Editing Online Communities and Crowds (Winter 2022)
From CommunityData
The edit can be undone. Please check the comparison below to verify that this is what you want to do, and then publish the changes below to finish undoing the edit.
Latest revision | Your text | ||
Line 5: | Line 5: | ||
:Media, Technology & Society (MTS) 525 (graduate) | :Media, Technology & Society (MTS) 525 (graduate) | ||
:Wednesdays 10am-11:30am CT | :Wednesdays 10am-11:30am CT | ||
:Winter, 2022 | :Winter, 2022 | ||
:Northwestern University | :Northwestern University | ||
Line 13: | Line 11: | ||
: [https://canvas.northwestern.edu/courses/160351 Canvas] for announcements, submitting assignments, and file sharing. | : [https://canvas.northwestern.edu/courses/160351 Canvas] for announcements, submitting assignments, and file sharing. | ||
: [https://northwestern.hosted.panopto.com Panopto] for recorded, asynchronous lectures. | : [https://northwestern.hosted.panopto.com Panopto] for recorded, asynchronous lectures. | ||
: [https://northwestern.zoom.us/ | : [https://northwestern.zoom.us/ Zoom] for remote, synchronous course meetings and guest speaker visits. | ||
: [https://discord.com Class discord server] (invite available via Canvas or instructors) for chat, lightweight Q&A, etc.. | : [https://discord.com Class discord server] (invite available via Canvas or instructors) for chat, lightweight Q&A, etc.. | ||
: [https://dashboard.wikiedu.org/courses/Northwestern_University/Online_communities_and_crowds_(Winter)/home Wikipedia Assignment dashboard] for everything related to the Wikipedia Assignment. | : [https://dashboard.wikiedu.org/courses/Northwestern_University/Online_communities_and_crowds_(Winter)/home Wikipedia Assignment dashboard] for everything related to the Wikipedia Assignment. | ||
: Undergraduate (Comm Studies 378) discussion section | : Undergraduate (Comm Studies 378) discussion section details can be found on the [[Online_Communities_and_Crowds_(Winter_2022)/Undergraduate_sections|Undergraduate sections page]]. | ||
: Graduate (MTS 525) discussion section details can be found on the [[Online_Communities_and_Crowds_(Winter_2022)/Graduate_section|Graduate section page]]. | : Graduate (MTS 525) discussion section details can be found on the [[Online_Communities_and_Crowds_(Winter_2022)/Graduate_section|Graduate section page]]. | ||
: [https://wiki.communitydata.science/Online_Communities_and_Crowds_(Winter_2022) This wiki page] for nearly everything else. | : [https://wiki.communitydata.science/Online_Communities_and_Crowds_(Winter_2022) This wiki page] for nearly everything else. | ||
Line 91: | Line 89: | ||
===== The Wikipedia assignment (everyone): ===== | ===== The Wikipedia assignment (everyone): ===== | ||
All members of the course will participate in the collaborative creation of ''de novo'' Wikipedia articles. This assignment will proceed in small teams of 4-5 people led by graduate students and will take place over about six weeks starting at the beginning of the quarter. It will culminate in a short essay reflecting on and assessing the experience in light of the other course materials | All members of the course will participate in the collaborative creation of ''de novo'' Wikipedia articles. This assignment will proceed in small teams of 4-5 people led by graduate students and will take place over about six weeks starting at the beginning of the quarter. It will culminate in a short essay reflecting on and assessing the experience in light of the other course materials. Details will be (almost entirely) provided through the course WikiEdu Dashboard. | ||
;Deadlines (See WikiEdu Dashboard for specific assignments and most up-to-date/accurate deadlines): | ;Deadlines (See WikiEdu Dashboard for specific assignments and most up-to-date/accurate deadlines): | ||
Line 102: | Line 98: | ||
:February 4: Improve/polish articles, publish articles (move them into the main namespace) | :February 4: Improve/polish articles, publish articles (move them into the main namespace) | ||
:February 11: Final revisions to articles before reflective essay. | :February 11: Final revisions to articles before reflective essay. | ||
