Editing Online Communities (UW COM481 Winter 2023)
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;Deliverables: Make contributions in Wikipedia | ;Deliverables: Make contributions in Wikipedia | ||
* Polish your article, it should be ready for public consumption. There are some general suggestions on polishing in [[/Wikipedia task 6]]. | * Polish your article, it should be ready for public consumption. There are some general suggestions on polishing in [[/Wikipedia task 6]]. | ||
* Move sandbox articles into the "(Article)" name space by following the instruction in [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * Move sandbox articles into the "(Article)" name space by following the instruction in [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=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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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 === | ||
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* [https://canvas.uw.edu/files/100009995/download?download_frd=1 Lecture Slides] (Requires Canvas access) | * [https://canvas.uw.edu/files/100009995/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/100724292/download?download_frd=1 Class Preview] (Requires Canvas access) | * [https://canvas.uw.edu/files/100724292/download?download_frd=1 Class Preview] (Requires Canvas access) | ||
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* [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) | |||
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'''Required Readings:''' | '''Required Readings:''' | ||
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** [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), Trolls and Spammers and N00bs Oh My === | === January 24 (Tuesday): Norms and Regulation (Part II), Trolls and Spammers and N00bs Oh My === | ||
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* [https://canvas.uw.edu/files/100009996/download?download_frd=1 Lecture Slides] (Requires Canvas access) | * [https://canvas.uw.edu/files/100009996/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/100842993/download?download_frd=1 Preview Slides] (Requires Canvas access) | * [https://canvas.uw.edu/files/100842993/download?download_frd=1 Preview Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | <!-- | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [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) | |||
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'''Required Readings:''' | '''Required Readings:''' | ||
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* [https://canvas.uw.edu/files/100990935/download?download_frd=1 Reading Note #7] (Requires Canvas access) | * [https://canvas.uw.edu/files/100990935/download?download_frd=1 Reading Note #7] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/100009999/download?download_frd=1 Lecture Slides] (Requires Canvas access) | * [https://canvas.uw.edu/files/100009999/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
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* [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=4a7d5960-1306-47b4-897a-ae2e017d9da0 Class Video Recording] (Requires Canvas access) | |||
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'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=a52d6cda-2deb-4a59-8387-af94005cf25d Class Preview | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=a52d6cda-2deb-4a59-8387-af94005cf25d Class Preview | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d27e0d9c-48a1-471a-8273-ae23015f2689 Newcomers II (Part 1/3): Protection and socialization] [16m27s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d0a77fda-c7be-4d0f-b982-ae23015f27fd Newcomers II (Part 2/3): Retaining new users] [14m00s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=dd113a9a-8dc2-48cc-8238-ae23015f2a51 Newcomers II (Part 3/3): Concluding thoughts] [14m02s] | ||
* [Case] Kevin Allocca from YouTube [https://www.ted.com/talks/kevin_allocca_why_videos_go_viral Why videos go viral], TedYouth2011. | * [Case] Kevin Allocca from YouTube [https://www.ted.com/talks/kevin_allocca_why_videos_go_viral Why videos go viral], TedYouth2011. | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c609072e-1571-4b4b-9ec8-af94005e1246 Growth and Explosive Growth] [9m09s] | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c609072e-1571-4b4b-9ec8-af94005e1246 Growth and Explosive Growth] [9m09s] | ||
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* [https://canvas.uw.edu/files/101086657/download?download_frd=1 Reading Note #8] (Requires Canvas access) | * [https://canvas.uw.edu/files/101086657/download?download_frd=1 Reading Note #8] (Requires Canvas access) | ||
* [ | * [ Newcomers II Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/101160062/download?download_frd=1 Growth Lecture Slides] (Requires Canvas access) | * [https://canvas.uw.edu/files/101160062/download?download_frd=1 Growth Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | <!-- | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://canvas.uw.edu/files/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) | |||
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=== February 2 (Thursday): Anonymity and Identity Online === | === February 2 (Thursday): Anonymity and Identity Online === | ||
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'''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, Case | === February 7 (Tuesday): Creating New Communities I, 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=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. | |||
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=== February 9 (Thursday): Creating New Communities II, Case TBD === | |||
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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=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. | ||
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=== February 10 (Friday): DUE: Wikipedia Task #6 === | === February 10 (Friday): DUE: Wikipedia Task #6 === | ||
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Details are on the [[#Wikipedia Task #7|section of this page describing the assignment]]. | Details are on the [[#Wikipedia Task #7|section of this page describing the assignment]]. | ||
=== February 14 (Tuesday): Wikipedia | === February 14 (Tuesday): Wikipedia Assigment Debrief === | ||
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In the first part of class we'll talk about the assignments. In the second part of class, we'll talk about the case. | |||
'''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) | |||
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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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* Halfaker, Aaron, R. Stuart Geiger, and Loren G. Terveen. 2014. “Snuggle: Designing for Efficient Socialization and Ideological Critique.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 311–320. CHI ’14. New York, NY: ACM. https://doi.org/10.1145/2556288.2557313. {{avail-uw|https://doi.org/10.1145/2556288.2557313}} | * Halfaker, Aaron, R. Stuart Geiger, and Loren G. Terveen. 2014. “Snuggle: Designing for Efficient Socialization and Ideological Critique.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 311–320. CHI ’14. New York, NY: ACM. https://doi.org/10.1145/2556288.2557313. {{avail-uw|https://doi.org/10.1145/2556288.2557313}} | ||
* Morgan, Jonathan T., and Aaron Halfaker. 2018. “Evaluating the Impact of the Wikipedia Teahouse on Newcomer Socialization and Retention.” In Proceedings of the 14th International Symposium on Open Collaboration, 20:1–20:7. OpenSym ’18. New York, NY: ACM. https://doi.org/10.1145/3233391.3233544. {{avail-uw|https://doi.org/10.1145/3233391.3233544}} | * Morgan, Jonathan T., and Aaron Halfaker. 2018. “Evaluating the Impact of the Wikipedia Teahouse on Newcomer Socialization and Retention.” In Proceedings of the 14th International Symposium on Open Collaboration, 20:1–20:7. OpenSym ’18. New York, NY: ACM. https://doi.org/10.1145/3233391.3233544. {{avail-uw|https://doi.org/10.1145/3233391.3233544}} | ||
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=== February 16 (Thursday) Hacker and Modding Communities === | === February 16 (Thursday) Hacker and Modding Communities === | ||
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'''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 | ||
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=== February 17 (Friday): DUE: Community Identification === | === February 17 (Friday): DUE: Community Identification === | ||
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=== February 21 (Tuesday): Visual Communication Part 1: Authenticity -- Case: Instagram, Pinterest, and BeReal === | === February 21 (Tuesday): Visual Communication Part 1: Authenticity -- Case: Instagram, Pinterest, and BeReal === | ||
=== February 23 (Thursday): Visual Communication Part 2: TikTok and Short Video Forms === | |||
=== February 23 (Thursday): Visual Communication Part 2: | |||
=== February 28 (Tuesday): Special Topic 3 === | |||
=== March 2 (Thursday): Special Topic 4 === | |||
=== 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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== 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]] |