Interpersonal Media (Winter 2020): Difference between revisions

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{{notice|This page is under construction! It currently contains information from last year's course!}}
:'''Interpersonal Media: Online Communities'''
:'''Interpersonal Media: Online Communities'''
:'''COM482A''' - Department of Communication
:'''COM482A''' - Department of Communication
:'''Teaching Team:'''
:'''Teaching Team:''' [https://mako.cc/academic Benjamin Mako Hill] / [mailto:makohill@uw.edu makohill@uw.edu] (Instructor) and [http://www.altsalt.net/ Wm Salt Hale] / [mailto:halew@uw.edu halew@uw.edu] (TA)
* [https://mako.cc/academic Benjamin Mako Hill] (Instructor) — Office Hours: Thursdays 1-2pm in [uw.edu/maps/?cmu Communications (CMU) 333] and by appointment
[http://www.altsalt.net/ Wm Salt Hale] (TA)
:'''Course Websites''':
:'''Course Websites''':
:* We will use Canvas for [https://canvas.uw.edu/courses/1369415/announcements announcements], [https://canvas.uw.edu/courses/1369415/assignments turning in assignments], and [https://canvas.uw.edu/courses/1369415/discussion_topics discussion]
:* We will use Canvas for [https://canvas.uw.edu/courses/1369415/announcements announcements], [https://canvas.uw.edu/courses/1369415/assignments turning in assignments], and [https://canvas.uw.edu/courses/1369415/discussion_topics discussion]
:* [https://forms.gle/maEEpNx7qU4NeHtu9 Course absence form]: It is important to tell us know you if you are not coming to class at least one hour in advance.
:* For the Wikipedia assignments, we will use this [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter) WikiEdu class page and dashboard].  
:* For the Wikipedia assignments, we will use this [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter) WikiEdu class page and dashboard].  
:* Everything else will be linked on this page.
:* Everything else will be linked on this page.
<div style="float:right;" class="toclimit-2">__TOC__</div>


:'''Course Catalog Description:'''
:'''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.
: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.
<div style="float:right;" class="toclimit-2">__TOC__</div>


== Overview and Learning Objectives ==
== Overview and Learning Objectives ==
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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:
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:


* Write and speak fluently about the rules and norms of the Wikipedia community and demonstrate this fluency through successful contributions to Wikipedia.
* Recall, compare, and give examples of key theories that seek to explain why some online communities grow and attract participants while others do not.
* Recall, compare, and give examples of key theories that seek to 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.
* 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.
* Engage with the course material and compellingly present your own ideas and reflections in writing and orally.
* Write and speak fluently about the rules and norms of the Wikipedia community and demonstrate this fluency through successful contributions to Wikipedia.


== Note About This Syllabus ==
== Note About This Syllabus ==
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You should expect this syllabus to be a dynamic document. Although the core expectations for this class are fixed, the details of readings and assignments ''will'' shift based on how the class goes, guest speakers that I arrange, my own readings in this area, etc. As a result, there are three important things to keep in mind:
You should expect this syllabus to be a dynamic document. Although the core expectations for this class are fixed, the details of readings and assignments ''will'' shift based on how the class goes, guest speakers that I arrange, my own readings in this area, etc. As a result, there are three important things to keep in mind:


