to yourself on [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the course WikiEdu page] by clicking the assign article button next to your name and assigning the URL for your sandbox to yourself. | |||
You will need to make sure you have assigned your article to yourself in the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) dashboard]. You can do so by (a) going to the WikiEdu course homepage, (b) finding the section entitled ''My Articles'', (c) clicking on ''Assign myself an article'', and (d) entering the article title as shown in Wikipedia and click ''Assign''. | |||
# Add the sources that you've found to the bibliography page which will be created when you click on the "bibliography" link | Once you have selected an article to work on, the "My Articles" section will show you a number of steps and links. The two links to focus on right now are the bibliography and article sandbox which correspond to the two key tasks above. You will need to: | ||
# Add the sources that you've found to the bibliography page which will be created when you click on the "bibliography" link. As a reminder, while academic sources are the "gold standard", match your citations with the content. If your article is about a movie star, you will likely be citing interviews that were published in magazines or on the radio. Try to vary the types of sources and select the more notable ones. Additionally, if you are having difficulty finding sources, reach out to [https://www.lib.washington.edu/about/contact a reference librarian]. they are a great resource! | |||
# Create a copy of the current page in your sandbox through the following steps: | # Create a copy of the current page in your sandbox through the following steps: | ||
## open the article sandbox and the article itself in two separate tabs | ## open the article sandbox and the article itself in two separate tabs | ||
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## click "Publish page" | ## click "Publish page" | ||
# Begin editing, drafting, and generally improving the article sandbox page! | # Begin editing, drafting, and generally improving the article sandbox page! | ||
In general, you should refer to the [https://upload.wikimedia.org/wikipedia/commons/9/90/Editing_Wikipedia_brochure_%28Wiki_Education_Foundation%29_%282017%29.pdf WikiEd Foundation's guide to editing] which I've found extremely useful. | In general, you should refer to the [https://upload.wikimedia.org/wikipedia/commons/9/90/Editing_Wikipedia_brochure_%28Wiki_Education_Foundation%29_%282017%29.pdf WikiEd Foundation's guide to editing] which I've found extremely useful. | ||
Because the nuts-and-bolts of completing this is complicated, I've made a short screencast | Because the nuts-and-bolts of completing this is complicated, I've made a short screencast that walks through through the process: | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bcfae89e-9d0a-46ed-8b3d-ac550182156a Screencast of Wikipedia Task #3] (Requires Canvas access) | ||
==== Wikipedia Task #4 ==== | ==== Wikipedia Task #4 ==== | ||
;Task: Peer review other students' articles | ;Task: Peer review other students' articles | ||
;Due Date: Friday January | ;Due Date: Friday January 21 | ||
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard] | ;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) 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_(Winter_2022) 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_(Winter_2022) the dashboard] by using the '''Assign a review''' button. Try to pick articles that other students are not yet reviewing. | ||
* Peer review two of your classmates’ articles | * Peer review two of your classmates’ articles. If you click on the "Peer review" link next to the assigned review article on your student page in the WikiEd dashboard, you'll see that it pops up a template that will create a sub-page on your classmate's sandbox and prompts with you a bunch of questions. If you do fill out that template, be sure to leave a message on the users talk page so that they know you created the sub-page with your peer review! Using that template will probably be useful but it's not required. What it's important is that you engage in the peer review and get your classmatge useful feedback. I don't care too much about how you do it. | ||
* Improve and copy-edit the two reviewed articles | * Improve and copy-edit the two reviewed articles to help fix issues, improve sourcing, create a more [https://en.wikipedia.org/wiki/WP:NPOV neutral] or [https://en.wikipedia.org/wiki/WP:TONE encyclopedic] tone, etc. | ||
==== Wikipedia Task #5 ==== | ==== Wikipedia Task #5 ==== | ||
;Task: Incorporate peer feedback | ;Task: Incorporate peer feedback | ||
;Due Date: Friday | ;Due Date: Friday January 28 | ||
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard] | ;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard] | ||
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==== Wikipedia Task #6 ==== | ==== Wikipedia Task #6 ==== | ||
;Task: Make article "live." | ;Task: Make article "live." | ||
;Due Date: Friday February | ;Due Date: Friday February 4 | ||
;Deliverables: Make contributions in Wikipedia | ;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard] | ||
* Polishing your article, it should be ready for public consumption. | * Polishing your article, it should be ready for public consumption. Thedre are some general suggestions on polishing in [[/Wikipedia task 6]]. {{forthcoming}} | ||
