Editing Interpersonal Media (Winter 2020)
From CommunityData
Warning: You are not logged in. Your IP address will be publicly visible if you make any edits. If you log in or create an account, your edits will be attributed to your username, along with other benefits.
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 35: | Line 35: | ||
* Because this syllabus a wiki, you will be able to track every change by clicking the history button on this page when I make changes. I will summarize these changes in the weekly [https://canvas.uw.edu/courses/1369415/announcements an announcement on Canvas] sent that will be emailed to everybody in the class. Closely monitor your email or the announcements section on the [https://canvas.uw.edu/courses/1369415/announcements course website on Canvas] to make sure you don't miss these announcements. | * Because this syllabus a wiki, you will be able to track every change by clicking the history button on this page when I make changes. I will summarize these changes in the weekly [https://canvas.uw.edu/courses/1369415/announcements an announcement on Canvas] sent that will be emailed to everybody in the class. Closely monitor your email or the announcements section on the [https://canvas.uw.edu/courses/1369415/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. | ||
== Organization == | == Organization == | ||
Line 170: | Line 169: | ||
* Respond to your peer review. Consider their suggestions and decide whether they makes your work more accurate and complete. | * Respond to your peer review. Consider their suggestions and decide whether they makes your work more accurate and complete. | ||
* Continue improving your article. Refine your text, do more research, make sure things are well organized, | * Continue improving your article. Refine your text, do more research, make sure things are well organized, add images, infoboxes, and templates. | ||
==== | ==== Wikipedia Task #6 ==== | ||
;Task: Make article "live." | ;Task: Make article "live." | ||
;Due Date: Friday February 14 | ;Due Date: Friday February 14 | ||
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter) the class WikiEdu dashboard] | ;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter) the class WikiEdu dashboard] | ||
* Polishing your article, it should be ready for public consumption | * Polishing your article, it should be ready for public consumption. | ||
* Move sandbox articles into the "(Article)" name space by | * Move sandbox articles into the "(Article)" name space by using the "Move" tab, by setting the namespace to "(Article)" and by setting the page title to be whatever you want the article to be named. | ||
* Once you have moved the article, visit the [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter)/students list of students in the WikiEdu dashboard] and | * Once you have moved the article, visit the [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter)/students list of students in the WikiEdu dashboard] and (a) assign the new URL to yourself and (b) remove the old one by clicking the "'''+'''" button to open the menu and using the "'''-'''" button next to the old "sandbox" copy of your article. You need to press "Save" at the top of the page once you are done. | ||
==== Wikipedia Task #7 ==== | ==== Wikipedia Task #7 ==== | ||
Line 232: | Line 231: | ||
;Maximum paper length: 2,000 words (~8 pages double spaced) | ;Maximum paper length: 2,000 words (~8 pages double spaced) | ||
;Deliverables: | ;Deliverables: | ||
:* | :*Attend poster sessions to present poster; Turn in copy of poster in PDF form [https://canvas.uw.edu/courses/1369415/assignments/5166698 through Canvas] | ||
:*Turn in copy of paper [https://canvas.uw.edu/courses/1369415/assignments/5166700 in Canvas] | :*Turn in copy of paper [https://canvas.uw.edu/courses/1369415/assignments/5166700 in Canvas] | ||
For your final project, I expect students to build on the community identification assignment to describe what they have done and what they have found. I'll expect every student to give both: | For your final project, I expect students to build on the community identification assignment to describe what they have done and what they have found. I'll expect every student to give both: | ||
* A | * A short presentation to the class (5-6 minutes) | ||
* A final report that is not more than 2,000 words (~8 pages double spaced) | * A final report that is not more than 2,000 words (~8 pages double spaced) | ||
Line 291: | Line 290: | ||
* BSOC, Chapter 1, pg 1-17 | * BSOC, Chapter 1, pg 1-17 | ||
=== January 10 (Friday) Section === | === January 10 (Friday) Section: Wikipedia Assignments === | ||
=== January 13 (Monday): Motivation (Part II) === | === January 13 (Monday): Motivation (Part II) === | ||
Line 342: | Line 338: | ||
=== January 17 (Friday) Section === | === January 17 (Friday) Section === | ||