* Although details on this syllabus will change, I will try to ensure that I never change readings more than six days before they are due. This means that if I don't fill in a "To Be Determined" one week before it's due, it is dropped. This also means that if you plan to read more than one week ahead, contact me first.
* Although details on this syllabus will change, I will try to ensure that I never change readings more than six days before they are due. We will send an announcement '''no later than before we go to sleep each Tuesday evening''' that fixes the schedule for the next week. This means that if I don't fill in a reading marked "{{tbd}}" six days before it's due, it is dropped. If we don't change something marked "{{tentative}}" before the deadline, then it is assigned. This also means that if you plan to read more than six days ahead, contact the teaching team first.
* Closely monitor your email or the announcements section on the [https://canvas.uw.edu/courses/1369415/announcements 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 [https://canvas.uw.edu/courses/1369415/announcements an announcement on Canvas] once week that will be emailed to everybody in the class.
* 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.
* 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.
<!-- In the past, I have made many adjustments to courses that I teach while the quarter progressed based on this feedback. -->
* Many readings are marked as "''[Available through UW libraries]''". Most of these will be accessible to anybody who connects from the UW network. This means that if you're on campus, it will likely work. Although you can go through the UW libraries website to get most of these, the easiest way to get things using the [https://www.lib.washington.edu/help/connect/tools UW library proxy bookmarklet]. This is a little button you can drag-and-drop onto your bookmarks toolbar on your browser. When you press the button, it will ask you to log in using your UW NetID and then will automatically send your traffic through UW libraries. You can also use the other tools on [https://www.lib.washington.edu/help/connect this UW libraries webpage].


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


[https://mitpress.mit.edu/books/building-successful-online-communities MIT Press] sells the book for $31 as a paperback. [http://www.amazon.com/Building-Successful-Online-Communities-Evidence-Based/dp/0262016575/ Amazon] has a limited number of hardcover copies available, starting at $36 as of December 3rd 2018. They also have paperbacks starting at $24 and the Kindle version is $17. Wikipedia has [https://en.wikipedia.org/wiki/Special:BookSources/9780262016575 this long list of possible book sources].
A digital version of the book is available at all UW students through UW libraries and ProQuest Ebook Central at the following link (requires a UW NetID):
 
<div style="font-size: 120%; font-weight: bold; text-align: center;">[https://ebookcentral.proquest.com/lib/washington/detail.action?docID=3339407 Building Successful Online Communities: Evidence-Based Social Design Ebook]</div>
 
If you would like a paper copy, [https://mitpress.mit.edu/books/building-successful-online-communities MIT Press] sells the book for $35 as a paperback. [http://www.amazon.com/Building-Successful-Online-Communities-Evidence-Based/dp/0262016575/ Amazon] has a limited number of hardcover copies available, starting at $23 as of January 2020. They also have paperbacks starting at $31 and the Kindle version is $19. Wikipedia has [https://en.wikipedia.org/wiki/Special:BookSources/9780262016575 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:
More or less following the organizations of BSOC, we will focus on these key drivers of participation in online communities:
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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.
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).
Unless otherwise noted, all assignments are due at the end of the day (i.e., 11:59pm on the day they are listed as being due).


=== Participation and Cases ===
=== 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.
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 '''I 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.
 
==== Cold Calling ====
 
Cases rely roughly on the [[:wikipedia:Socratic method|socratic method]] where instructors teaching cases cold call on students—i.e., instructors call on people ''without'' asking for volunteers first. We will be doing this in each class.
 
I have written a computer program that will generate a list of names each day and we will randomly select a number of students in the class to call on in class. The program will ensure balance so that everybody is called on a roughly equal number of times during the quarter.


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.
If you cannot attend class, you '''must tell us in advance''' by filling out [https://forms.gle/maEEpNx7qU4NeHtu9 this simple Google form] that asks for two things: (1) your UW student number and (2) the date you will be absent from class. You must fill this out '''one hour before class begins''' or will not be able to incorporate it into the program that select names.


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.
Because cold calling can be terrifying for some students, we will be circulating a list of questions we will alongside the weekly announcements (i.e., at least 6 days in advance). We will only cold call to ask students for which you have time to prepare your answers. Although it is a very good idea to write out answers to these questions in advance, we will not be collecting these answers. You are welcome to work with other students to brainstorm possible answers.  


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 very often although I will sometimes use it and you should always be ready to answer every question. 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.
==== Assessment for Participation ====


The "Participation Rubric" section of [[Teaching 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.


=== Papers ===  
=== Papers ===  
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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.
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.