:February | :February 15: Reflective essay due. | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
====== Exam ====== | ====== Exam ====== | ||
Undergraduate students in the course will be required to complete a take-home exam late in the quarter that will cover material from lectures and from the assigned readings. The exam will consist of | Undergraduate students in the course will be required to complete a take-home exam late in the quarter that will cover material from lectures and from the assigned readings. The exam will consist of two short essay prompts. The prompts will cover course materials up to the point of the exam; they will emphasize synthetic understanding of course materials and will not require outside research. We estimate the exam will only take a couple of hours to complete, however, given the circumstances, we will make it available during two days and students may complete it at any time during that window. | ||
: Exam available: March 7 | : Exam available: March 7 | ||
Line 118: | Line 112: | ||
Undergraduate students in the course will also be required to complete two Community Advising assignments (CA1 and CA2, for short). For each assignment, you are invited to serve as an expert advisor to the leaders and members of an online community or crowd and to provide evidence-based insights into how to better address a specific challenge they face. | Undergraduate students in the course will also be required to complete two Community Advising assignments (CA1 and CA2, for short). For each assignment, you are invited to serve as an expert advisor to the leaders and members of an online community or crowd and to provide evidence-based insights into how to better address a specific challenge they face. | ||
For CA1, the teaching team will select the community/crowd as well as the challenge. In elaborating your recommendations to address the challenge, we expect you to draw on sources and evidence provided as part of the course (readings, lecture, section materials, etc.). You may, but absolutely do not need to draw on additional sources. | For CA1, the teaching team will select the community/crowd as well as the challenge. In elaborating your recommendations to address the challenge, we expect you to draw on sources and evidence provided as part of the course (readings, lecture, section materials, etc.). You may, but absolutely do not need to draw on additional sources. | ||
For CA2, you will select your own community/crowd and challenge. We encourage you to choose a community/crowd of which you are a member/leader and where you could, even if only in theory, deliver your recommendations to other members/leaders and have some chance of seeing the recommendations debated/adopted. For CA2 we expect you to draw on sources and evidence provided as part of the course (again) as well as any additional materials you deem relevant/useful. Please note that we require you to meet with a member of the teaching team to discuss your plan and to secure written (email or chat is fine) approval of your chosen community/crowd and challenge at least two weeks before CA2 is due. | For CA2, you will select your own community/crowd and challenge. We encourage you to choose a community/crowd of which you are a member/leader and where you could, even if only in theory, deliver your recommendations to other members/leaders and have some chance of seeing the recommendations debated/adopted. For CA2 we expect you to draw on sources and evidence provided as part of the course (again) as well as any additional materials you deem relevant/useful. Please note that we require you to meet with a member of the teaching team to discuss your plan and to secure written (email or chat is fine) approval of your chosen community/crowd and challenge at least two weeks before CA2 is due. | ||
: CA1 announced: February 2 | : CA1 announced: February 2 | ||
: CA1 due: February | : CA1 due: February 8 | ||
: CA2 topic proposal: February 9-March 2 | : CA2 topic proposal: February 9-March 2 | ||
: CA2 due: March 16 | : CA2 due: March 16 | ||
===== Graduate: Original research project ===== | ===== Graduate: Original research project ===== | ||