* Move sandbox articles into the "(Article)" name space by following the instruction in [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0e178d20-66a6-4b6c-8f75-ac690051682b this video I've recorded] or 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=0e178d20-66a6-4b6c-8f75-ac690051682b this video I've recorded] or in [[/Wikipedia task 6]]. {{forthcoming}} | ||
* Once you have moved the article, visit the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022)/students list of students in the WikiEdu dashboard] and make sure that you are assigned the live article URL. If needed, remove the old one by clicking the "'''+'''" button to open the menu and using the "'''-'''" button next to the old "sandbox" copy of your article, then press "Save" at the top of the page once you are done. | |||
==== Wikipedia Task #7 ==== | ==== Wikipedia Task #7 ==== | ||
;Task: Finalize article and turn in | ;Task: Finalize article and turn in report | ||
;Due Date: Sunday February 13 | ;Due Date: Sunday February 13 | ||
;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 | Turn your report your reflection essay as a subpage of your userpage. For example, I would create mine with http://en.wikipedia.org/wiki/User:Benjamin_Mako_Hill/Report as the URL. Of course, you should replace "Benjamin_Mako_Hill" 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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I will give everybody in the course feedback on their assignment. The basic structure is shorter, but extremely similar, to what you will be doing in the final project. As a result, you can treat this as a "mid-term" and make adjustments based on feedback. | I will give everybody in the course feedback on their assignment. The basic structure is shorter, but extremely similar, to what you will be doing in the final project. As a result, you can treat this as a "mid-term" and make adjustments based on feedback. | ||
=== Project 2: Critical Analysis of an Online Community === | === Project 2: Critical Analysis of an Online Community === | ||
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;Maximum paper length: 2,000 words (~8 pages double spaced) | ;Maximum paper length: 2,000 words (~8 pages double spaced) | ||
;Deliverables: | ;Deliverables: | ||
:*Details on final presentations including due dates, instructions, and dropboxes are on [[/Final | :*Details on final presentations including due dates, instructions, and dropboxes are on [[/Final presentation]] {{tbd}} | ||
:*Turn in copy of paper [https://canvas.uw.edu/courses/1545809/assignments/6879163 in Canvas] | :*Turn in copy of paper [https://canvas.uw.edu/courses/1545809/assignments/6879163 in Canvas] | ||
For your final project, I expect students to build on the community identification assignment to describe what they have done and what they have found. I'll expect every student to give both: | For your final project, I expect students to build on the community identification assignment to describe what they have done and what they have found. I'll expect every student to give both: | ||
* A final presentation (see instructions on [[/Final | * A final presentation (see instructions on [[/Final presentation]]) {{tbd}} | ||
* A final report that is not more than 2,000 words (~8 pages double spaced) | * A final report that is not more than 2,000 words (~8 pages double spaced) | ||
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=== January 3 (Monday): Introduction to the Course === | === January 3 (Monday): Introduction to the Course === | ||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [ | * [Introduction to the Course (Part 1/2): Introducing the course and myself] [19m44s] {{forthcoming}} | ||
* [ | * [Introduction to the Course (Part 2/2): Why learn about online communities?] [14m10s] {{forthcoming}} | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=6a0c6b5b-92c4-4135-b3e0-ae08006541e4 Welcome to COM 481 (Part 1/4): Overview] [15m16s] | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=6a0c6b5b-92c4-4135-b3e0-ae08006541e4 Welcome to COM 481 (Part 1/4): Overview] [15m16s] | ||
* [ | * [Welcome to COM 481 Course (Part 2/4): Assignments] [16m04s] {{forthcoming}} | ||
* [ | * [Welcome to COM 481 Course (Part 3/4): Remote Learning] [12m00s] {{forthcoming}} | ||
* [ | * [Welcome to COM 481 Course (Part 4/4): Final Notes] [10m35s] {{forthcoming}} | ||
'''Resources:''' | '''Resources:''' | ||
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* [https://canvas.uw.edu/files/85680349/download?download_frd=1 Lecture Slides for Introduction] (Requires Canvas access) | * [https://canvas.uw.edu/files/85680349/download?download_frd=1 Lecture Slides for Introduction] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/85680356/download?download_frd=1 Lecture Slides for Syllabus Overview] (Requires Canvas access) | * [https://canvas.uw.edu/files/85680356/download?download_frd=1 Lecture Slides for Syllabus Overview] (Requires Canvas access) | ||
''' | '''Goals for the day:''' | ||
* | * Collect some basic information from you all | ||
* Provide an introduction and some context for the course (and hopefully get you excited about the rest of the quarter) | |||
* Review the course objectives and requirements | |||
* Answer your questions about the class | |||
=== January 5 (Wednesday): Motivation (Part I) === | === January 5 (Wednesday): Motivation (Part I) === | ||
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'''Resources:''' | '''Resources:''' | ||
* [ | * [Week 1 Reading Note] (Requires Canvas access) {{forthcoming}} | ||
