Editing Online Communities (UW COM481 Winter 2023)
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==NOT YET COMPLETE== | |||
Don't take anything in this syllabus as the plan yet -- still working on it! | |||
:'''COM481A: Online Communities''' - Department of Communication | :'''COM481A: Online Communities''' - Department of Communication | ||
:'''Instructor:''' [https://kayleachampion.com/ Kaylea Champion] / Messages via Discord or Canvas preferred or if necessary [mailto:kaylea@uw.edu kaylea@uw.edu] | :'''Instructor:''' [https://kayleachampion.com/ Kaylea Champion] / Messages via Discord or Canvas preferred or if necessary [mailto:kaylea@uw.edu kaylea@uw.edu] | ||
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:* We will use Canvas for [https://canvas.uw.edu/courses/1612238/announcements announcements] and [https://canvas.uw.edu/courses/1612238/assignments turning in assignments]. | :* We will use Canvas for [https://canvas.uw.edu/courses/1612238/announcements announcements] and [https://canvas.uw.edu/courses/1612238/assignments turning in assignments]. | ||
:* 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/1612238/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/1612238/pages/class-setup-checklist Class Setup Checklist].) | ||
:* [https:// | :* [https://forms.google.com/J245FSzRRGVkgnBM7 Course absence form]: It is important to tell me if you are not coming to class at least one hour before class begins. | ||
:* For the Wikipedia assignments, we will use this [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter) WikiEdu class page and dashboard]. | :* For the Wikipedia assignments, we will use this [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter) WikiEdu class page and dashboard]. | ||
:* Everything else will be linked on this page. | :* Everything else will be linked on this page. | ||
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You should expect this syllabus to be a dynamic document (not a 'contract'). Although the core expectations for this class are fixed, the details of readings and assignments ''will'' shift based on how the class goes, guest speakers that I arrange, my own readings in this area, etc. As a result, there are three important things to keep in mind: | You should expect this syllabus to be a dynamic document (not a 'contract'). Although the core expectations for this class are fixed, the details of readings and assignments ''will'' shift based on how the class goes, guest speakers that I arrange, my own readings in this area, etc. As a result, there are three important things to keep in mind: | ||
* Although details on this syllabus will change, I will try to ensure that I never change readings more than | * Although details on this syllabus will change, I will try to ensure that I never change readings more than seven days before they are due. I will send an announcement '''no later than before I go to sleep each Sunday evening''' that fixes the schedule for the next week. This means that if I don't fill in a reading marked "{{tbd}}" seven 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 seven days ahead, contact me first. | ||
* Because this syllabus is a wiki, you will be able to track every change by clicking the history button on this page when I make changes. I will summarize these changes in the weekly [https://canvas.uw.edu/courses/1612238/announcements announcement on Canvas] sent that will be emailed to everybody in the class. Closely monitor your email or the announcements section on the [https://canvas.uw.edu/courses/1612238/announcements course website on Canvas] to make sure you don't miss these announcements. | * Because this syllabus is a wiki, you will be able to track every change by clicking the history button on this page when I make changes. I will summarize these changes in the weekly [https://canvas.uw.edu/courses/1612238/announcements announcement on Canvas] sent that will be emailed to everybody in the class. Closely monitor your email or the announcements section on the [https://canvas.uw.edu/courses/1612238/announcements course website on Canvas] to make sure you don't miss these announcements. | ||
* I will ask the class for voluntary anonymous feedback frequently — especially toward the beginning of the quarter. Please let me know what is working and what can be improved. In the past, I have made many adjustments to courses that I teach while the quarter progressed based on this feedback. | * I will ask the class for voluntary anonymous feedback frequently — especially toward the beginning of the quarter. Please let me know what is working and what can be improved. In the past, I have made many adjustments to courses that I teach while the quarter progressed based on this feedback. | ||
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;Task: Create an account and start orientation | ;Task: Create an account and start orientation | ||
;Due: Friday January 7 | ;Due: Friday January 7 | ||
;Deliverables: | ;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter) the class WikiEdu dashboard] | ||
* Complete the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_( | * Complete the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2023) 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)?enroll=glrjoavh click this link] and then click "Join" to enroll in the course. If you are asked for a passcode, you can enter '''glrjoavh'''. | * 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)?enroll=glrjoavh click this link] and then click "Join" to enroll in the course. If you are asked for a passcode, you can enter '''glrjoavh'''. | ||
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Because the nuts-and-bolts of completing this is complicated, I'm sharing a short screencast made by a prior instructor when he taught this class: | Because the nuts-and-bolts of completing this is complicated, I'm sharing a short screencast made by a prior instructor when he taught this class: | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1ba4498f-53a8-4216-a3fe-ae22003aec55 Screencast of Wikipedia Task #3] (Requires Canvas access) | ||