=== January 20 (Monday): NO CLASS === | === January 20 (Monday): NO CLASS === | ||
Line 368: | Line 361: | ||
=== January 24 (Friday) Section === | === January 24 (Friday) Section === | ||
=== January 27 (Monday): Rules and Governance (Part I) === | === January 27 (Monday): Rules and Governance (Part I) === | ||
Line 404: | Line 394: | ||
=== January 31 (Friday) Section === | === January 31 (Friday) Section === | ||
=== February 3 (Monday): Rules and Governance (Part II) === | === February 3 (Monday): Rules and Governance (Part II) === | ||
Line 412: | Line 399: | ||
* [https://canvas.uw.edu/files/61551571/download?download_frd=1 Week 5 Reading Note] (Requires UW Access) | * [https://canvas.uw.edu/files/61551571/download?download_frd=1 Week 5 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu/files/ | <!--* [https://canvas.uw.edu/files/53690640/download?download_frd=1 Lecture Slides] (Requires UW Access) | ||
--> | |||
'''Required Readings:''' | '''Required Readings:''' | ||
Line 428: | Line 414: | ||
* 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. ''[[https://doi.org/10.1145/2858036.2858391 Available through UW libraries]]'' ''[[https://natematias.com/media/GoingDark-Matias-2016.pdf Available through Author's website]]'' | * 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. ''[[https://doi.org/10.1145/2858036.2858391 Available through UW libraries]]'' ''[[https://natematias.com/media/GoingDark-Matias-2016.pdf Available through Author's website]]'' | ||
=== February 5 (Wednesday): Newcomers | === February 5 (Wednesday): Newcomers === | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/61551571/download?download_frd=1 Week 5 Reading Note] (Requires UW Access) | * [https://canvas.uw.edu/files/61551571/download?download_frd=1 Week 5 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu/files/ | <!-- | ||
* [https://canvas.uw.edu/files/33263514/download?download_frd=1 Lecture Slides Part I] and [https://canvas.uw.edu/files/33263536/download?download_frd=1 Part 2] (Requires UW Access) | |||
--> | |||
'''Required Readings:''' | '''Required Readings:''' | ||
Line 442: | Line 428: | ||
We're going to look at the citizen science community [[:wikipedia:Zooniverse|Zooniverse]]: | We're going to look at the citizen science community [[:wikipedia:Zooniverse|Zooniverse]]: | ||
* [Case] Visit [https://www.zooniverse.org/ Zooniverse] and create an account. Then visit the [https://www.zooniverse.org/projects Zooniverse project website] and pick a project that interests you. I worked on [https://www.zooniverse.org/projects/sassydumbledore/chimp-and-see Chimp&See] but there are a bunch of projects on a lot of different types of things. Spend 10-15 minutes on the site figure out how it works and make sure you both do a few tasks and look at the "Talk" or discussion and commenting features of each site. | * [Case] Visit [https://www.zooniverse.org/ Zooniverse] and create an account. Then visit the [https://www.zooniverse.org/projects Zooniverse project website] and pick a project that interests you. I worked on [https://www.zooniverse.org/projects/sassydumbledore/chimp-and-see Chimp&See] but there are a bunch of projects 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. ''[[https://doi.org/10.1145/2531602.2531721 Available through UW libraries | * [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. ''[[https://doi.org/10.1145/2531602.2531721 Available through UW libraries]]'' | ||
'''Optional Readings:''' | '''Optional Readings:''' | ||
Line 450: | Line 436: | ||
=== February 7 (Friday) Section === | === February 7 (Friday) Section === | ||
=== February 10 (Monday): Newcomers === | |||
<!-- | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/53692086/download?download_frd=1 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/33263514/download?download_frd=1 Lecture Slides Part I] and [https://canvas.uw.edu/files/33263536/download?download_frd=1 Part 2] (Requires UW Access) | ||
--> | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 5, pg 205-223 (Sections 3-6) | * BSOC, Chapter 5, pg 205-223 (Sections 3-6) | ||
* [Case] | * {{tentative}} [Case] Morgan et al., "Tea and sympathy: crafting positive new user experiences on Wikipedia" Proceedings of the 2013 conference on Computer supported cooperative work (CSCW '13), Pages 839-848, ACM New York, NY, USA, 2013. [[https://dl.acm.org/citation.cfm?id=2441871 Official Link (Available through UW libraries)]] [[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.307.1301&rep=rep1&type=pdf (Free Online)]] | ||
'''Optional Readings:''' | |||
=== February 12 (Wednesday): Creating New Communities === | === February 12 (Wednesday): Creating New Communities === | ||
<!-- | |||
'''Resources:''' | |||
* [https://canvas.uw.edu/files/33342687/download?download_frd=1 Week 6 Reading Note] (Requires UW Access) | |||
* [https://canvas.uw.edu/files/33429801/download?download_frd=1 Lecture Slides] (Requires UW Access) | |||
--> | |||
