Interpersonal Media (Fall 2015)

Interpersonal Media: Online Communities

COM482A - Department of Communication

Instructor: Benjamin Mako Hill (University of Washington)

Course Website: We will use Canvas for announcements, turning in assignments, and discussion. Everything else will be linked on this page.

Course Catalog Description:

Examines the relationships and groups formed through digital social media. Focuses on how people manage interactions and identities, develop interpersonal relationships, engage in collaboration and conflict, and develop communities in online environments. Involves both the study and use of network-based computer-mediated systems.

Overview and Learning Objectives

Digital social media has radically and rapidly transformed the nature of how we communicate and interact. When this class was first offered at UW many years ago, instructors might hope to introduce students to online communities and computer-mediated communication for the first time! Today, online communities are central parts of each of our daily lives and have an important impact on our cultural, social, and economic experience of the world and each other.

This course combines an in-depth look into several decades of research into online communities and computer-mediated communication with exercises that aim to give students experience applying this research to the evaluation of, and hands-on participation in, online communities.

As students of communication in the twenty-first century, I expect that many of you taking this course will, after graduation, work in jobs that involve communicating, working with, or managing online communities. This class seeks to inform these experiences by helping you learn how to use and contribute to online communities more effectively and how to construct, improve, or design your own online communities.

I will consider the course a complete success if every student is able to do all of these things at the end of the quarter:

Recall, compare, and give examples of key theories that can explain why some online communities grow and attract participants while others do not.
Demonstrate an ability to critically apply the theories from the course to the evaluation of a real online community of your choice.
Engage with the course material and compellingly present your own ideas and reflections in writing and orally.
Write and speak with a fluency about the rules and norms of the Wikipedia community and demonstrate this fluency through successful contributions to Wikipedia.

Note About This Syllabus

You should expect this syllabus to be a dynamic document and you will notice that there are a few places marked "To Be Determined." Although the core expectations for this class are fixed, the details of readings and assignments may shift based on how the class goes. As a result, there are three important things to keep in mind:

Although details on this syllabus will change, I will not change readings or assignments less than one week before they are due. If I don't fill in a "To Be Determined" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.
Closely monitor your email or the announcements section on the course website on Canvas. Because this 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 an announcement on Canvas each week that will be emailed to everybody in the class.
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 based on this feedback.

Organization

This course is organized into two components that roughly span the first and second halves of the quarter.

Component 1: The Theory and Practice of Online Communities

In the first half of the class (Weeks 1-6), the readings will look to theories of interpersonal media by focusing on how and why online communities succeed and fail and how and why they grow or shrink. In each of the weeks in this period, we will read from the book we'll be using as a textbook: Kraut et al.'s Building Successful Online Communities (BSOC). Here is the citation:

Kraut, Robert E., and Paul Resnick. Building Successful Online Communities: Evidence-Based Social Design. The MIT Press, 2012.

MIT Press sells the book for $28.00 in a digital format and $39.00 in hardcover. Amazon sells the book for $25.00 in hardcover and $23 for the Kindle version. Wikipedia has this long list of possible book sources.

More or less following the organizations of BSOC, we will focus on these key drivers of participation in online communities:

Motivation: How do online communities incentivize participation?
Commitment: How do online communities build relationships to keep individuals involved?
Rules and Governance: How do online communities create norms, rules, and governance?
Newcomers: How do online communities attract — or fail to attract — newcomers?
Creation: How should one start a new online community?

In order to ground the theoretical readings during the first half of the quarter, there will be weekly assignments that provide a structured opportunity to learn about and become involved in Wikipedia.

You should keep in mind that the bulk of the reading in the course — and most of the most difficult material — will be front-loaded in this first five week period. The goal is to make sure that you have all the tools you'll need by Week 7 so that you can use this material to focus on your projects.

Component 2: Examples and Challenges

In the second half of the course, we will focus less on theory and more on examples of online communities and on applications, examples, and challenges, associated with interpersonal media and computer-mediated communication.

Our reading during the second part of the quarter will be focused on cases studies. We will also focus on in-class discussions and exercises that prompt critical consideration of how online communities take place in different domains as well as the challenges associated with using online communities. Our goal here is to build up the ability to critically understand these communities in terms of the theory we covered earlier.

In general, readings during this second component will be much lighter and there will be no weekly assignments other than reading. The readings are lighter during this component because I'm expecting you to be spending time outside of class working on your projects.

Assignments

The assignments in this class are designed to give you an opportunity to try your hand at using the conceptual material taught in the class. There will be no exams or quizzes.

Unless otherwise noted, all assignments are due at the end of the day (i.e., 11:59pm on the day they are due).

Participation and Cases

The course relies heavily on participation, discussion, and the case study method. A standard "case" usually involves reading an example — perhaps up to 20-35 pages of background about an organization or group facing an ambiguous or difficult challenge. I will mark certain readings as "[Cases]" in the syllabus and I will expect you to read these particularly closely.

It is important to realize that we will not summarize case material in class and I will not cover it in lecture. I expect you all to have read it and we will jump in and start discussing it.