* Note: Rules about copyright and plagiarism still apply in your sandbox -- and your sandbox is not private. Some images (like logos) are not approved for use in the sandboxes, even though they are allowed in the main Wikipedia page! To check your sandbox for this issue, and BEFORE you copy-paste in the article, click each image in the article you're planning to improve. If the image is marked "Fair use" in the media viewer ([[fairuse image - do not clone |see an example]] of what that looks like), you will need to delete the link from your sandbox, and make a plan to re-add it by hand when your article goes live. | * Note: Rules about copyright and plagiarism still apply in your sandbox -- and your sandbox is not private. Some images (like logos) are not approved for use in the sandboxes, even though they are allowed in the main Wikipedia page! To check your sandbox for this issue, and BEFORE you copy-paste in the article, click each image in the article you're planning to improve. If the image is marked "Fair use" in the media viewer ([[fairuse image - do not clone |see an example]] of what that looks like), you will need to delete the link from your sandbox, and make a plan to re-add it by hand when your article goes live. | ||
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;Due Date: Friday February 11 | ;Due Date: Friday February 11 | ||
;Deliverables: Make contributions in Wikipedia | ;Deliverables: Make contributions in Wikipedia | ||
* | |||
* Move sandbox articles into the "(Article)" name space by following the instruction in [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * Polishing your article, it should be ready for public consumption. There are some general suggestions on polishing in [[/Wikipedia task 6]]. | ||
* Move sandbox articles into the "(Article)" name space by following the instruction in [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0e178d20-66a6-4b6c-8f75-ac690051682b this video I've recorded] or in [[/Wikipedia task 6]]. | |||
==== Wikipedia Task #7 ==== | ==== Wikipedia Task #7 ==== | ||
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;Due Date: Sunday February 13 | ;Due Date: Sunday February 13 | ||
;Deliverables: | ;Deliverables: | ||
:*Turn in report as subpage of your Wikipedia userpage and turn in the URL [https://canvas.uw.edu/courses/1612238/assignments/6879166 in Canvas]. | :*Turn in report as subpage of your Wikipedia userpage and turn in the URL [https://canvas.uw.edu/courses/1612238/assignments/6879166 in Canvas]. | ||
; | ;Maximum length for report: 1000 words (~4 pages double spaced) | ||
Turn your report -- an evaluative essay -- as a subpage of your userpage. For example, I would create mine with http://en.wikipedia.org/wiki/User:Khascall/Report as the URL. Of course, you should replace "Khascall" with your Wikipedia username. You can also just go to your userpage by clicking on your username on Wikipedia and then adding "/Report" at the end of the URL. | Turn your report -- an evaluative essay -- as a subpage of your userpage. For example, I would create mine with http://en.wikipedia.org/wiki/User:Khascall/Report as the URL. Of course, you should replace "Khascall" with your Wikipedia username. You can also just go to your userpage by clicking on your username on Wikipedia and then adding "/Report" at the end of the URL. | ||
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In addition to finishing up your Wikipedia article, everybody should turn in a report reflecting on your experience contributing to Wikipedia in light of your experience and the course material and, most importantly, offering 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 reflecting on your experience contributing to Wikipedia in light of your experience and the course material and, most importantly, offering 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. | ||
Your report will be evaluated, first and foremost, on the degree to which it provides useful, informed, and actionable advice to the Wikipedia community and the Wikimedia Foundation. It will also be evaluated on the degree to which you engage with the course material. See the [[User:Kaylea/Assessment | writing rubric]] for details on my expectations in terms of the content of the papers. A successful essay will do the following things: | Your report will be evaluated, first and foremost, on the degree to which it provides useful, informed, and actionable advice to the Wikipedia community and the Wikimedia Foundation. It will also be evaluated on the degree to which you engage with the course material. See the [[User:Kaylea Champion/Assessment | writing rubric]] for details on my expectations in terms of the content of the papers. A successful essay will do the following things: | ||
# Provide detailed, concrete, and actionable advice to the Wikipedia community and the Wikimedia Foundation. What should Wikipedia think about doing? What should they think about changing? | # Provide detailed, concrete, and actionable advice to the Wikipedia community and the Wikimedia Foundation. What should Wikipedia think about doing? What should they think about changing? | ||
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Each project should include: (a) the description of the community you have identified (you are welcome to borrow from your Community Identification assignment), (b) a description of how you would use the course concepts to change and improve the community. | Each project should include: (a) the description of the community you have identified (you are welcome to borrow from your Community Identification assignment), (b) a description of how you would use the course concepts to change and improve the community. | ||
You will be evaluated on the degree to which you have demonstrated that you understand and have engaged with the course material and not on specifics of your community. I want you to reflect on what parts of theory we covered apply or do not. What does the community do right according to what you've learned? What might it do differently in the future based on what you've read? What did the course and readings not teach that they should have? | You will be evaluated on the degree to which you have demonstrated that you understand and have engaged with the course material and not on specifics of your community. I want you to reflect on what parts of theory we covered apply or do not. What does the community do right according to what you've learned? What might it do differently in the future based on what you've read? What did the course and readings not teach that they should have? | ||