* [https://canvas.uw.edu/files/85680350/download?download_frd=1 Lecture Slides] (Requires Canvas access) | * [https://canvas.uw.edu/files/85680350/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [ | * [Case Boards] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Case Video] (Requires Canvas access) {{forthcoming}} | ||
'''Required Reading:''' | '''Required Reading:''' | ||
* | * BSOC, Chapter 2, pg 21-40 (Sections 1-3) | ||
* [Case] Modi, Maulik. 2019. “Yelp — What Happened!!” Medium. December 1, 2019. https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235. {{avail-free|https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235}} | * [Case] Modi, Maulik. 2019. “Yelp — What Happened!!” Medium. December 1, 2019. https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235. {{avail-free|https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235}} | ||
* [Case] Parikh, Anish A., Carl Behnke, Doug Nelson, Mihaela Vorvoreanu, and Barbara Almanza. 2015. “A Qualitative Assessment of Yelp.Com Users’ Motivations to Submit and Read Restaurant Reviews.” Journal of Culinary Science & Technology 13 (1): 1–18. https://doi.org/10.1080/15428052.2014.952474. | * [Case] Parikh, Anish A., Carl Behnke, Doug Nelson, Mihaela Vorvoreanu, and Barbara Almanza. 2015. “A Qualitative Assessment of Yelp.Com Users’ Motivations to Submit and Read Restaurant Reviews.” Journal of Culinary Science & Technology 13 (1): 1–18. https://doi.org/10.1080/15428052.2014.952474. {{avail-uw|https://doi.org/10.1080/15428052.2014.952474}} {{avail-canvas|1=https://canvas.uw.edu/files/67666236/download?download_frd=1}} | ||
* [Case] Stone, Madeline. 2014. “Elite Yelpers Hold Immense Power, and They Get Treated like Kings by Bars and Restaurants Trying to Curry Favor.” Business Insider. August 22, 2014. https://www.businessinsider.com/how-to-become-yelp-elite-2014-8. {{avail-free|https://www.businessinsider.com/how-to-become-yelp-elite-2014-8}} | * [Case] Stone, Madeline. 2014. “Elite Yelpers Hold Immense Power, and They Get Treated like Kings by Bars and Restaurants Trying to Curry Favor.” Business Insider. August 22, 2014. https://www.businessinsider.com/how-to-become-yelp-elite-2014-8. {{avail-free|https://www.businessinsider.com/how-to-become-yelp-elite-2014-8}} | ||
* [Case] Ha, Anthony. 2017. “Yelp Launches New Feature for Asking and Answering Questions about Any Business.” TechCrunch (blog). February 14, 2017. http://social.techcrunch.com/2017/02/14/yelp-q-and-a/. {{avail-free|http://social.techcrunch.com/2017/02/14/yelp-q-and-a/}} | * [Case] Ha, Anthony. 2017. “Yelp Launches New Feature for Asking and Answering Questions about Any Business.” TechCrunch (blog). February 14, 2017. http://social.techcrunch.com/2017/02/14/yelp-q-and-a/. {{avail-free|http://social.techcrunch.com/2017/02/14/yelp-q-and-a/}} | ||
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'''Optional Reading:''' | '''Optional Reading:''' | ||
* | * BSOC, Chapter 1, pg 1-17 | ||
=== January 7 (Friday): Section & Wikipedia Task #1 DUE === | === January 7 (Friday): Section & Wikipedia Task #1 DUE === | ||
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Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours. | Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours. | ||
=== January 9 (Sunday): DUE: Class Checklist === | |||
'''Required Task:''' Complete [https://canvas.uw.edu/courses/1545809/pages/class-setup-checklist the class setup checklist]. This will likely most of you 30-90 minutes so please plan in advance. | |||
=== January 10 (Monday): Motivation (Part II) === | === January 10 (Monday): Motivation (Part II) === | ||
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'''Resources:''' | '''Resources:''' | ||
* [ | * [Week 2 Reading Note] (Requires Canvas access) {{forthcoming}} | ||
* [https://canvas.uw.edu/files/85680351/download?download_frd=1 Lecture Slides] (Requires Canvas access) | * [https://canvas.uw.edu/files/85680351/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [ | * [Case Boards] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Class//Case Audio Recording] (Requires Canvas access) {{forthcoming}} | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* | * BSOC, Chapter 2, pg 41-70 (Sections 4-7) | ||
For the case, we're going to talk about [[:wikipedia:Twitch (service)|Twitch]]: | For the case, we're going to talk about [[:wikipedia:Twitch (service)|Twitch]]: | ||
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'''Resources:''' | '''Resources:''' | ||
* [ | * [Week 2 Reading Note] (Requires Canvas access) {{forthcoming}} | ||
* [https://canvas.uw.edu/files/85680352/download?download_frd=1 Lecture Slides] (Requires Canvas access) | * [https://canvas.uw.edu/files/85680352/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [ | * [Case Boards] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Class/Case Audio Recording] (Requires Canvas access) {{forthcoming}} | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* | * BSOC, Chapter 3, pg 77-102 (Section 1) | ||
In this case, we're going to be looking at five different "subreddit" communities within Reddit. In some of these cases, there is an enormous amount of material on the pages and subpages. Poke around for 10 minutes or so (please not more!) until you get a sense for who is participating and how and why people build commitment to the site such that you will be comfortable answering the questions in the reading note. Please ''do not'' post on the sites or disrupt them in any way. We're guests in their communities and you only need to look: | In this case, we're going to be looking at five different "subreddit" communities within Reddit. In some of these cases, there is an enormous amount of material on the pages and subpages. Poke around for 10 minutes or so (please not more!) until you get a sense for who is participating and how and why people build commitment to the site such that you will be comfortable answering the questions in the reading note. Please ''do not'' post on the sites or disrupt them in any way. We're guests in their communities and you only need to look: | ||