'''Resources:''' | <!-- '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/53879635/download?download_frd=1 Week 5 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/33429780/download?download_frd=1 Lecture Slides] (Requires UW Access) | ||
--> | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* BSOC, Chapter 6, pg 231-248 (Sections 1-2) | |||
* BSOC, Chapter 6, pg 248-276 (Sections 3-4) | * BSOC, Chapter 6, pg 248-276 (Sections 3-4) | ||
* [Case] [https://en.wikipedia.org/wiki/Stack_Exchange Stack Exchange article on Wikipedia] and [https://stackexchange.com/sites list of sites] | * [Case] [https://en.wikipedia.org/wiki/Stack_Exchange Stack Exchange article on Wikipedia] and [https://stackexchange.com/sites list of sites] | ||
* [Case] [https://area51.stackexchange.com/ Area 51] (Click through and explore 5-6 proposals at different stages) | * [Case] [https://area51.stackexchange.com/ Area 51] (Click through and explore 5-6 proposals at different stages) | ||
Line 492: | Line 482: | ||
=== February 14 (Friday) Section === | === February 14 (Friday) Section === | ||
=== February 17 (Monday): NO CLASS === | === February 17 (Monday): NO CLASS === | ||
Line 500: | Line 487: | ||
=== February 19 (Wednesday): Wikipedia Debrief === | === February 19 (Wednesday): Wikipedia Debrief === | ||
<!-- | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/33204788/download?download_frd=1 Week 5 Reading Note] (Requires UWs Access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/33322441/download?download_frd=1 Slides from Jonathan Morgan] (Requires UW Access) | ||
In the first half of today's class we'll | In the first half of today's class we'll be visited by [https://wikimediafoundation.org/wiki/User:Jtmorgan Jonathan Morgan], an expert on newcomers to Wikipedia, a PhD graduate from UW, currently an employee of the Wikimedia Foundation, and the first author of the paper we'll be reading as our case today. | ||
This includes [https://wikimediafoundation.org/wiki/User:Jtmorgan Jonathan Morgan], an expert on newcomers to Wikipedia, a PhD graduate from UW currently an employee of the Wikimedia Foundation, and the first author of the paper we'll be reading as our case today. | |||
'''Required Readings:''' | '''Required Readings:''' | ||
--> | |||
'' | In the first half of today's class we'll hear from a series of local Wikipedia researchers. | ||
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. | |||
=== February 21 (Friday) Section === | === February 21 (Friday) Section === | ||
=== February 24 (Monday): Learning Communities === | |||
<!-- Guest Lecture from [http://www.unmad.in/ Sayamindu Dasgupta] who is a professor at the Information School at the University of North Carolina, Chapel Hill. | |||
TODO: Add readings (Maybe something about communities of practice?) | |||
--> | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* | * Roque, R.; Dasgupta, S.; Costanza-Chock, S. Children’s Civic Engagement in the Scratch Online Community. Soc. Sci. 2016, 5, 55. [https://www.mdpi.com/2076-0760/5/4/55 Open Access] | ||
* [Case] | * Brennan, K., Monroy‐Hernández, A., & Resnick, M. (2010). Making projects, making friends: Online community as catalyst for interactive media creation. New directions for youth development, 2010(128), 75-83. [http://web.media.mit.edu/~mres/papers/NDYD-final.pdf PDF From MIT.edu] | ||
* [Case] [https://scratch.mit.edu/ https://scratch.mit.edu]: Visit the site. Read [https://scratch.mit.edu/about the about page], the [https://scratch.mit.edu/parents the information for parents], [https://scratch.mit.edu/educators and for educators]. Watch all the videos. Spend some time exploring and run some programs (try to find at least one animation and at least one game). | |||
* | * [Case] [https://www.blockstud.io/ https://www.blockstud.io/]: For the case we're going to compare scratch to a different: Block Studio. This is an experimental project by Raoul, a PhD student at UW. Click start and watch the three lessons. You don't have to actually make any games with Block Studio, but do learn how it works as much as you can. After that [https://www.blockstud.io/bsp/bsp_games/ survey the published projects]. | ||
=== February 26 (Wednesday): | === February 26 (Wednesday): Social Computing Systems === | ||
We have a special guest this week: [http://www.andresmh.com/ Andrés Monroy-Hernandez!] Andrés was previously at Microsoft Research and is currently a lead research scientist at Snap Inc., the maker of Snapchat. Andrés has research interests ranging from civic communities to educational communities and more recently he is focusing on "social computing systems," which we will learn about today. | |||