A successful project will tell a compelling story and will engage with, and improve upon, the course material to teach an audience that includes me, your classmates, and students taking this class in future years, how to take advantage of online communities more effectively. The very best papers will give us all a new understanding of some aspect of course material and change the way I teach some portion of this course in the future. | |||
=== Grading === | === Grading === | ||
I will follow the very detailed grading rubric described on [[User:Kaylea/Assessment|my assessment page]]. Please read it carefully I will assign grades for each of following items on the UW 4.0 grade scale according to the weights below: | I will follow the very detailed grading rubric described on [[User:Kaylea Champion/Assessment|my assessment page]]. Please read it carefully I will assign grades for each of following items on the UW 4.0 grade scale according to the weights below: | ||
* Case discussion: 30% | * Case discussion: 30% | ||
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* Review the course objectives and requirements | * Review the course objectives and requirements | ||
* Answer your questions about the class | * Answer your questions about the class | ||
'''Resources:''' | '''Resources:''' | ||
* | * Slides will be available after class. | ||
'''Optional Readings:''' | '''Optional Readings:''' | ||
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=== January 5 (Thursday): Motivation (Part I), Yelp === | === January 5 (Thursday): Motivation (Part I), Yelp === | ||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* | * TODO: Intro to the day | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c19fec1b-0cea-401f-9d08-ae080038c891 Motivation and Incentives (Part 1/6): Introduction and Framing] [13m38s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=dcff672d-e996-4bc1-87eb-ae080038c904 Motivation and Incentives (Part 2/6): Motivating Participation through Asking] [9m54s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=73b940f2-be48-4a89-8fd4-ae080038c98a Motivation and Incentives (Part 3/6): Intrinsic and Extrinsic Motivators] [20m53s] | ||
* | * TODO: Dark Patterns | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/85702766/download?download_frd=1 Reading Note #1] (Requires Canvas access) ''← looking for the prep questions that will be used for the cold call? They're in here!'' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/85680350/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/86385856/download?download_frd=1 Case Boards] (Requires Canvas access) | |||
* [https://canvas.uw.edu/files/ | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=88ca0bc5-964f-4730-8c36-ae1900b251dc Class Video Recording] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
'''Required Reading:''' | '''Required Reading:''' | ||
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* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 2, pg 21-40 (Sections 1-3) | * [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 2, pg 21-40 (Sections 1-3) | ||
* [Case] Modi, Maulik. 2019. “Yelp — What Happened!!” Medium. December 1, 2019. https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235. {{avail-free|https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235}} | * [Case] Modi, Maulik. 2019. “Yelp — What Happened!!” Medium. December 1, 2019. https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235. {{avail-free|https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235}} | ||
* [Case] Parikh, Anish A., Carl Behnke, Doug Nelson, Mihaela Vorvoreanu, and Barbara Almanza. 2015. “A Qualitative Assessment of Yelp.Com Users’ Motivations to Submit and Read Restaurant Reviews.” Journal of Culinary Science & Technology 13 (1): 1–18. https://doi.org/10.1080/15428052.2014.952474. {{avail-canvas|https://canvas.uw.edu/files/ | * [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/85123162/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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* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 1, pg 1-17 | * [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 1, pg 1-17 | ||
=== January 6 (Friday): Wikipedia Task #1 DUE === | === January 6 (Friday): Wikipedia Task #1 DUE === | ||
Details are on the [[#Wikipedia Task #1|section of this page describing the assignment]]. | Details are on the [[#Wikipedia Task #1|section of this page describing the assignment]]. | ||
If you're feeling overwhelmed, frustrated, or confused, [https://canvas.uw.edu/files/86275865/download?download_frd=1| take a look at the document about succeeding in this course]. | If you're feeling overwhelmed, frustrated, or confused, [https://canvas.uw.edu/files/86275865/download?download_frd=1| take a look at the document about succeeding in this course]. | ||
=== January 10 (Tuesday): Motivation | === January 10 (Tuesday): Motivation II, Twitch === | ||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* TODO: Intro to the day | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8d39ec5b-e605-4df0-9b2f-ae080038ca06 Motivation and Incentives (Part 4/6): Gaming the system] [17m51s] | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8d5ea79d-65ef-45df-a76b-ae080038c791 Motivation and Incentives (Part 5/6): Motivation crowding and group dynamics] [15m09s] | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=36c99396-eaf3-413a-bf55-ae080038c81a Motivation and Incentives (Part 6/6): Takeaways] [5m02s] | |||
* TODO: Is Twitch fair? | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/85702766/download?download_frd=1 Reading Note #1] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/85680351/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/86410310/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=2d32e2a9-36aa-4d95-b0c7-ae1a006e5778 Class Video Recording] (Requires Canvas access) | ||
'''Required Readings:''' | '''Required Readings:''' | ||
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* [Case] “Achievements.” n.d. Twitch. Accessed January 7, 2020. https://help.twitch.tv/s/article/achievements?language=en_US. {{avail-free|1=https://help.twitch.tv/s/article/achievements?language=en_US}} | * [Case] “Achievements.” n.d. Twitch. Accessed January 7, 2020. https://help.twitch.tv/s/article/achievements?language=en_US. {{avail-free|1=https://help.twitch.tv/s/article/achievements?language=en_US}} | ||