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Details on the assignment are on the [[#Wikipedia Task #2|section of this page describing the assignment]]. | Details on the assignment are on the [[#Wikipedia Task #2|section of this page describing the assignment]]. | ||
Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours. | Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours. | ||
=== January 17 (Monday): NO CLASS === | === January 17 (Monday): NO CLASS === | ||
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'''Resources:''' | '''Resources:''' | ||
* [ | * [Week 3 Reading Note] (Requires Canvas access) {{forthcoming}} | ||
* [https://canvas.uw.edu/files/85680354/download?download_frd=1 Lecture Slides] (Requires Canvas access) | * [https://canvas.uw.edu/files/85680354/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [ | * [Case Boards] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Class/Case Screencast] (Requires Canvas access) {{forthcoming}} | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* | * BSOC, Chapter 3, pg 102-115 (Sections 2 - 4) | ||
* [Case] Romano, Aja. 2018. “[https://www.vox.com/culture/2018/3/22/17146776/delete-facebook-how-to-quit-difficult How Facebook Made It Impossible to Delete Facebook].” Vox. March 22, 2018. | * [Case] Romano, Aja. 2018. “[https://www.vox.com/culture/2018/3/22/17146776/delete-facebook-how-to-quit-difficult How Facebook Made It Impossible to Delete Facebook].” Vox. March 22, 2018. | ||
* [Case] Choudary, Sangeet Paul. 2014. “[https://www.wired.com/insights/2014/03/reverse-network-effects-todays-social-networks-can-fail-grow-larger/ Reverse Network Effects: Why Today’s Social Networks Can Fail as They Grow Larger].” Wired, March 13, 2014. | * [Case] Choudary, Sangeet Paul. 2014. “[https://www.wired.com/insights/2014/03/reverse-network-effects-todays-social-networks-can-fail-grow-larger/ Reverse Network Effects: Why Today’s Social Networks Can Fail as They Grow Larger].” Wired, March 13, 2014. | ||
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Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours. | Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours. | ||
=== January 24 (Monday): Norms and Regulation (Part I) === | === January 24 (Monday): Norms and Regulation (Part I) === | ||
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'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [ | * [Norms and Regulation (Part 1/6): Introduction] [8m57s] {{forthcoming}} | ||
* [ | * [Norms and Regulation (Part 2/6): What are norms?] [9m57s] {{forthcoming}} | ||
* [ | * [Norms and Regulation (Part 3/6): Descriptive norms] [19m35s] {{forthcoming}} | ||
* [ | * [Norms and Regulation (Part 4/6): Injunctive norms] [13m09s] {{forthcoming}} | ||
'''Resources:''' | '''Resources:''' | ||
* [ | * [Week 4 Reading Note] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Lecture Slides] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Case Boards] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Class/Case Screencast] (Requires Canvas access) {{forthcoming}} | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* | * BSOC, Chapter 4, pg 125-140 (Sections 1-3) | ||
* [Case] Tourani, Parastou, Bram Adams, and Alexander Serebrenik. 2017. “Code of Conduct in Open Source Projects.” In 2017 IEEE 24th International Conference on Software Analysis, Evolution and Reengineering (SANER), 24–33. https://doi.org/10.1109/SANER.2017.7884606. {{avail-uw|https://doi.org/10.1109/SANER.2017.7884606}} | * [Case] Tourani, Parastou, Bram Adams, and Alexander Serebrenik. 2017. “Code of Conduct in Open Source Projects.” In 2017 IEEE 24th International Conference on Software Analysis, Evolution and Reengineering (SANER), 24–33. https://doi.org/10.1109/SANER.2017.7884606. {{avail-uw|https://doi.org/10.1109/SANER.2017.7884606}} | ||
* [Case] [https://www.ruby-lang.org/en/conduct/ Ruby Code of Conduct] (For context, you can read more about Ruby on the [[:wikipedia:Ruby (programming language)|Ruby Wikipedia article]] if you are curious.) | * [Case] [https://www.ruby-lang.org/en/conduct/ Ruby Code of Conduct] (For context, you can read more about Ruby on the [[:wikipedia:Ruby (programming language)|Ruby Wikipedia article]] if you are curious.) | ||
* [Case] [https://ubuntu.com/community/code-of-conduct Ubuntu Code of Conduct] (For context, you can read more about Ubuntu on the [[:wikipedia:Ubuntu|Ubuntu Wikipedia article]] if you are curious.) | * [Case] [https://ubuntu.com/community/code-of-conduct Ubuntu Code of Conduct] (For context, you can read more about Ubuntu on the [[:wikipedia:Ubuntu|Ubuntu Wikipedia article]] if you are curious.) | ||
* [Case] [https://wiki.gnome.org/action/show/Foundation/CodeOfConduct GNOME Code of Conduct]. The code also references and, in | * [Case] [https://wiki.gnome.org/action/show/Foundation/CodeOfConduct GNOME Code of Conduct]. The code also references and, in an sense, includes the following sub-pages: | ||