Graduate students in the course will be required to complete an original research project. This project may take the form of (1) a detailed research plan/proposal; (2) a replication/revisit of an important and influential study; (3) a completed original research manuscript (i.e., a "submission-ready" draft of a journal article or conference paper). Please note that you are also required to submit an abstract/proposal for the project and you must submit a new abstract/proposal at least two weeks before the project due date if you want to change the topic/direction substantially. | Graduate students in the course will be required to complete an original research project. This project may take the form of (1) a detailed research plan/proposal; (2) a replication/revisit of an important and influential study; (3) a completed original research manuscript (i.e., a "submission-ready" draft of a journal article or conference paper). Please note that you are also required to submit an abstract/proposal for the project and you must submit a new abstract/proposal at least two weeks before the project due date if you want to change the topic/direction substantially. | ||
: Project abstract/proposal due: February | : Project abstract/proposal due: February 22 | ||
: Completed project due: March 16 | : Completed project due: March 16 | ||
Line 292: | Line 267: | ||
=== Week 2: Definitions (01.12) === | === Week 2: Definitions (01.12) === | ||
==== Lectures ==== | ==== Lectures ==== | ||
# What (was|is) a ''community'' anyway? | # What (was|is) a ''community'' anyway? [https://northwestern.hosted.panopto.com/Panopto/Pages/Sessions/List.aspx?folderID=44087577-4130-456f-acf0-ae19011246bb recordings] | ||
# Crowds: Their madness and wisdom | # Crowds: Their madness and wisdom [https://northwestern.hosted.panopto.com/Panopto/Pages/Sessions/List.aspx?folderID=44087577-4130-456f-acf0-ae19011246bb recordings] | ||
# Defining online communities & crowds | # Defining online communities & crowds | ||
; [https://canvas.northwestern.edu/courses/160351/files/folder/lecture%20slides/Week%202 Lecture slides] (via Canvas) | ; [https://canvas.northwestern.edu/courses/160351/files/folder/lecture%20slides/Week%202 Lecture slides] (via Canvas) | ||
Line 313: | Line 288: | ||
* Bruckman, Amy. 2016. [https://nextbison.wordpress.com/2016/04/29/the-rheingold-test The Rheingold test]. | * Bruckman, Amy. 2016. [https://nextbison.wordpress.com/2016/04/29/the-rheingold-test The Rheingold test]. | ||
* Kim, Amy Jo. 1998. [https://people.apache.org/~jim/NewArchitect/webtech/1998/01/kim/ Nine timeless principles for building community]. Available via ''New Architect'' magazine archives. | * Kim, Amy Jo. 1998. [https://people.apache.org/~jim/NewArchitect/webtech/1998/01/kim/ Nine timeless principles for building community]. Available via ''New Architect'' magazine archives. | ||
* Simmel, Georg. [https://canvas.northwestern.edu/files/12844557/download?download_frd=1 The web of group affiliations] (canvas). | * Simmel, Georg. [https://canvas.northwestern.edu/files/12844557/download?download_frd=1 The web of group affiliations] (canvas). | ||
Line 319: | Line 293: | ||
==== Lectures ==== | ==== Lectures ==== | ||
# Motivating participation | # Motivating participation | ||
# Participation inequalities | # Participation inequalities | ||
# "Too much democracy in all the wrong places" | # "Too much democracy in all the wrong places" | ||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
* Kraut & Resnick. ''Building Successful Online Communities.'' [ | * Kraut & Resnick. ''Building Successful Online Communities.'' [http://kraut.hciresearch.org/sites/kraut.hciresearch.org/files/articles/Kraut10-Contribution-current.pdf Encouraging contributions to online communities (Chapter 2)] (pdf from Kraut's Web site). | ||
* Buechley, L. and Hill, B. M. 2010. [https://mako.cc/academic/buechley_hill_DIS_10.pdf LilyPad in the wild: How hardware's long tail is supporting new engineering and design communities]. Proceedings of the ACM Designing Interactive Systems (DIS) Conference. | * Buechley, L. and Hill, B. M. 2010. [https://mako.cc/academic/buechley_hill_DIS_10.pdf LilyPad in the wild: How hardware's long tail is supporting new engineering and design communities]. Proceedings of the ACM Designing Interactive Systems (DIS) Conference. | ||