* [Case] Grayson, Nathan. 2018. “Twitch Partners Feeling Burned After Affiliates Receive Features That Took Them Years To Earn.” Kotaku. June 14, 2018. https://kotaku.com/twitch-partners-feeling-burned-after-affiliates-receive-1826810027. {{avail-free|https://kotaku.com/twitch-partners-feeling-burned-after-affiliates-receive-1826810027}} | * [Case] Grayson, Nathan. 2018. “Twitch Partners Feeling Burned After Affiliates Receive Features That Took Them Years To Earn.” Kotaku. June 14, 2018. https://kotaku.com/twitch-partners-feeling-burned-after-affiliates-receive-1826810027. {{avail-free|https://kotaku.com/twitch-partners-feeling-burned-after-affiliates-receive-1826810027}} | ||
=== January 12 (Thursday): Commitment I, Reddit === | === January 12 (Thursday): Commitment I, Reddit === | ||
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'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * TODO: Intro to the day | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=48b294a1-cf47-4449-86d4-ad020185f7ae Commitment (Part 1/6): Introduction and Identity] [18m06s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=9a0393aa-6edd-471f-ab06-ad020185f848 Commitment (Part 2/6): Bonds] [11m20s] | ||
* | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bb134374-caf4-4b98-a200-ad020185f725 Commitment (Part 3/6): Normative and needs-based] [19m01s] | ||
* TODO: Dark Patterns II | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/85702781/download?download_frd=1 Reading Note #2] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/85680352/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://canvas.uw.edu/files/86566501/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=651e980b-39b3-44d8-bbd2-ae1d00d88bbf Class Video Recording] (Requires Canvas access) | |||
'''Required Readings:''' | '''Required Readings:''' | ||
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* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 3, pg 77-102 (Section 1) | * [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 3, pg 77-102 (Section 1) | ||
In this case, we're going to be looking at five different "subreddit" communities within Reddit. In some of these cases, there is an enormous amount of material on the pages and subpages. Poke around for 10 minutes or so (please | 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: | ||
* [Case] [https://www.reddit.com/r/aww/ /r/aww] — "Things that make you go AWW! -- like puppies, bunnies, babies, and so on..." | * [Case] [https://www.reddit.com/r/aww/ /r/aww] — "Things that make you go AWW! -- like puppies, bunnies, babies, and so on..." | ||
* [Case] [https://www.reddit.com/r/udub/ /r/udub] — "the unofficial subreddit of the University of Washington" | * [Case] [https://www.reddit.com/r/udub/ /r/udub] — "the unofficial subreddit of the University of Washington" | ||
* [Case] [https://www.reddit.com/r/SeattleWA/ /r/SeattleWA] — "the active Reddit community for Seattle, Washington and the Puget Sound area" | * [Case] [https://www.reddit.com/r/SeattleWA/ /r/SeattleWA] — "the active Reddit community for Seattle, Washington and the Puget Sound area" | ||
* [Case] [https://www.reddit.com/r/ | * [Case] [https://www.reddit.com/r/nosleep/ /r/NoSleep] — "a place for authors to share their original horror stories" | ||
* [Case] [https://www.reddit.com/r/ | * [Case] [https://www.reddit.com/r/CasualPizzaCats/ /r/CasualPizzaCats] — a World of Warcraft guild | ||
TODO refresh these cases. AITA, antiwork? | |||
=== January 13 (Friday): Wikipedia Task #2 DUE === | === January 13 (Friday): Wikipedia Task #2 DUE === | ||
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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]]. | ||
A template to help you think about how to improve an article [https://canvas.uw.edu/files/86587073/download?download_frd=1 is posted here]. An article you know how to improve is a great choice for the next phase of this project, where you'll put your plan into practice! [requires Canvas access] | |||
===January 17 (Tuesday): Commitment II, Facebook & Twitter=== | ===January 17 (Tuesday): Commitment II, Facebook & Twitter=== | ||
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'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* | * TODO: Intro to the day | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7b45810f-1288-434a-a149-ad020185f695 Commitment (Part 4/6): Group Size] [24m24s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c8452b9c-c088-495a-b2c1-ad020185f8dc Commitment (Part 5/6): Lock-in and more on need-based] [17m40s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=94f6d7fe-0f66-4042-9608-ad020185f9a3 Commitment (Part 6/6): Trade-offs between engagement and commitment] [7m41s] | ||
* TODO: How much should platforms try to control behavior in communities? | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/85702781/download?download_frd=1 Reading Note #2] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/85680354/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/86809537/download?download_frd=1 Case Boards] (Requires Canvas access) | |||
* [https://canvas.uw.edu/files/ | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=fb87d86f-ee78-472c-9db6-ae23013d9087 Class Video Recording] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 3, pg 102-115 (Sections 2 - 4) | * [[#Component 1: The Theory and Practice of Online Communities|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. | ||
* [Case] | * [Case] Constine, Josh. 2018. “[http://social.techcrunch.com/2018/04/13/free-the-social-graph/ Facebook Shouldn’t Block You from Finding Friends on Competitors].” TechCrunch (blog). April 13, 2018. | ||
* [Case] Bankston, Kevin. 2018. “[https://www.newamerica.org/weekly/edition-211/how-we-can-free-our-facebook-friends/ How We Can ‘Free’ Our Facebook Friends].” New America. June 28, 2018. | |||
* [Case] Hill, Benjamin Mako. 2012. “[https://mako.cc/copyrighteous/why-facebooks-network-effects-are-overrated Why Facebook’s Network Effects Are Overrated].” Copyrighteous (blog). June 4, 2012. | |||