** [https://wiki.gnome.org/Foundation/CodeOfConduct/ReporterGuide Procedure for reporting Code of Conduct incidents] | ** [https://wiki.gnome.org/Foundation/CodeOfConduct/ReporterGuide Procedure for reporting Code of Conduct incidents] | ||
** [https://wiki.gnome.org/Foundation/CodeOfConduct/ModeratorProcedures GNOME Code of Conduct moderator procedures] (less important but worth skimming) | ** [https://wiki.gnome.org/Foundation/CodeOfConduct/ModeratorProcedures GNOME Code of Conduct moderator procedures] (less important but worth skimming) | ||
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'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [ | * [Norms and Regulation (Part 5/6): Threats] [21m33s] {{forthcoming}} | ||
* [ | * [Norms and Regulation (Part 6/6): Responses] [22m36s] {{forthcoming}} | ||
* [ | * [Norms and Regulation (Part 7/6): Collateral Damage] [7m24s] {{forthcoming}} | ||
* [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:''' | ||
* [ | * [Week 4 Reading Note] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Lecture Slides] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Case Boards] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Class/Case Screencast] (Requires Canvas access) {{forthcoming}} | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* | * BSOC, Chapter 4, pg 140-170 (Sections 4-5) | ||
* [Case] [http://slashdot.org/ Slashdot]: Spend 5-10 minutes to visit the homepage, look at a story you think is interesting, and read several of the comments, paying specific attention to the rating system. | * [Case] [http://slashdot.org/ Slashdot]: Spend 5-10 minutes to visit the homepage, look at a story you think is interesting, and read several of the comments, paying specific attention to the rating system. | ||
* [Case] [https://web.archive.org/web/20170505192310/https://beta.slashdot.org/faq/mod-metamod.shtml Slashdot Moderation FAQ], 2017 (Internet Archive Copy) | * [Case] [https://web.archive.org/web/20170505192310/https://beta.slashdot.org/faq/mod-metamod.shtml Slashdot Moderation FAQ], 2017 (Internet Archive Copy) | ||
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Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours. | Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours. | ||
=== January 31 (Monday): Newcomers (Part I) === | === January 31 (Monday): Newcomers (Part I) === | ||
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'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [ | * [Newcomers (Part 1/6): Introduction] [11m54s] {{forthcoming}} | ||
* [ | * [Newcomers (Part 2/6): Recruitment] [15m12s] {{forthcoming}} | ||
* [ | * [[Newcomers (Part 3/6): Selection] [14m25s] {{forthcoming}} | ||
'''Resources:''' | '''Resources:''' | ||
* [ | * [Week 5 Reading Note] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Lecture Slides] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Case Boards] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Class/Case Screencast] (Requires Canvas access) {{forthcoming}} | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* | * BSOC, Chapter 5, pg 179-205 (Sections 1-2) | ||
We're going to look at the citizen science community [[:wikipedia:Zooniverse|Zooniverse]]: | We're going to look at the citizen science community [[:wikipedia:Zooniverse|Zooniverse]]: | ||
* [Case] Visit [https://www.zooniverse.org/ Zooniverse] and create an account. Then visit the [https://www.zooniverse.org/projects Zooniverse project website] and pick a project that interests you. I worked on [https://www.zooniverse.org/projects/sassydumbledore/chimp-and-see Chimp&See] but there are a bunch of projects (scroll down to see more) on a lot of different types of things. Spend 10-15 minutes on the site figure out how it works and make sure you both do a few tasks and look at the "Talk" or discussion and commenting features of each site. | * [Case] Visit [https://www.zooniverse.org/ Zooniverse] and create an account. Then visit the [https://www.zooniverse.org/projects Zooniverse project website] and pick a project that interests you. I worked on [https://www.zooniverse.org/projects/sassydumbledore/chimp-and-see Chimp&See] but there are a bunch of projects (scroll down to see more) on a lot of different types of things. Spend 10-15 minutes on the site figure out how it works and make sure you both do a few tasks and look at the "Talk" or discussion and commenting features of each site. | ||
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'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [ | * [Newcomers (Part 5/6): Protection and socialization] [16m32s] {{forthcoming}} | ||
* [ | * [Newcomers (Part 5/6): Retaining new users] [14m02s] {{forthcoming}} | ||
* [ | * [Newcomers (Part 6/6): Concluding thoughts] [14m30s] {{forthcoming}} | ||
'''Resources:''' | '''Resources:''' | ||
* [ | * [Week 5 Reading Note] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Lecture Slides] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [ase Boards] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Class/Case Screencast] (Requires Canvas access) {{forthcoming}} | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* | * BSOC, Chapter 5, pg 205-223 (Sections 3-6) | ||
* [Case] 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]]'' | * [Case] 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]]'' | ||
* [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]]'' | * [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]]'' | ||
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Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours. | Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours. | ||