===== Graduate ===== | ===== Graduate ===== | ||
* van de Rijt et al. 2014. [https://doi.org/10.1073/pnas.1316836111 Field experiments of success-breeds-success dynamics]. Proceedings of the National Academies of Sciences (PNAS). | * van de Rijt et al. 2014. [https://doi.org/10.1073/pnas.1316836111 Field experiments of success-breeds-success dynamics]. Proceedings of the National Academies of Sciences (PNAS). | ||
* Shaw, Fiers, and Hargittai. Unpublished | * Shaw, Fiers, and Hargittai. Unpublished ms. Participation inequality in the gig economy]. (to-be-distributed ahead of class). | ||
* Dunbar-Hester, Christina. 2020. Hacking diversity: The politics of inclusion in open technology cultures. ([https://canvas.northwestern.edu/files/12898596/download?download_frd=1 Chapters 1, 7, 8]) | * Dunbar-Hester, Christina. 2020. Hacking diversity: The politics of inclusion in open technology cultures. ([https://canvas.northwestern.edu/files/12898596/download?download_frd=1 Chapters 1, 7, 8]) | ||
Line 337: | Line 310: | ||
* Kelty, Christopher, M. 2017. [https://www.journals.uchicago.edu/doi/pdfplus/10.1086/688705 Too Much Democracy in All the Wrong Places: Toward a Grammar of Participation]. Current Anthropology 2017 58:S15, S77-S90 | * Kelty, Christopher, M. 2017. [https://www.journals.uchicago.edu/doi/pdfplus/10.1086/688705 Too Much Democracy in All the Wrong Places: Toward a Grammar of Participation]. Current Anthropology 2017 58:S15, S77-S90 | ||
* Kelty, C. and Erickson, S. 2018. [https://www.tandfonline.com/doi/full/10.1080/01972243.2018.1463046 Two modes of participation: A conceptual analysis of 102 cases of Internet and social media participation from 2005–2015]. The Information Society, 34(2): 71–87. | * Kelty, C. and Erickson, S. 2018. [https://www.tandfonline.com/doi/full/10.1080/01972243.2018.1463046 Two modes of participation: A conceptual analysis of 102 cases of Internet and social media participation from 2005–2015]. The Information Society, 34(2): 71–87. | ||
=== Week 4: Newcomers (01.26) === | === Week 4: Newcomers (01.26) === | ||
==== Lectures ==== | ==== Lectures ==== | ||
# Newcomer recruitment and socialization | # Newcomer recruitment and socialization | ||
# On the varieties of newcomer experience | # On the varieties of newcomer experience | ||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
* Kraut & Resnick. ''Building Successful Online Communities'', [ | * Kraut & Resnick. ''Building Successful Online Communities'', [http://kraut.hciresearch.org/sites/kraut.hciresearch.org/files/articles/kraut10-Newcomers-current.pdf Dealing with newcomers (Chapter 5)] (pdf from Kraut's Web site). | ||
* Charles Kiene, Andrés Monroy-Hernández, and Benjamin Mako Hill. 2016. [https://doi.org/10.1145/2858036.2858356 Surviving an "Eternal September": How an Online Community Managed a Surge of Newcomers]. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (CHI '16). Association for Computing Machinery, New York, NY, USA, 1152–1156. https://doi.org/10.1145/2858036.2858356 | * Charles Kiene, Andrés Monroy-Hernández, and Benjamin Mako Hill. 2016. [https://doi.org/10.1145/2858036.2858356 Surviving an "Eternal September": How an Online Community Managed a Surge of Newcomers]. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (CHI '16). Association for Computing Machinery, New York, NY, USA, 1152–1156. https://doi.org/10.1145/2858036.2858356 | ||
Line 370: | Line 328: | ||
==== Additional resources ==== | ==== Additional resources ==== | ||
* Susan L. Bryant, Andrea Forte, and Amy Bruckman. 2005. [https://doi.org/10.1145/1099203.1099205 Becoming Wikipedian: transformation of participation in a collaborative online encyclopedia]. In Proceedings of the 2005 international ACM SIGGROUP conference on Supporting group work (GROUP '05). | * Susan L. Bryant, Andrea Forte, and Amy Bruckman. 2005. [https://doi.org/10.1145/1099203.1099205 Becoming Wikipedian: transformation of participation in a collaborative online encyclopedia]. In Proceedings of the 2005 international ACM SIGGROUP conference on Supporting group work (GROUP '05). | ||