=== January 19 (Thursday): Norms and Regulation I, Codes of Conduct and Toxicity === | === January 19 (Thursday): Norms and Regulation I, Codes of Conduct and Toxicity === | ||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* TODO: Intro to the day | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1cd1530a-f5a2-4f6d-b033-ae22001b7834 Norms and Regulation (Part 1/7): Introduction] [8m17s] | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=f8838365-b56c-42ca-95a1-ae22001b79c4 Norms and Regulation (Part 2/7): What are norms?] [9m11s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b1fef3d2-60f3-417a-9787-ae22001b78d1 Norms and Regulation (Part 3/7): Descriptive norms] [18m54s] | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d4ee445b-fd1c-404a-a7b1-ae22001b7949 Norms and Regulation (Part 4/7): Injunctive norms] [12m32s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * TODO Should we leave toxic communities? | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/86734577/download?download_frd=1 Reading Note #3] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/86722976/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/86997724/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=473e035a-6b7f-41c0-849f-ae28002d646e Class Video Recording] (Requires Canvas access) | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 4, pg 125-140 (Sections 1-3) | * [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 4, pg 125-140 (Sections 1-3) | ||
* [Case] 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.) | ||
Line 577: | Line 546: | ||
** [https://wiki.gnome.org/Foundation/CodeOfConduct/CommitteeProcedures GNOME Code of Conduct committee procedures] (less important but worth skimming) | ** [https://wiki.gnome.org/Foundation/CodeOfConduct/CommitteeProcedures GNOME Code of Conduct committee procedures] (less important but worth skimming) | ||
=== January 20 (Friday): DUE: Wikipedia Task #3 === | === January 20 (Friday): Section & DUE: Wikipedia Task #3 === | ||
Details on the assignment are on the [[#Wikipedia Task #3|section of this page describing the assignment]]. | Details on the assignment are on the [[#Wikipedia Task #3|section of this page describing the assignment]]. | ||
=== January 24 (Tuesday): Norms and Regulation (Part II), | |||
=== January 24 (Tuesday): Norms and Regulation (Part II), Case TBD === | |||
<!-- | |||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* | * TODO: Intro to the day | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1c6b9675-0302-4143-a2b0-ae22001b7a33 Norms and Regulation (Part 5/7): Threats] [20m07s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b100d238-600d-4ffc-9e87-ae22001b7ab5 Norms and Regulation (Part 6/7): Responses] [22m05s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b1ff7f4a-06d6-40ea-adba-ae22001b7b27 Norms and Regulation (Part 7/7): Collateral Damage] [6m41s] | ||
* [https://www.youtube.com/watch?v=mLyOj_QD4a4 Leeroy Jenkins] — Extra video mentioned in lecture (Youtube) | * [https://www.youtube.com/watch?v=mLyOj_QD4a4 Leeroy Jenkins] — Extra video mentioned in lecture (Youtube) | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/86734577/download?download_frd=1 Reading Note #3] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/86722973/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/87315439/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=08e10d40-9864-4bbd-b33d-ae2e011880c4 Class Video Recording] (Requires Canvas access) | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 4, pg 140-170 (Sections 4-5) | * [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 4, pg 140-170 (Sections 4-5) | ||
* [Case | * [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] Lampe, Cliff, and Paul Resnick. 2004. “Slash(Dot) and Burn: Distributed Moderation in a Large Online Conversation Space.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 543–550. CHI ’04. New York, NY: ACM. https://doi.org/10.1145/985692.985761. {{avail-uw|https://doi.org/10.1145/985692.985761}} | |||
* [Case | |||
* [Case | |||
'''Optional Readings:''' | '''Optional Readings:''' | ||
* Know Your Meme, 2014, [http://knowyourmeme.com/memes/rules-of-the-internet Rules of the Internet] | * Know Your Meme, 2014, [http://knowyourmeme.com/memes/rules-of-the-internet Rules of the Internet] | ||
* Matias, J. Nathan. 2016. “Going Dark: Social Factors in Collective Action Against Platform Operators in the Reddit Blackout.” In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, 1138–1151. CHI ’16. New York, NY, USA: ACM. https://doi.org/10.1145/2858036.2858391. {{avail-uw|https://doi.org/10.1145/2858036.2858391}} {{avail-free|https://natematias.com/media/GoingDark-Matias-2016.pdf}} | |||
--> | |||
=== January 26 (Thursday): Newcomers I, Zooniverse === | === January 26 (Thursday): Newcomers I, Zooniverse === | ||
<!-- | |||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=52a0d72f-6126-48ef-bca8-ae23015f2980 Newcomers (Part 1/6): Introduction] [11m53s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=38c84f32-6566-4bc7-af8e-ae23015f289b Newcomers (Part 2/6): Recruitment] [15m09s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4c54e20e-2181-4b20-a369-ae23015f275d Newcomers (Part 3/6): Selection] [14m23s] | ||
* TODO: Ethics of care and newcomers | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/87076041/download?download_frd=1 Reading Note #4] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/86925402/download?download_frd=1Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/87345071/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=4a7d5960-1306-47b4-897a-ae2e017d9da0 Class Video Recording] (Requires Canvas access) | ||
'''Required Readings:''' | '''Required Readings:''' | ||
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* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 5, pg 179-205 (Sections 1-2) | * [[#Component 1: The Theory and Practice of Online Communities|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. 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. | ||
* [Case] Mugar, Gabriel, Carsten Østerlund, Katie DeVries Hassman, Kevin Crowston, and Corey Brian Jackson. 2014. “Planet Hunters and Seafloor Explorers: Legitimate Peripheral Participation through Practice Proxies in Online Citizen Science.” In Proceedings of the 17th ACM Conference on Computer Supported Cooperative Work & Social Computing, 109–119. CSCW ’14. Baltimore, Maryland, USA: Association for Computing Machinery. https://doi.org/10.1145/2531602.2531721. {{avail-uw|https://doi.org/10.1145/2531602.2531721}} {{avail-free|https://crowston.syr.edu/sites/crowston.syr.edu/files/paper_revised%20copy%20to%20post.pdf}} | * [Case] Mugar, Gabriel, Carsten Østerlund, Katie DeVries Hassman, Kevin Crowston, and Corey Brian Jackson. 2014. “Planet Hunters and Seafloor Explorers: Legitimate Peripheral Participation through Practice Proxies in Online Citizen Science.” In Proceedings of the 17th ACM Conference on Computer Supported Cooperative Work & Social Computing, 109–119. CSCW ’14. Baltimore, Maryland, USA: Association for Computing Machinery. https://doi.org/10.1145/2531602.2531721. {{avail-uw|https://doi.org/10.1145/2531602.2531721}} {{avail-free|https://crowston.syr.edu/sites/crowston.syr.edu/files/paper_revised%20copy%20to%20post.pdf}} | ||
