Editing Interpersonal Media (Winter 2020)
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<div style="float:right;" class="toclimit- | <div style="float:right;" class="toclimit-2">__TOC__</div> | ||
== Overview and Learning Objectives == | == Overview and Learning Objectives == | ||
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* 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 ==== | ||
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;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) | ||
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== Schedule == | == Schedule == | ||
=== January 6 (Monday): | === January 6 (Monday): Intro and Wikipedia === | ||
'''Resources:''' | '''Resources:''' | ||
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* 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) === | ||
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=== January 17 (Friday) Section === | === January 17 (Friday) Section === | ||
=== January 20 (Monday): NO CLASS === | === January 20 (Monday): NO CLASS === | ||
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=== January 24 (Friday) Section === | === January 24 (Friday) Section === | ||
=== January 27 (Monday): Rules and Governance (Part I) === | === January 27 (Monday): Rules and Governance (Part I) === | ||
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=== January 31 (Friday) Section === | === January 31 (Friday) Section === | ||
=== February 3 (Monday): Rules and Governance (Part II) === | === February 3 (Monday): Rules and Governance (Part II) === | ||
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* [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:''' | ||
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=== February 7 (Friday) Section === | === February 7 (Friday) Section === | ||
=== February 10 (Monday): Newcomers (Part II) === | === February 10 (Monday): Newcomers (Part II) === | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/61752973/download?download_frd=1 | * [https://canvas.uw.edu/files/61752973/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:''' | ||
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'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/61752973/download?download_frd=1 | * [https://canvas.uw.edu/files/61752973/download?download_frd=1 Reading Note] (Requires UW Access) | ||
* [https://canvas.uw.edu/files/ | <!-- | ||
* [https://canvas.uw.edu/files/33429801/download?download_frd=1 Lecture Slides] (Requires UW Access) | |||
--> | |||
'''Required Readings:''' | '''Required Readings:''' | ||
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=== February 14 (Friday) Section === | === February 14 (Friday) Section === | ||
=== February 17 (Monday): NO CLASS === | === February 17 (Monday): NO CLASS === | ||
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=== February 19 (Wednesday): Wikipedia Debrief === | === February 19 (Wednesday): Wikipedia Debrief === | ||
<!-- | |||
'''Resources:''' | |||
'' | * [https://canvas.uw.edu/files/33204788/download?download_frd=1 Week 5 Reading Note] (Requires UWs Access) | ||
* [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 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. | |||
In the first half of today's class we'll | --> | ||
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. | 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:''' | ||
* [Case] Morgan | * {{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)]] | ||
* | * {{tentative}} [Case] Visit ''the Teahouse'' on Wikipedia. In particular, spend time on these three pages and associated sub-questions: | ||
** [https://en.wikipedia.org/wiki/Wikipedia:Teahouse/Questions Teahouse questions forum]: What do the questions here tell you about the kinds of challenges that new editors face? How does this jibe with your own experience as a new Wikipedian? | |||
** [https://en.wikipedia.org/wiki/Wikipedia:Teahouse/Hosts Teahouse host profiles]: What do the profiles on this page tell you about the demographics and motivations of Teahouse Hosts? Does anything about the Teahouse host characteristics and motivations you read in these profiles surprise you? Why or why not? | |||
** [https://en.wikipedia.org/wiki/Wikipedia:Teahouse/Guests Teahouse guest profiles] and [https://en.wikipedia.org/wiki/Wikipedia:Teahouse/Guest_book Guest book]: What do the profiles on this page tell you about the demographics and motivations of Teahouse visitors? Does anything about the Teahouse guest characteristics and motivations you read in these profiles surprise you? Why or why not? | |||
'''Optional Readings:''' | '''Optional Readings:''' | ||
* Halfaker, | * {{tentative}} Halfaker, A., Stuart Geiger, R., Morgan, J. T., & Riedl, J. (2013). The Rise and Decline of an Open Collaboration System: How Wikipedia’s Reaction to Popularity Is Causing Its Decline. American Behavioral Scientist, 57(5), 664–688. [[https://doi.org/10.1177/0002764212469365 (Access through UW libraries)]] [[http://journals.sagepub.com/doi/pdf/10.1177/0002764212469365 (Open Access)]] | ||
* {{tentative}} Nathan TeBlunthuis, Aaron Shaw, and Benjamin Mako Hill. 2018. Revisiting "The Rise and Decline" in a Population of Peer Production Projects. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (CHI '18). ACM, New York, NY, USA, Paper 355, 7 pages. [[https://doi.org/10.1145/3173574.3173929 (Open Access)]] | |||
* {{tentative}} Jonathan T. Morgan 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 (OpenSym '18). ACM, New York, NY, USA, Article 20, 7 pages. https://www.opensym.org/wp-content/uploads/2018/07/OpenSym2018_paper_15-1.pdf | |||
=== February 21 (Friday) Section === | === February 21 (Friday) Section === | ||
=== February 24 (Monday): Hackers === | |||
'''Required Readings:''' | '''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] Wayner, Peter | |||
* [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] 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. | ||
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* 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 Free Online]] | * 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]] | ||
=== February 26 (Wednesday): === | |||
'''Resources:''' | <!-- '''Resources:''' --> | ||
--> | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* von Hippel, E. (2005). [http://web.mit.edu/evhippel/www/democ1.htm Democratizing innovation]. Read Chapters 1, 2 & 5. | |||
=== February 28 (Friday) Section === | |||
=== March 2 (Wednesday ): === | |||
=== 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 === | ||
<!-- | <!-- | ||
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'''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 === | ||
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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 13 (Friday) Section === | === March 13 (Friday) Section === |