* Preece, Jennifer and Schneiderman, Ben. 2009. [https://aisel.aisnet.org/thci/vol1/iss1/5/ The reader-to-leader framework: Motivating technology-mediated social participation]. ''AIS Transaction on Human-Computer Interaction.'' | * Preece, Jennifer and Schneiderman, Ben. 2009. [https://aisel.aisnet.org/thci/vol1/iss1/5/ The reader-to-leader framework: Motivating technology-mediated social participation]. ''AIS Transaction on Human-Computer Interaction.'' | ||
Line 380: | Line 337: | ||
==== Lectures ==== | ==== Lectures ==== | ||
# Identity: The presentation of online self | # Identity: The presentation of online self | ||
# Privacy, context, and disclosure | # Privacy, context, and disclosure | ||
# Anonymity: Threat or menace? | # Anonymity: Threat or menace? | ||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
* Judith Donath. 1998. [http://judithdonath.net/papers/Donath/IdentityDeception/IdentityDeception.pdf Identity and deception in the virtual community]. In Kollock, P. and Smith, M. (eds). ''Communities in Cyberspace''. London: Routledge. pp. 37-68. | * Judith Donath. 1998. [http://judithdonath.net/papers/Donath/IdentityDeception/IdentityDeception.pdf Identity and deception in the virtual community]. In Kollock, P. and Smith, M. (eds). ''Communities in Cyberspace''. London: Routledge. pp. 37-68. | ||
Line 402: | Line 349: | ||
* Acquisti, Alessandro, Laura Brandimarte, and George Loewenstein. [https://www.science.org/doi/abs/10.1126/science.aaa1465 Privacy and human behavior in the age of information]. Science 347.6221 (2015): 509-514. | * Acquisti, Alessandro, Laura Brandimarte, and George Loewenstein. [https://www.science.org/doi/abs/10.1126/science.aaa1465 Privacy and human behavior in the age of information]. Science 347.6221 (2015): 509-514. | ||
* Hill, Benjamin Mako, and Aaron Shaw. [https://mako.cc/academic/hill_shaw-hidden_costs_of_requiring_accounts-PREPRINT.pdf The Hidden Costs of Requiring Accounts: Quasi-Experimental Evidence From Peer Production]. Communication Research (2020): 0093650220910345. | * Hill, Benjamin Mako, and Aaron Shaw. [https://mako.cc/academic/hill_shaw-hidden_costs_of_requiring_accounts-PREPRINT.pdf The Hidden Costs of Requiring Accounts: Quasi-Experimental Evidence From Peer Production]. Communication Research (2020): 0093650220910345. | ||
* | * Nazanin Andalibi, Margaret E. Morris, and Andrea Forte. 2018. [https://doi.org/10.1145/3274288 Testing Waters, Sending Clues: Indirect Disclosures of Socially Stigmatized Experiences on Social Media]. Proc. ACM Hum.-Comput. Interact. 2, CSCW, Article 19 (November 2018), 23 pages. https://doi.org/10.1145/3274288 | ||
==== Additional resources ==== | ==== Additional resources ==== | ||
Line 417: | Line 363: | ||
# Governance of and by (and within?) platforms | # Governance of and by (and within?) platforms | ||
# Order from chaos? Governance in autonomous communities | # Order from chaos? Governance in autonomous communities | ||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
* Kiesler, S, Kittur, A., Kraut, R., & Resnick, P. 2012. [https://kraut.hciresearch.info/wp-content/uploads/2020/02/kiesler10-Regulation-current.pdf Regulating behavior in online communities] in Kraut, R. and Resnick, P. ''Building Successful Online Communities'' (Chapter 4). | * Kiesler, S, Kittur, A., Kraut, R., & Resnick, P. 2012. [https://kraut.hciresearch.info/wp-content/uploads/2020/02/kiesler10-Regulation-current.pdf Regulating behavior in online communities] in Kraut, R. and Resnick, P. ''Building Successful Online Communities'' (Chapter 4). | ||
* Gillespie, Tarleton. 2018. [https://culturedigitally.org/wp-content/uploads/2016/06/Gillespie-Governance-ofby-Platforms-PREPRINT.pdf Governance of and by platforms]. In Sage Handbook of Social Media, Jean Burgess,Thomas Poell, and Alice Marwick (eds). | * Gillespie, Tarleton. 2018. [https://culturedigitally.org/wp-content/uploads/2016/06/Gillespie-Governance-ofby-Platforms-PREPRINT.pdf Governance of and by platforms]. In Sage Handbook of Social Media, Jean Burgess,Thomas Poell, and Alice Marwick (eds). | ||