Line 645: | Line 608: | ||
* Huang, Shih-Wen, Minhyang (Mia) Suh, Benjamin Mako Hill, and Gary Hsieh. 2015. “How Activists Are Both Born and Made: An Analysis of Users on Change.Org.” In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (CHI ’15), 211–220. New York, New York: ACM Press. https://doi.org/10.1145/2702123.2702559. ''[[https://doi.org/10.1145/2702123.2702559Available through UW libraries]]'' {{avail-free|https://mako.cc/academic/huang_suh_hill_hsieh-changeorg_born_made-CHI2015-preprint.pdf}} | * Huang, Shih-Wen, Minhyang (Mia) Suh, Benjamin Mako Hill, and Gary Hsieh. 2015. “How Activists Are Both Born and Made: An Analysis of Users on Change.Org.” In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (CHI ’15), 211–220. New York, New York: ACM Press. https://doi.org/10.1145/2702123.2702559. ''[[https://doi.org/10.1145/2702123.2702559Available through UW libraries]]'' {{avail-free|https://mako.cc/academic/huang_suh_hill_hsieh-changeorg_born_made-CHI2015-preprint.pdf}} | ||
* Shaw, Aaron, and Benjamin Mako Hill. 2014. “Laboratories of Oligarchy? How the Iron Law Extends to Peer Production.” Journal of Communication 64 (2): 215–38. https://doi.org/10.1111/jcom.12082. ''[[https://doi.org/10.1111/jcom.12082 Available through UW libraries]]'' {{avail-free|https://mako.cc/academic/shaw_hill-laboratories_of_oligarchy-DRAFT.pdf}} | * Shaw, Aaron, and Benjamin Mako Hill. 2014. “Laboratories of Oligarchy? How the Iron Law Extends to Peer Production.” Journal of Communication 64 (2): 215–38. https://doi.org/10.1111/jcom.12082. ''[[https://doi.org/10.1111/jcom.12082 Available through UW libraries]]'' {{avail-free|https://mako.cc/academic/shaw_hill-laboratories_of_oligarchy-DRAFT.pdf}} | ||
--> | |||
=== January 27 (Friday): DUE: Wikipedia Task #4 === | === January 27 (Friday): DUE: Wikipedia Task #4 === | ||
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Details on the assignment are on the [[#Wikipedia Task #4|section of this page describing the assignment]]. | Details on the assignment are on the [[#Wikipedia Task #4|section of this page describing the assignment]]. | ||
=== January 31 (Tuesday): Newcomers II, Explosive Growth and Going Viral | === January 31 (Tuesday): Newcomers II, Explosive Growth and Going Viral === | ||
<!-- | |||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d27e0d9c-48a1-471a-8273-ae23015f2689 Newcomers (Part 5/6): Protection and socialization] [16m27s] | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d0a77fda-c7be-4d0f-b982-ae23015f27fd Newcomers (Part 5/6): Retaining new users] [14m00s] | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=dd113a9a-8dc2-48cc-8238-ae23015f2a51 Newcomers (Part 6/6): Concluding thoughts] [14m02s] | |||
* TODO Going Viral | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/87076041/download?download_frd=1 Reading Note #4] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/86925400/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/87445788/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bfa90776-0235-40ea-ab65-ae310002c5b7 Class Video Recording] (Requires Canvas access) | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 5, pg 205-223 (Sections 3-6) | * [[#Component 1: The Theory and Practice of Online Communities|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] 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]]'' | ||
--> | |||
=== February 2 (Thursday): Anonymity and Identity Online === | === February 2 (Thursday): Anonymity and Identity Online === | ||
<!-- | |||
'''Resources:''' | |||
* [https://canvas.uw.edu/files/88419236/download?download_frd=1 Reading Note #7] (Requires Canvas access) | |||
* Kaylea Champion's [https://canvas.uw.edu/files/88450958/download?download_frd=1 Lecture Slides Part 1] and [https://canvas.uw.edu/files/88450953/download?download_frd=1 Lecture Slides Part 2] (Requires Canvas access) | |||
* [https://canvas.uw.edu/files/88705707/download?download_frd=1 Case Boards] (Requires Canvas access) | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e9692cdd-eba8-454f-8e95-ae4c012f843b Class Video Recording] (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=3d587ff5-d662-43ac-90db-ae45001970d2 Anonymity in Communication Studies: Overview and History] [13m] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4d79d872-48ce-4580-85e4-ae46001502c7 Anonymity and Facets of Identifiability] [10m30s] | ||
* [https:// | * [https://youtube.com/8jNMzHB-f-s What's anonymity worth?] [7m20s] Conference talk from Kaylea Champion (forthcoming at MozFest 2022) | ||
* [https://www.ted.com/talks/christopher_moot_poole_the_case_for_anonymity_online TED Talk: Christopher Poole describing 4chan] [11m8s] | * [https://www.ted.com/talks/christopher_moot_poole_the_case_for_anonymity_online TED Talk: Christopher Poole describing 4chan] [11m8s] | ||
* [https://www.ted.com/talks/jamie_bartlett_how_the_mysterious_dark_net_is_going_mainstream TED Talk: Jamie Bartlett and the Dark Web] [13m48s] | * [https://www.ted.com/talks/jamie_bartlett_how_the_mysterious_dark_net_is_going_mainstream TED Talk: Jamie Bartlett and the Dark Web] [13m48s] | ||
'''Required Readings:''' | '''Required Readings:''' | ||
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* Hill, B. M., & Shaw, A. (2021). The Hidden Costs of Requiring Accounts: Quasi-Experimental Evidence From Peer Production. Communication Research, 48(6), 771–795. https://doi.org/10.1177/0093650220910345 {{avail-uw|https://doi.org/10.1177/0093650220910345}} | * Hill, B. M., & Shaw, A. (2021). The Hidden Costs of Requiring Accounts: Quasi-Experimental Evidence From Peer Production. Communication Research, 48(6), 771–795. https://doi.org/10.1177/0093650220910345 {{avail-uw|https://doi.org/10.1177/0093650220910345}} | ||