Cases ask students to put themselves in the positions of individuals facing difficult situations to tease out the tensions and forces at play in the case and to construct — through group discussion — the broader lessons and takeaways. Cases are a wonderful way to connect the sometimes abstract concepts taught in many academic courses to real examples of the type of ambiguous situations that you will likely encounter in your career. Generally speaking, there are not right and wrong answers in cases.

Typically, professors teaching cases cold call on students in rooms of hundred students. Since our class will be smaller than a typical case-based class, cold calling might not be necessary. That said, I do expect every student to be in class every week and to be prepared to discuss the cases and the readings. If you have not spoken all class, I may cold call on you.

The "Participation Rubric" section of my detailed page on assessment gives the rubric I will use in evaluating participation.

Papers

You will hand in two papers in this class. In both cases, I will ask you to connect something you have experience or knowledge about to course material.

The "Writing Rubric" section of my detailed page on assessment gives the rubric I will use to evaluate these papers.

Project 1: Contributing to Wikipedia

In the first project, you will be asked to learn about Wikipedia, its norms, rules, and processes. With this knowledge, you will all be asked to research and write a new article in Wikipedia on a topic of your choice and to publish this article in the encyclopedia. As part of this process, you will interact with other community members who are not part of the class. Afterward, you will be asked to write a short essay piece to reflect on this process and to connect your experience to the conceptual course material where appropriate.

Every Friday during this first component of this class, there will be a assignment due that corresponds to one step in the process of getting involved in Wikipedia. These Wikipedia participation assignments won't be synced up the the theory, but they will provide with you lots of opportunity to reflect on the theoretical work we are covering.

Although only Task #6 includes anything that you will need to turn in, you will need to participate in Wikipedia each week. I will be able to see this activity and help you. We will take time each week to discuss our progress and experience with Wikipedia and to connect it explicitly to the theoretical concepts we are covering.

Wikipedia Task #1 - Create an account and start orientation

Due: Friday September 26
Deliverables: Make contributions in Wikipedia

Start the online student orientation for our Wikipedia course.
During this training, you will create an account, make edits in a sandbox, and learn the basic rules of the Wikipedia community.
The courses enrollment token is shark.

Wikipedia Task #2: Complete Wikipedia orientation and choose article topic Due Date: Friday October 3 Deliverables: Make contributions in Wikipedia

   Complete the online training for students.
   Create a user page, and sign up on the list of students on the course page.
   To practice editing and communicating on Wikipedia, introduce yourself to me and at least one classmate on Wikipedia.
   Decide on an article you would like to create or a stub article you would like to significantly expand and improve (see below).
   Document this on the course’s talk page under "proposed topics."

If there is a topic you know are interested in writing about that doesn't have an article, go ahead and suggest it. If you are having trouble coming up with a specific topic on your own, there are a few resources you might find helpful:

   Requested Articles — This is a list of articles that others have asked to be created. It is sorted into categories and sub-categories. When you're looking at the list, remember that it's possible that somebody else has "gotten" to them first and forgot to remove it. Remember that a red link indicates that there is no page with that name.
   List of Stubs — This is an extremely long list of articles that are currently stubs and which is also sorted into categories and then subcategories. It might be a little bit out of date so be sure to click through before you decide on an article.

Wikipedia Task #3: Compile research and write draft Due Date: Friday October 10 Deliverables: Make contributions in Wikipedia

   Compile a bibliography of relevant research.
   Write a 2-3 paragraph summary version of your article—with citations—in your Wikipedia sandbox.
   Add your sandboxed article to the class’s course page with the template.

Wikipedia Task #4: Make article "live" and choose articles to review Due Date: Friday October 17 Deliverables: Make contributions in Wikipedia

   Move sandbox articles into the main name space.
   Begin polishing your article.
   Select two classmates’ articles that you will peer review and copy-edit. (You don’t need to start reviewing yet.)

Wikipedia Task #5: Peer review other students' articles Due Date: Friday October 24 Deliverables: Make contributions in Wikipedia

   Peer review two of your classmates’ articles. Leave suggestions on the article talk pages.
   Copy-edit the two reviewed articles.

Wikipedia Task #6: Finalize article and turn in reflection essay Due Date: Friday October 31 Deliverables: Finish article in Wikipedia and turn in link to article in Canvas. Turn in reflection essay in Canvas. Maximum length for reflection essay: 750 words (~3 pages double spaced)

Your Wikipedia article be will be evaluated based on your demonstrated understanding of Wikipedia rules and policies. Is it a good article by Wikipedia's standards?

In addition to finishing up your Wikipedia article, everybody should turn in an essay reflecting on your experience contributing to Wikipedia in light of your experience and the course material.

Your essay will be evaluated on the degree to which you engage with the course material. See the writing rubric for details on my expectations in terms of the content of the papers. A successful essay will do the following three things:

   Comment directly on your experience in Wikipedia. What did you do and what did you learn?
   Connect your experience in Wikipedia explicitly to the concepts in the course material we have covered. Which topics or issues were relevant or important? Why?
   Reflect on what parts of the theories or concepts we covered applied or didn't? What would you change or add based on your experience?

I will give everybody in the course feedback on their assignment. The basic structure is similar to what you will be doing in the final project. As a result, you can treat this as a "mid-term" and make adjustments based on feedback.