* Read and compare/contrast the [https://wiki.gnome.org/action/show/Foundation/CodeOfConduct GNOME Code of Conduct] with the [https://ubuntu.com/community/code-of-conduct Ubuntu Code of Conduct v2.0]. | * Read and compare/contrast the [https://wiki.gnome.org/action/show/Foundation/CodeOfConduct GNOME Code of Conduct] with the [https://ubuntu.com/community/code-of-conduct Ubuntu Code of Conduct v2.0]. | ||
===== Graduate ===== | ===== Graduate ===== | ||
Line 446: | Line 377: | ||
==== Additional resources ==== | ==== Additional resources ==== | ||
* Hampton, Rachelle. 2019. [https://slate.com/technology/2019/04/black-feminists-alt-right-twitter-gamergate.html The black feminists who saw the alt-right coming]. Slate. | * Hampton, Rachelle. 2019. [https://slate.com/technology/2019/04/black-feminists-alt-right-twitter-gamergate.html The black feminists who saw the alt-right coming]. Slate. | ||
* Ilori, Tomiwa. 2020. [https://slate.com/technology/2020/08/social-media-content-moderation-african-nations.html Content moderation is particularly hard in African countries]. Slate. | * Ilori, Tomiwa. 2020. [https://slate.com/technology/2020/08/social-media-content-moderation-african-nations.html Content moderation is particularly hard in African countries]. Slate. | ||
Line 455: | Line 385: | ||
==== Lectures ==== | ==== Lectures ==== | ||
# How do they do it? Community production dynamics | # How do they do it? Community production dynamics | ||
# Social production, social failures | # Social production, social failures | ||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
* Benkler, Yochai. 2006. [https://cyber.harvard.edu/wealth_of_networks/Download_PDFs_of_the_book The Wealth of Networks]. Yale University Press. Ch. 2 excerpt (pp. 29-34) & Ch. 3 (all). | * Benkler, Yochai. 2006. [https://cyber.harvard.edu/wealth_of_networks/Download_PDFs_of_the_book The Wealth of Networks]. Yale University Press. Ch. 2 excerpt (pp. 29-34) & Ch. 3 (all). | ||
Line 473: | Line 397: | ||
==== Additional resources ==== | ==== Additional resources ==== | ||
=== Week 8: Profit (02.23) === | === Week 8: Profit (02.23) === | ||
Line 486: | Line 404: | ||
# Whither alternatives? | # Whither alternatives? | ||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
* Mary Gray and Siddharth Suri. 2019. Ghost Work. | * Mary Gray and Siddharth Suri. 2019. Ghost Work. (excerpts). | ||
* Nathan Schneider. 2018. [https://doi.org/10.1177/0038026118758533 An internet of ownership: Democratic design for the online economy]. The Sociological Review 66, no. 2 (March 2018): 320–40. https://doi.org/10.1177/0038026118758533 | |||
===== Graduate ===== | ===== Graduate ===== | ||
* Abhishek Nagaraj and Henning Piezunka. 2020 (unpublished ms). [https://abhishekn.com/files/openstreetmap_google_feb2020.pdf How Competition Affects Contributions to Open Source Platforms: Evidence from OpenStreetMap and Google Maps]. | * Abhishek Nagaraj and Henning Piezunka. 2020 (unpublished ms). [https://abhishekn.com/files/openstreetmap_google_feb2020.pdf How Competition Affects Contributions to Open Source Platforms: Evidence from OpenStreetMap and Google Maps]. | ||
==== Additional resources ==== | ==== Additional resources ==== | ||
* Juliet B. Schor and Manuel Vallas. 2020. The sharing economy: Rhetoric and reality. Annual Review of Sociology. | * Juliet B. Schor and Manuel Vallas. 2020. The sharing economy: Rhetoric and reality. Annual Review of Sociology. | ||
* Juliet B. Schor. 2020. After the gig: How the sharing economy got hijacked and how to win it back. University of California Press. | * Juliet B. Schor. 2020. After the gig: How the sharing economy got hijacked and how to win it back. University of California Press. | ||
Line 507: | Line 423: | ||
# FATE and other horizons of AI | # FATE and other horizons of AI | ||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
* | * TBA | ||
===== Graduate ===== | ===== Graduate ===== | ||
* | *TBA | ||
==== Additional resources ==== | ==== Additional resources ==== | ||
Line 522: | Line 435: | ||
==== Lectures ==== | ==== Lectures ==== | ||
# The future of online communities | # The future of online communities | ||
==== Assignments ==== | ==== Assignments ==== | ||
===== Undergraduate ===== | ===== Undergraduate ===== | ||
* | * TBA | ||
===== Graduate ===== | |||
* TBA | |||
==== Additional resources ==== | ==== Additional resources ==== |