=== February 7 (Monday): Creating New Communities (Part I) === | === February 7 (Monday): Creating New Communities (Part I) === | ||
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'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [ | * [Creating New Communities (Part 1/4): Introduction] [13m33s] {{forthcoming}} | ||
* [ | * [Creating New Communities (Part 2/4): Scope] [19m56s] {{forthcoming}} | ||
* [ | * [Creating New Communities (Part 3/4): Utility Model of Creation] [20m25s] {{forthcoming}} | ||
'''Resources:''' | '''Resources:''' | ||
* [ | * [Week 6 Reading Note] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Lecture Slides] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Case Boards] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Class/Case Screencast] (Requires Canvas access) {{forthcoming}} | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* | * BSOC, Chapter 6, pg 231-248 (Sections 1-2) | ||
* [Case] [https://en.wikipedia.org/wiki/Stack_Exchange Stack Exchange article on Wikipedia] and [https://stackexchange.com/sites list of sites] | * [Case] [https://en.wikipedia.org/wiki/Stack_Exchange Stack Exchange article on Wikipedia] and [https://stackexchange.com/sites list of sites] | ||
* [Case] [https://area51.stackexchange.com/ Area 51] (Click through and explore 5-6 proposals at different stages) | * [Case] [https://area51.stackexchange.com/ Area 51] (Click through and explore 5-6 proposals at different stages) | ||
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'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [ | * [Creating New Communities (Part 4/4): Almost Wikipedia] [15m52s] {{forthcoming}} | ||
'''Resources:''' | '''Resources:''' | ||
* [ | * [Week 6 Reading Note] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Lecture Slides] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Case Boards] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Class/Case Screencast] (Requires Canvas access) {{forthcoming}} | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* | * BSOC, Chapter 6, pg 248-276 (Sections 3-4) | ||
* Hill, Benjamin Mako. [http://mako.cc/academic/hill-almost_wikipedia-DRAFT.pdf Almost Wikipedia], 2013. | |||
* [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}} | ||
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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]]. | ||
Sections will be working through the Wikipedia assignments due | Sections will be working through the Wikipedia assignments due on Monday. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours. | ||
=== February 13 (Sunday): DUE: Wikipedia Task #7 === | === February 13 (Sunday): DUE: Wikipedia Task #7 === | ||
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'''Resources:''' | '''Resources:''' | ||
* [ | * [Week 7 Reading Note] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Lecture Slides] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Case Boards] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Class/Case Screencast] (Requires Canvas access) {{forthcoming}} | ||
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* 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}} | * 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 (Wednesday): | === February 16 (Wednesday): Innovation Communities {{tentative}} === | ||
''' | '''Lectures:''' (watch ''before'' class) | ||
* [ | * [Innovation Communities (Part 1/4): Introduction] [15m14s] {{forthcoming}} | ||
* [ | * [Innovation Communities (Part 2/4): User Innovation Examples] [23m04s] {{forthcoming}} | ||
* [ | * [Innovation Communities (Part 3/4): Introduction] [15m12s] {{forthcoming}} | ||
* [ | * [Innovation Communities (Part 4/4): Introduction] [16m09s] {{forthcoming}} | ||
''' | '''Resources:''' | ||
* [ | * [Week 7 Reading Note] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Lecture Slides] (Requires Canvas access) {{forthcoming}} | ||
* [ | * [Case Boards] (Requires Canvas access) {{forthcoming}} | ||
* [Class/Case Screencast] (Requires Canvas access) {{forthcoming}} | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* | * von Hippel, E. (2005). [http://web.mit.edu/evhippel/www/democ1.htm Democratizing innovation]. Read Chapters 1, 2 & 5. | ||
* [Case] | * [Case] Allio, Robert J. 2004. “CEO Interview: The InnoCentive Model of Open Innovation.” Strategy & Leadership 32 (4): 4–9. https://doi.org/10.1108/10878570410547643. {{avail-uw|https://doi.org/10.1108/10878570410547643}} | ||
* [Case] Spend some time poking around the [https://www.innocentive.com/ Innocentive website], in particular, read the: | |||
** [https://www.innocentive.com/offering-overview/seeker-faqs/ Innocentive Seeker FAQs] | |||
** [https://www.innocentive.com/our-solvers/faqs/ Innocentive Solver FAQ] — A number of the questions toward the top are the same as the FAQ above so you can skip those! | |||
* | |||
* | |||
=== February 18 (Friday): NO SECTION & DUE: Community Identification === | === February 18 (Friday): NO SECTION & DUE: Community Identification === | ||
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=== February 21 (Monday): NO CLASS === | === February 21 (Monday): NO CLASS === | ||
The class will not be meeting in observation of | The class will not be meeting in observation of Martin Luther King, Jr. day. | ||
=== February 23 (Wednesday): | === February 23 (Wednesday): Hacker Communities {{tentative}} === | ||
''' | '''Lectures:''' (watch ''before'' class) | ||
* | |||
* [Hackers (Part 1/3): Introduction] [23m27s] {{forthcoming}} | |||
* [Hackers (Part 2/3): CHDK Part 1] [17m47s] {{forthcoming}} | |||