* Anonymous, To Reveal or Not to Reveal: A Theoretical Model of Anonymous Communication, Communication Theory, Volume 8, Issue 4, 1 November 1998, Pages 381–407, https://doi.org/10.1111/j.1468-2885.1998.tb00226.x {{avail-uw|https://doi.org/10.1111/j.1468-2885.1998.tb00226.x}} | * Anonymous, To Reveal or Not to Reveal: A Theoretical Model of Anonymous Communication, Communication Theory, Volume 8, Issue 4, 1 November 1998, Pages 381–407, https://doi.org/10.1111/j.1468-2885.1998.tb00226.x {{avail-uw|https://doi.org/10.1111/j.1468-2885.1998.tb00226.x}} | ||
* [https://www.ted.com/talks/will_cathcart_the_future_of_digital_communication_and_privacy TED Talk: Will Cathcart and Whatsapp] [18m44s] | * [https://www.ted.com/talks/will_cathcart_the_future_of_digital_communication_and_privacy TED Talk: Will Cathcart and Whatsapp] [18m44s] --> | ||
=== February 3 (Friday): DUE: Wikipedia Task #5 === | === February 3 (Friday): DUE: Wikipedia Task #5 === | ||
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=== February 7 (Tuesday): Creating New Communities I, | === February 7 (Tuesday): Creating New Communities I, Mastodon and BeReal === | ||
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'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bc67b867-f64d-445e-b333-ae2e0119c037 Creating New Communities (Part 1/4): Introduction] [13m33s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3dd5e159-8c5b-443a-8a70-ae2e0119bf76 Creating New Communities (Part 2/4): Scope] [19m56s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e0cf555b-9ca7-4487-837d-ae2e0119beab Creating New Communities (Part 3/4): Utility Model of Creation] [20m22s] | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/87335933/download?download_frd=1 Reading Note #5] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/courses/1612238/files/folder/Slides?preview=87316056 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/87751366/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=615f2337-bec8-4b82-8907-ae370035e1d2 Class Video Recording] (Requires Canvas access) | ||
'''Required Readings:''' | '''Required Readings:''' | ||
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* [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) | ||
* [Case] [https://area51.stackexchange.com/faq Area 51 FAQ] | * [Case] [https://area51.stackexchange.com/faq Area 51 FAQ] | ||
=== February 9 (Thursday): Creating New Communities II, | '''Optional Readings:''' | ||
* Bilton, Nick. “[http://www.nytimes.com/2013/10/13/magazine/all-is-fair-in-love-and-twitter.html?pagewanted=all All Is Fair in Love and Twitter].” The New York Times, October 9, 2013, sec. Magazine. | |||
--> | |||
=== February 9 (Thursday): Creating New Communities II, Case TBD === | |||
<!-- | |||
'''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=fa3fba9f-29ae-4994-bd5b-ae2e0119be18 Creating New Communities (Part 4/4): Almost Wikipedia] [15m52s] | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/87335933/download?download_frd=1 Reading Note #5] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/courses/1612238/files/folder/Slides?preview=87316056 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/88111684/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=9928368b-3ecf-4070-b847-ae380032c081 Class Video Recording] (Requires Canvas access) | ||
'''Required Readings:''' | '''Required Readings:''' | ||
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* [Case] Greshake Tzovaras, Bastian, Misha Angrist, Kevin Arvai, Mairi Dulaney, Vero Estrada-Galiñanes, Beau Gunderson, Tim Head, et al. 2019. “Open Humans: A Platform for Participant-Centered Research and Personal Data Exploration.” GigaScience 8 (6). https://doi.org/10.1093/gigascience/giz076 {{avail-free|https://doi.org/10.1093/gigascience/giz076}} | * [Case] Greshake Tzovaras, Bastian, Misha Angrist, Kevin Arvai, Mairi Dulaney, Vero Estrada-Galiñanes, Beau Gunderson, Tim Head, et al. 2019. “Open Humans: A Platform for Participant-Centered Research and Personal Data Exploration.” GigaScience 8 (6). https://doi.org/10.1093/gigascience/giz076 {{avail-free|https://doi.org/10.1093/gigascience/giz076}} | ||
* [Case] You should spend at least 20 minutes browsing the [https://www.openhumans.org/ Open Humans website] including [https://www.openhumans.org/about/ their about page], [http://blog.openhumans.org/ their blog], [https://www.openhumans.org/community-guidelines/ their community guidelines], and so on. Whatever you need to speak confidently about how they can more effectively build a community! | * [Case] You should spend at least 20 minutes browsing the [https://www.openhumans.org/ Open Humans website] including [https://www.openhumans.org/about/ their about page], [http://blog.openhumans.org/ their blog], [https://www.openhumans.org/community-guidelines/ their community guidelines], and so on. Whatever you need to speak confidently about how they can more effectively build a community! | ||
'''Optional Readings:''' | '''Optional Readings:''' | ||
* Hill, Benjamin Mako. [http://mako.cc/academic/hill-almost_wikipedia-DRAFT.pdf Almost Wikipedia], 2013. | * Hill, Benjamin Mako. [http://mako.cc/academic/hill-almost_wikipedia-DRAFT.pdf Almost Wikipedia], 2013. | ||
--> | |||
=== February 10 (Friday): DUE: Wikipedia Task #6 === | === February 10 (Friday): DUE: Wikipedia Task #6 === | ||
Details are on the [[#Wikipedia Task #6|section of this page describing the assignment]]. | Details are on the [[#Wikipedia Task #6|section of this page describing the assignment]]. | ||
Here's a [https://canvas.uw.edu/files/88036220/download?download_frd=1|writing strategy guide] that might help you get started or keep moving if you are stuck with the writing assignment. | Here's a [https://canvas.uw.edu/files/88036220/download?download_frd=1|writing strategy guide] that might help you get started or keep moving if you are stuck with the writing assignment. | ||
=== February 12 (Sunday): DUE: Wikipedia Task #7 === | === February 12 (Sunday): DUE: Wikipedia Task #7 === | ||
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Details are on the [[#Wikipedia Task #7|section of this page describing the assignment]]. | Details are on the [[#Wikipedia Task #7|section of this page describing the assignment]]. | ||
=== February 14 (Tuesday): Wikipedia | === February 14 (Tuesday): Wikipedia Assigment Debrief === | ||
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/ | * [https://canvas.uw.edu/files/87751668/download?download_frd=1 Reading Note #6] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/88111794/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://canvas.uw.edu/files/88111683/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=9fcd37c1-2116-47c1-b7a3-ae3e008f51c7Class Video Recording] (Requires Canvas access) | |||
