Editing Interpersonal Media (Winter 2020)

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<div style="float:right;" class="toclimit-3">__TOC__</div>
<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 [[User:Benjamin Mako Hill/Assessment | the detailed page on assessment]] gives the rubric I will use in evaluating participation.
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 [[User:Benjamin Mako Hill/Assessment | the detailed page on assessment]] gives the rubric I will use to evaluate these papers.
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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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 [[User:Benjamin Mako Hill/Assessment | writing rubric]] for details on my expectations in terms of the content of the papers. A successful essay will do the following  things:
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:  
:*Details on poster sessions including specific due dates, instructions, and dropboxes are on [[Interpersonal Media (Winter 2020)/Poster sessions]]
:*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 poster presentation (see instructions on  [[Interpersonal Media (Winter 2020)/Poster sessions]])
* 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 [[User:Benjamin Mako Hill/Assessment|this page on 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:
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): Introduction and Course Overview ===
=== January 6 (Monday): Intro and Wikipedia ===


'''Resources:'''
'''Resources:'''
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''' Readings:'''
''' Readings:'''
* Zhu, Haiyi, Jilin Chen, Tara Matthews, Aditya Pal, Hernan Badenes, and Robert E. Kraut. 2014. “Selecting an Effective Niche: An Ecological View of the Success of Online Communities.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI ’14), 301–310. New York, New York: ACM. https://doi.org/10.1145/2556288.2557348. {{avail-uw|https://doi.org/10.1145/2556288.2557348}}
 
* Zhu, Haiyi, Robert E. Kraut, and Aniket Kittur. 2014. “The Impact of Membership Overlap on the Survival of Online Communities.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 281–290. CHI ’14. New York, NY: ACM. https://doi.org/10.1145/2556288.2557213. {{avail-uw|https://doi.org/10.1145/2556288.2557213}}
* [Case] Sharp, Nathan. 2019. “It’s Facebook Official, Dating Is Here.” About Facebook (blog). September 5, 2019. https://about.fb.com/news/2019/09/facebook-dating/.
* [Case] Sharp, Nathan. 2019. “It’s Facebook Official, Dating Is Here.” About Facebook (blog). September 5, 2019. https://about.fb.com/news/2019/09/facebook-dating/.
* [Case] Information on other online dating services that existed before Facebook including:
* [Case] Information on other online dating services that existed before Facebook including:
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** '''OkCupid''' — [[:wikipedia:OkCupid|OkCupid Wikipedia article]]; [https://www.okcupid.com/about OkCupid About Page]
** '''OkCupid''' — [[:wikipedia:OkCupid|OkCupid Wikipedia article]]; [https://www.okcupid.com/about OkCupid About Page]
** '''JSwipe''' — [[:wikipedia:JSwipe|JSwipe Wikipedia article]]; [https://jswipeapp.com/ JSwipe website]
** '''JSwipe''' — [[:wikipedia:JSwipe|JSwipe Wikipedia article]]; [https://jswipeapp.com/ JSwipe website]
'''Optional Readings:'''
* Zhu, Haiyi, Robert E. Kraut, and Aniket Kittur. 2014. “The Impact of Membership Overlap on the Survival of Online Communities.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 281–290. CHI ’14. New York, NY: ACM. https://doi.org/10.1145/2556288.2557213. {{avail-uw|https://doi.org/10.1145/2556288.2557213}}
:'''Note:''' This is an alternate reading for the required reading by Zhu et al. (2014) above. If you've already the this one, you do ''not'' need to read this the required reading. If you have not read either, you should read the one above.


=== March 6 (Friday) Section ===
=== March 6 (Friday) Section ===
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'''Resources:'''
'''Resources:'''


* [[Interpersonal Media (Winter 2020)/Poster sessions|Details on the Poster sessions]] including due dates/times, instructions, and so on.
* [[Interpersonal Media (Winter 2020)/Poster sessions|Details on the Poster sessions]]
* The poster content should be an overview and preview of your final project. Details on the expectations for the final project are on [[Interpersonal_Media_(Winter_2020)#Final_Projects:_Critical_Analysis_of_Online_Community|the relevant section of the syllabus]].
* [https://canvas.uw.edu/courses/1369415/assignments/5166698 Canvas Dropbox] (please upload a PDF, JPG, or PNG file ''before'' 3:30pm '''on the day you are presenting''']]
* The poster content should be an overview and preview of your final project. Details on the expecations for the final project are on [[Interpersonal_Media_(Winter_2020)#Final_Projects:_Critical_Analysis_of_Online_Community|the relevant section of the syllabus]].


=== 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.
'''Resources:'''
* [[Interpersonal Media (Winter 2020)/Poster sessions|Details on the Poster sessions]] including due dates/times, instructions, and so on.
* The poster content should be an overview and preview of your final project. Details on the expectations for the final project are on [[Interpersonal_Media_(Winter_2020)#Final_Projects:_Critical_Analysis_of_Online_Community|the relevant section of the syllabus]].


=== 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 [[User:Benjamin Mako Hill/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.  
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.
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