* [Hackers (Part 3/3): CHDK Part 2] [12m31s] {{forthcoming}} | |||
'''Resources:''' | '''Resources:''' | ||
* [ | * [Week 8 Reading Note] (Requires Canvas access) {{forthcoming}} | ||
* [Lecture Slides] (Requires Canvas access) {{forthcoming}} | |||
* [Video Recording of Lecture & Case] (Requires Canvas access) {{forthcoming}} | |||
* [Case Boards] (Requires Canvas access) {{forthcoming}} | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* | * Rosenbaum, Ron. 1971. “Secrets of the Little Blue Box.” Esquire Magazine, October, 116. https://classic.esquire.com/article/1971/10/1/secrets-of-the-blue-box. {{avail-free|https://classic.esquire.com/article/1971/10/1/secrets-of-the-blue-box}} | ||
* [https:// | * [Case] Wayner, Peter. 2010. “Tweaking a Camera to Suit a Hobby.” The New York Times, May 26, 2010, sec. Technology / Personal Tech. http://www.nytimes.com/2010/05/27/technology/personaltech/27basics.html. {{avail-free|http://www.nytimes.com/2010/05/27/technology/personaltech/27basics.html}} {{avail-free|http://www.slate.com/articles/technology/the_spectator/2011/10/the_article_that_inspired_steve_jobs_secrets_of_the_little_blue_.single.html}} | ||
* [Case] C.H.D.K. Wiki Take a look at the [Home page https://chdk.fandom.com/wiki/CHDK] and explore the Wiki to get a good idea of what this community is about, what they do, and how it works. | |||
'''Optional Readings:''' | |||
''' | |||
* Mollick, Ethan. “Tapping into the Underground.” MIT Sloan Management Review 46, no. 4 (2005): 21. [[http://sloanreview.mit.edu/article/tapping-into-the-underground/ 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 | |||
=== February 25 (Friday): NO SECTION === | === February 25 (Friday): NO SECTION === | ||
=== February 28 (Monday): | === February 28 (Monday): Interactions Between Communities {{tentative}} === | ||
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* [Week 9 Reading Note] (Requires Canvas access) {{forthcoming}} | * [Week 9 Reading Note] (Requires Canvas access) {{forthcoming}} | ||
* Nathan TeBlunthuis' [Lecture Slides] (Requires Canvas access) {{forthcoming}} | * Nathan TeBlunthuis' [ Lecture Slides] (Requires Canvas access) {{forthcoming}} | ||
* [Case Boards] (Requires Canvas access) {{forthcoming}} | * [Case Boards] (Requires Canvas access) {{forthcoming}} | ||
* [Class/Case Screencast] (Requires Canvas access) {{forthcoming}} | * [Class/Case Screencast] (Requires Canvas access) {{forthcoming}} | ||
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* Zhu, Haiyi, Robert E. Kraut, and Aniket Kittur. 2014. “The Impact of Membership Overlap on the Survival of Online Communities.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 281–290. CHI ’14. New York, NY: ACM. https://doi.org/10.1145/2556288.2557213. {{avail-uw|https://doi.org/10.1145/2556288.2557213}} | * Zhu, Haiyi, Robert E. Kraut, and Aniket Kittur. 2014. “The Impact of Membership Overlap on the Survival of Online Communities.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 281–290. CHI ’14. New York, NY: ACM. https://doi.org/10.1145/2556288.2557213. {{avail-uw|https://doi.org/10.1145/2556288.2557213}} | ||
:'''Note:''' This is an alternate reading for the required reading by Zhu et al. (2014) above. If you've already the this one, you do ''not'' need to read this the required reading. If you have not read either, you should read the one above. | :'''Note:''' This is an alternate reading for the required reading by Zhu et al. (2014) above. If you've already the this one, you do ''not'' need to read this the required reading. If you have not read either, you should read the one above. | ||
=== March 2 (Wednesday): Building Community on TikTok {{tentative}} === | |||
'''Guest:''' | |||
* | * Hunter Brown | ||
''' | '''Required Readings:''' | ||
* [https:// | * [https://www.tiktok.com/@hunterkaimi @hunterkaimi on TikTok] | ||
''' | '''Resources:''' | ||
* [Week 9 Reading Note] (Requires UW Access) {{forthcoming}} | |||
There is no reading for today day. Instead, we'll have an interview and question and answer session with Class of 2021 UW Department of Communication student (and COM481 alumni) Hunter Brown. Hunter Brown posted his first video to TikTok in late December 2019 and started COM481 (then called 482) in the first week of January 2020. Over the quarter that Hunter was taking the class, he grew his followers to more than 15,500 using own creativity, intuition, and some of the concepts and techniques from the course. Hunter has since grown his TikTok following to more than 650,000 people in under two years. | |||
' | Check out Hunter's TikTok, linked from the syllabus, and come ready to ask him any questions you have. I'll start us out by interviewing Hunter about his experience growing an online community. Then we'll open up to your questions. | ||
=== March 4 (Friday): NO SECTION === | === March 4 (Friday): NO SECTION === | ||
=== March 7 (Monday): | === March 7 (Monday): === | ||
=== December 7 (Monday): Final Poster Presentations === | |||
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'''Resources:''' | '''Resources:''' | ||
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'''Resources:''' | '''Resources:''' | ||
* [[/ | * [[/Poster sessions|Details on the Poster sessions]] including due dates/times, instructions, and so on. {{forthcoming}} | ||
* 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]]. | * 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. | '''No readings.''' The final classes will be devoted entirely to final presentations. | ||
