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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==== Assessment for Participation ==== | ==== Assessment for Participation ==== | ||
The "Participation Rubric" section of [[ | The "Participation Rubric" section of [[Teaching Assessment | the detailed page on assessment]] gives the rubric I will use in evaluating participation. | ||
As the name suggests, your participation grade in the class rely on your participation, not your attendance. Although we are collecting attendance information using the online form, you will not be "marked down" for attendance. Of course, if you do not attend courses, it will be difficult for you to participate as fully as your classmates. | As the name suggests, your participation grade in the class rely on your participation, not your attendance. Although we are collecting attendance information using the online form, you will not be "marked down" for attendance. Of course, if you do not attend courses, it will be difficult for you to participate as fully as your classmates. | ||
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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. | 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 [[ | The "Writing Rubric" section of [[Teaching Assessment | the detailed page on assessment]] gives the rubric I will use to evaluate these papers. | ||
=== Project 1: Contributing to Wikipedia === | === Project 1: Contributing to Wikipedia === | ||
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;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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In addition to finishing up your Wikipedia article, everybody should turn in a report reflecting on your experience contributing to Wikipedia in light of your experience and the course material and, most importantly, offering advice to the Wikimedia Foundation and the Wikipedia Community on how to improve their community. I want you all to treat this as a dress rehearsal for your final projects. | In addition to finishing up your Wikipedia article, everybody should turn in a report reflecting on your experience contributing to Wikipedia in light of your experience and the course material and, most importantly, offering advice to the Wikimedia Foundation and the Wikipedia Community on how to improve their community. I want you all to treat this as a dress rehearsal for your final projects. | ||
Your report will be evaluated, first and foremost, on the degree to which it provides useful, informed, and actionable advice to the Wikipedia community and the Wikimedia Foundation. It will also be evaluated on the degree to which you engage with the course material. See the [[ | Your report will be evaluated, first and foremost, on the degree to which it provides useful, informed, and actionable advice to the Wikipedia community and the Wikimedia Foundation. It will also be evaluated on the degree to which you engage with the course material. See the [[Teaching Assessment | writing rubric]] for details on my expectations in terms of the content of the papers. A successful essay will do the following things: | ||
# Provide detailed, concrete, and actionable advice to the Wikipedia community and the Wikimedia Foundation. What should Wikipedia think about doing? What should they think about changing? | # Provide detailed, concrete, and actionable advice to the Wikipedia community and the Wikimedia Foundation. What should Wikipedia think about doing? What should they think about changing? | ||
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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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=== Grading === | === Grading === | ||
I will follow the very detailed grading rubric described on [[ | I will follow the very detailed grading rubric described on this page [[Teaching Assessment]], which Mako (my advisor and supervisor for this course) put together. Please read it carefully I will assign grades for each of following items on the UW 4.0 grade scale according to the weights below: | ||
* Participation: 30% | * Participation: 30% | ||
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== Schedule == | == Schedule == | ||
=== January 6 (Monday): | === January 6 (Monday): Intro and Wikipedia === | ||
'''Resources:''' | '''Resources:''' | ||
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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/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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* [https://canvas.uw.edu/files/61946294/download?download_frd=1 Week 7 Reading Note] (Requires UWs Access) | * [https://canvas.uw.edu/files/61946294/download?download_frd=1 Week 7 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 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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* [Case] Morgan, Jonathan T., Siko Bouterse, Heather Walls, and Sarah Stierch. 2013. “Tea and Sympathy: Crafting Positive New User Experiences on Wikipedia.” In Proceedings of the 2013 Conference on Computer Supported Cooperative Work, 839–848. CSCW ’13. New York, NY: ACM. https://doi.org/10.1145/2441776.2441871. {{avail-uw|https://doi.org/10.1145/2441776.2441871}} [[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.307.1301&rep=rep1&type=pdf Free online]] | * [Case] Morgan, Jonathan T., Siko Bouterse, Heather Walls, and Sarah Stierch. 2013. “Tea and Sympathy: Crafting Positive New User Experiences on Wikipedia.” In Proceedings of the 2013 Conference on Computer Supported Cooperative Work, 839–848. CSCW ’13. New York, NY: ACM. https://doi.org/10.1145/2441776.2441871. {{avail-uw|https://doi.org/10.1145/2441776.2441871}} [[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.307.1301&rep=rep1&type=pdf Free online]] | ||
** [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] and the [https://en.wikipedia.org/wiki/Wikipedia:Teahouse/Hosts Teahouse host profiles]. | ** [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] and the [https://en.wikipedia.org/wiki/Wikipedia:Teahouse/Hosts Teahouse host profiles]. | ||
* [Case] Narayan, Sneha, Jake Orlowitz, Jonathan Morgan, Benjamin Mako Hill, and Aaron Shaw. 2017. “The Wikipedia Adventure: Field Evaluation of an Interactive Tutorial for New Users.” In Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing, 1785–1799. CSCW ’17. New York, NY: ACM. https:// | * [Case] Narayan, Sneha, Jake Orlowitz, Jonathan Morgan, Benjamin Mako Hill, and Aaron Shaw. 2017. “The Wikipedia Adventure: Field Evaluation of an Interactive Tutorial for New Users.” In Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing, 1785–1799. CSCW ’17. New York, NY: ACM. https://doi.org/10.1145/2998181. {{avail-uw|https://doi.org/10.1145/2998181}} | ||
'''Optional Readings:''' | '''Optional Readings:''' | ||
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=== February 21 (Friday) Section === | === February 21 (Friday) Section === | ||
=== February 24 (Monday): | === February 24 (Monday): Hackers === | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* | * {{tentative}} 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.) --> | ||
* {{tentative}} 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]. | |||
* {{tentative}} [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] | |||
* {{tentative}} [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:''' | |||
* {{tentative}} 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]] | |||
* {{tentative}} 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]] | |||
* {{tentative}} 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): Innovation Communities === | |||
--> | <!-- '''Resources:''' --> | ||
'''Required Readings:''' | '''Required Readings:''' | ||
* | * von Hippel, E. (2005). [http://web.mit.edu/evhippel/www/democ1.htm Democratizing innovation]. Read Chapters 1, 2 & 5. | ||
* {{tbd}} [Case] | |||
* | |||
=== February 28 (Friday) Section === | === February 28 (Friday) Section === | ||
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=== March 2 (Monday): Instant Messaging, Group Chat, and Synchronous Communication === | === March 2 (Monday): Instant Messaging, Group Chat, and Synchronous Communication === | ||
=== 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 === | ||
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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 === | ||
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=== Your Presence in Class === | === Your Presence in Class === | ||
As detailed in [[#Participation_and_Cases|section on participation and cases]] and in [[ | As detailed in [[#Participation_and_Cases|section on participation and cases]] and in [[Teaching Assessment | my page on assessment]], class participation is an important way that we assess learning in the class. Obviously, you must be in class in order to participate. If you need to miss class for any reason, please fill out the [https://forms.gle/maEEpNx7qU4NeHtu9 course absence form] so that we know you are not coming and do not include you in our cold call list. In the event of an absence, you are responsible for obtaining class notes, handouts, assignments, etc. | ||
There are many students who have eagerly requested to join the class, but there are not enough seats. I want to include as many students in the class as possible, we will automatically drop anyone who misses the first two class sessions and try to replace them with unenrolled students who do attend. This is consistent with college policy and with the course description in the catalog. | There are many students who have eagerly requested to join the class, but there are not enough seats. I want to include as many students in the class as possible, we will automatically drop anyone who misses the first two class sessions and try to replace them with unenrolled students who do attend. This is consistent with college policy and with the course description in the catalog. |