--> | |||
<!-- | |||
In the second half of class, we will have a visit from local Wikipedia group [https://meta.wikimedia.org/wiki/Cascadia_Wikimedians Cascadia Wikimedians] (full disclosure, I am a member). Prepare to give a very short (~1 minute ) in-class presentation about your Wikipedia editing experience and also be ready with questions for them about your experience or about Wikipedia in general based on the readings and cases we've done so far. | |||
--> | |||
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'''Required Readings:''' | '''Required Readings:''' | ||
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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 (Thursday) Hacker Communities === | |||
<!-- | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/87751668/download?download_frd=1 Reading Note #6] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/87751744/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/88150502/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=21b79fb1-7cd2-4da5-b05d-ae3f0036bc43 Class Video Recording] (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=7ce6ea70-dfcf-450e-8390-ae37009dbe51 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=8630bf1b-f37c-4ce9-9e50-ae37009dbdd0 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=2561ff49-d2bd-46f1-b44c-ae37009dbd3b Hackers (Part 3/3): CHDK Part 2] [12m31s] | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* [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-uw|https://www.proquest.com/docview/346072852/fulltext/A244EAAB8E9B4524PQ}} | * [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-uw|https://www.proquest.com/docview/346072852/fulltext/A244EAAB8E9B4524PQ}} | ||
* [Case] C.H.D.K. Wiki Take a look at the [https://chdk.fandom.com/wiki/CHDK | * [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:''' | '''Optional Readings:''' | ||
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* 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. “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]] | * 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 | * 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 17 (Friday): DUE: Community Identification === | === February 17 (Friday): DUE: Community Identification === | ||
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=== February 21 (Tuesday): | === February 21 (Tuesday): Special Topic 1 === | ||
=== February 23 (Thursday): Special Topic 2 === | |||
=== February 28 (Tuesday): Special Topic 3 === | |||
=== March 2 (Thursday): Special Topic 4 === | |||
=== March 2 (Thursday): | |||
=== March 7 (Tuesday): No Class Meeting: Spend Time Watching and Giving Feedback on Presentations === | === March 7 (Tuesday): No Class Meeting: Spend Time Watching and Giving Feedback on Presentations === | ||
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'''No readings.''' The final classes will be devoted entirely to presentations. | '''No readings.''' The final classes will be devoted entirely to presentations. | ||
=== March | === March 15 (Wednesday): DUE: Final Projects === | ||
Details are on the [[#Final Projects: Critical Analysis of Online Community]] section of this page. | Details are on the [[#Final Projects: Critical Analysis of Online Community]] section of this page. | ||
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=== Teaching and learning after COVID === | === Teaching and learning after COVID === | ||
The COVID-19 pandemic has had a tremendous impact on all of us. Many of you may have gone to college expecting the classic face-to-face experience with a mix of classes and fun with new friends, only to find yourself in lockdown and online classes. We may have lost people we care about. We may be struggling to recover our own mental and physical health. For many of us life is still not back to "normal" and instead we are developing a sense of a "new normal". | The COVID-19 pandemic has had a tremendous impact on all of us. Many of you may have gone to college expecting the classic face-to-face experience with a mix of classes and fun with new friends, only to find yourself in lockdown and online classes. We may have lost people we care about. We may be struggling to recover our own mental and physical health. For many of us life, is still not back to "normal" and instead we are developing a sense of a "new normal". | ||
Many of us have experienced elevated levels of exhaustion, stress, uncertainty and distraction. We may have needed to provide additional support to others. I have personally experienced all of these things at various times over the past two years and I expect that some of you have too. We may find that our personal energy and emotional resilience is lower than it used to be. It has been and still is a difficult time. | Many of us have experienced elevated levels of exhaustion, stress, uncertainty and distraction. We may have needed to provide additional support to others. I have personally experienced all of these things at various times over the past two years and I expect that some of you have too. We may find that our personal energy and emotional resilience is lower than it used to be. It has been and still is a difficult time. | ||
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=== Devices in Class === | === Devices in Class === | ||
I | 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 see others using a device, it is likely because they have documented accommodations via DRS (please do not interpret their use as a sign that I'm not serious about those without those documented accommodations abiding by this request). | ||
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 as 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 when I explicitly invite device usage — 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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== Credit and Notes == | == Credit and Notes == | ||
This will be the | This will be the fifth time this course has been taught at UW in its current form. This syllabuses draws heavily from these previous versions. Syllabuses from earlier classes can be found online at: | ||
* [[Online Communities (UW COM481 Winter 2022)]] by [[User:Mako|Mako Hill]] | * [[Online Communities (UW COM481 Winter 2022)]] by [[User:Mako|Mako Hill]] |