=== March 9 (Wednesday): | === March 9 (Wednesday): Final Poster Presentations === | ||
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'''Resources:''' | '''Resources:''' | ||
* [[/ | * [[/Poster sessions|Details on the Poster sessions]] including due dates/times, instructions, and so on. {{forthcoming}} | ||
* 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]]. | * 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]]. | ||
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== REMOVED MATERIAL == | == REMOVED MATERIAL == | ||
=== Understanding Online Community Founders === | === Understanding Online Community Founders === | ||
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* [https://canvas.uw.edu/files/62326466/download?download_frd=1 Week 9-1 Reading Note] (Requires Canvas access) | * [https://canvas.uw.edu/files/62326466/download?download_frd=1 Week 9-1 Reading Note] (Requires Canvas access) | ||
* [ Lecture Slides] (Requires Canvas access) | * [ Lecture Slides] (Requires Canvas access) | ||
* [ | * [ Video Recording of Lecture & Case] (Requires Canvas access) | ||
* [ Case Boards] (Requires Canvas access) | * [ Case Boards] (Requires Canvas access) | ||
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=== Devices in Class === | === Devices in Class === | ||
Electronic devices (e.g., phones, tablets, laptops) are '''not''' permitted in class. If you have a documented need to use a device, please contact me ahead of time to let me know. If you do get permission to use a device, I will ask you to sit in the very back of the classroom. | Electronic devices (e.g., phones, tablets, laptops) are '''not''' going to permitted in class. If you have a documented need to use a device, please contact me ahead of time to let me know. If you do get permission to use a device, I will ask you to sit in the very back of the classroom. | ||
The goal of this policy is to help you stay focused and avoid distractions for yourself and your peers in the classroom. This is really important and turns out to be much more difficult in the presence of powerful computing devices with brightly glowing screens and fast connections to the Internet. For more on the rationale behind this policy, please read [https://medium.com/@cshirky/why-i-just-asked-my-students-to-put-their-laptops-away-7f5f7c50f368 Clay Shirky’s thoughtful discussion of his approach to this issue]. | The goal of this policy is to help you stay focused and avoid distractions for yourself and your peers in the classroom. This is really important and turns out to be much more difficult in the presence of powerful computing devices with brightly glowing screens and fast connections to the Internet. For more on the rationale behind this policy, please read [https://medium.com/@cshirky/why-i-just-asked-my-students-to-put-their-laptops-away-7f5f7c50f368 Clay Shirky’s thoughtful discussion of his approach to this issue]. | ||
Of course, we will discuss assignments and topics that involve referring to things online. Toward that end, you might find it convenient to bring a laptop or tablet to class. If you want to look something up on your device outside of a time I clearly point out | Of course, we will discuss assignments and topics that involve referring to things online. Toward that end, you might find it convenient to bring a laptop or tablet to class. If you want to look something up on your device outside of a time I clearly point out are device-allowed, please ask me. I will always point out explicitly in class if it's OK to use devices. | ||
'''Except during parts of class | '''Except during these parts of class — which — I ask that you refrain from using your laptops, tablets, phones, and pretty much any (digital) device with a screen.''' | ||
=== Office Hours === | === Office Hours === | ||
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The best way to get in touch with me about issues in class will in the Discord server via asychronous messages sent to one of the text channels. This is preferable because any questions you have can be answered in a way that is visible to others in the class. | The best way to get in touch with me about issues in class will in the Discord server via asychronous messages sent to one of the text channels. This is preferable because any questions you have can be answered in a way that is visible to others in the class. | ||
I will hold synchronous, in-person, office hours once a week: | |||
: | : {{tbd}} in the '''Office Hours''' voice channel on Discord. | ||
If my planned office hours do not work for you, please contact me in the Discord server or over email to arrange a meeting at another time. | If my planned office hours do not work for you, please contact me in the Discord server or over email to arrange a meeting at another time. | ||
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If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 206-543-8924 or uwdrs@uw.edu or disability.uw.edu. DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Reasonable accommodations are established through an interactive process between you, your instructor(s) and DRS. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. | If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 206-543-8924 or uwdrs@uw.edu or disability.uw.edu. DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Reasonable accommodations are established through an interactive process between you, your instructor(s) and DRS. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. | ||
=== Other Student Support === | === Other Student Support === |