--> | <!-- a term that refers to systems that involve compuational and social aspects to do work. Wikipedia is an example of an online community that is also a social computing system, but some social computing systems do not have communities but instead use paid workers as "humans in the loop" to provide a service. --> | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* Howe, J. (2006). [https://www.wired.com/2006/06/crowds/ The rise of crowdsourcing]. Wired Magazine, 14(6), 1–4. | |||
* [Case] [https://docs.aws.amazon.com/AWSMechTurk/latest/RequesterUI/Introduction.html Amazon Mechanical Turk Requester UI Guide] | |||
* [Case] [https://mturkpublic.s3.amazonaws.com/docs/MTURK_BP.pdf Amazon Mechanical Turk Best Practices Guide]. | |||
'''Optional Readings:''' | |||
Our guest speaker will be talking about these three papers. It might be good to look these over before class: | |||
* | * Justin Cranshaw, Emad Elwany, Todd Newman, Rafal Kocielnik, Bowen Yu, Sandeep Soni, Jaime Teevan, and Andrés Monroy-Hernández. 2017. Calendar.help: Designing a Workflow-Based Scheduling Agent with Humans in the Loop. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (CHI '17). ACM, New York, NY, USA, 2382-2393. [https://doi.org/10.1145/3025453.3025780 (Open Access)] | ||
* | * Cranshaw, J., Monroy-Hernández, A., & Needham, S. A. (2016). [https://doi.org/10.1145/2858036.2858573 Journeys & Notes: Designing Social Computing for Non-Places]. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (pp. 4722–4733). New York, NY, USA: ACM. [Available through UW libraries] | ||
* | * Agapie, E., & Monroy-Hernández, A. (2015). [http://arxiv.org/abs/1507.01300 Eventful: Crowdsourcing Local News Reporting]. arXiv:1507.01300 [Cs]. | ||
=== February 28 (Friday) Section === | === February 28 (Friday) Section === | ||
=== March 2 (Wednesday ): Hackers === | |||
'' | '''Required Readings:''' | ||
* Rosenbaum. (1971). [http://www.slate.com/articles/technology/the_spectator/2011/10/the_article_that_inspired_steve_jobs_secrets_of_the_little_blue_.single.html Secrets of the Little Blue Box] (This article was reprinted in Slate in 2011. <!-- There's also [http://www.historyofphonephreaking.org/docs/rosenbaum1971.pdf a very large PDF scan] of the original Esquire Magazine article which includes the original NSFW and offensive magazine cover image.) --> | |||
* Larkin. (2004). [http://www.wcas.northwestern.edu/projects/globalization/secure/articles/16.2larkin.pdf Degraded images, distorted sounds: Nigerian video and the infrastructure of piracy]. | |||
* [Case] Wayner, Peter. “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 Free Online] | |||
* [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. | |||
<!-- | |||
* | |||
* | |||
* [Case] | |||
'''Optional Readings:''' | '''Optional Readings:''' | ||
* | * Mollick, Ethan. “Tapping into the Underground.” MIT Sloan Management Review 46, no. 4 (2005): 21. [[http://sloanreview.mit.edu/article/tapping-into-the-underground/ Available through UW Libraries]] | ||
* | * Mollick, Ethan. “The Engine of the Underground: The Elite-Kiddie Divide.” SIGGROUP Bull. 25, no. 2 (2005): 23–27. [[http://portal.acm.org/citation.cfm?id=1067721.1067726 Available through UW Libraries]] | ||
* Scacchi, Walt. “Computer Game Mods, Modders, Modding, and the Mod Scene.” First Monday 15, no. 5 (2010). [[http://firstmonday.org/ojs/index.php/fm/article/view/2965 Free Online]] | |||
=== March 4 (Wednesday): Interactions Between Communities === | === March 4 (Wednesday): Interactions Between Communities === | ||
'''Guest Lecture:''' [https://teblunthuis.cc/ Nathan TeBlunthuis] | |||
'''Guest Lecture:''' | |||
''' Readings:''' | ''' Readings:''' | ||
* {{tbd}} | |||
* | |||
=== March 6 (Friday) Section === | === March 6 (Friday) Section === | ||
=== March 9 (Monday): Final Poster Presentations === | === March 9 (Monday): Final Poster Presentations === | ||
<!-- | <!-- | ||
Line 648: | Line 574: | ||
'''No readings.''' The final classes will be devoted entirely to poster presentations in the MGH commons. | '''No readings.''' The final classes will be devoted entirely to poster presentations in the MGH commons. | ||
=== March 11 (Wednesday): Final Poster Presentations === | === March 11 (Wednesday): Final Poster Presentations === | ||
Line 663: | Line 584: | ||
'''No readings.''' The final classes will be devoted entirely to presentations. | '''No readings.''' The final classes will be devoted entirely to presentations. | ||
=== March 13 (Friday) Section === | === March 13 (Friday) Section === | ||
Line 802: | Line 718: | ||
* [http://aaronshaw.org/ Aaron Shaw] at Northwestern University's [http://aaronshaw.org/occ/schedule/ Online Communities and Crowds] | * [http://aaronshaw.org/ Aaron Shaw] at Northwestern University's [http://aaronshaw.org/occ/schedule/ Online Communities and Crowds] | ||
* [http://reagle.org/joseph/ Joseph Reagle] at Northeastern University's [http://reagle.org/joseph/2014/oc/oc-syllabus-FA.html Online Communities] | * [http://reagle.org/joseph/ Joseph Reagle] at Northeastern University's [http://reagle.org/joseph/2014/oc/oc-syllabus-FA.html Online Communities] | ||