We will use material from [https://dashboard.wikiedu.org/courses/University_of_Washington/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018) WikiEdu], a program by the Wikimedia Foundation, to help you learn how to participate in Wikipedia. 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. Most weeks this will involve completing learning modules and assignments in WikiEdu. These Wikipedia participation assignments won't be synced up with the theory, but they will provide with you lots of opportunity to reflect on the theoretical work we are covering.
We will use material from [https://wikiedu.org/ the Wiki Education Foundation (WikiEdu)] to help you learn how to participate in Wikipedia. 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. Most weeks this will involve completing learning modules and assignments in a website put together by WikiEdu. These Wikipedia participation assignments won't be synced up with 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 to me, you will need to participate in Wikipedia each week. I will be able to see this activity and I will 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.
Although only Task #7 includes anything that you will need to turn in, you will need to participate in Wikipedia each week. We will be able to see this activity and we will help you. We will take time each week to discuss our progress and experience with Wikipedia in sections on Friday and to connect it explicitly to the theoretical concepts we are covering.


==== Wikipedia Task #1 ====
==== [[Interpersonal_Media_(Winter_2020)/Wiki_Task_1|Wikipedia Task #1]] ====
;Task: Create an account and start orientation
;Task: Create an account and start orientation
;Due: Friday January 11
;Due: Friday January 10
;Deliverables: Make contributions in Wikipedia. Do the "evaluate Wikipedia" assignment in WikiEdu.
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter) the class WikiEdu dashboard]


* Complete the [https://dashboard.wikiedu.org/courses/University_of_Washington/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018)/ WikiEdu] training and assignments for week 1.  
* Complete the [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter) WikiEdu] training and assignments for week 1.  
* During this training, you will create an account, make edits in a sandbox, and learn the basic rules of the Wikipedia community.
* During this training, you will create an account, make edits in a sandbox, and learn the basic rules of the Wikipedia community.
* Once you have created an account, you '''must''' enroll in the course so that your account on Wikipedia is associated with the course and so that I can track your activity on Wikipedia. [https://dashboard.wikiedu.org/courses/University_of_Washington/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018)?enroll=zygfdiua Click this link to enroll in the course]. If you are asked for a passcode, you can enter '''zygfdiua'''.
* Once you have created an account, you '''must''' enroll in the course so that your account on Wikipedia is associated with the course and so that I can track your activity on Wikipedia. [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter)?enroll=ratxwlye Click this link to enroll in the course]. If you are asked for a passcode, you can enter '''ratxwlye'''.


==== Wikipedia Task #2 ====
==== [[Interpersonal_Media_(Winter_2020)/Wiki_Task_2|Wikipedia Task #2]] ====
;Task: Complete Wikipedia orientation and choose article topic
;Task: Complete Wikipedia orientation and choose article topic
;Due Date: Friday January 18
;Due Date: Friday January 17
;Deliverables: Make contributions in Wikipedia
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter) the class WikiEdu dashboard]


* Complete the online training topics for week 2.
* Complete the online training topics for week 2.
<!-- * 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 Salt and at least one classmate on Wikipedia (it can be anybody). Salt's username is [http://en.wikipedia.org/wiki/User:Altsalt Altsalt] and you can find a list of all of your classmates on the [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter)/students WikiEdu class page].
* To practice editing and communicating on Wikipedia, introduce yourself to me and at least one classmate on Wikipedia. My username is [http://en.wikipedia.org/wiki/User:Groceryheist Groceryheist]. You can find a list of all of your classmates on the [https://dashboard.wikiedu.org/courses/University_of_Washington/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018)/students WikiEdu class page].
* Decide on an article in Wikipedia that you would like to significantly expand and improve. Please choose an article that is as short and simple as possible and we ''stronglly'' recommend that you choose a "stub" article on Wikipedia. Because some people are going to start with articles that are better than others, we're going to assess you on the amount to which you can improve the article—not on the final state of the article.
* Decide on an article you would like to create or a stub article you would like to significantly expand and improve (see below).
 
* Tell me what article you want by leaving a message on [http://en.wikipedia.org/wiki/User_talk:Groceryheist my user talk page].
You can find a list of Stub articles arranged by topic here (there are literally ''millions''):
 
* [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Stub_sorting/List_of_stubs 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.


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:
If there is a topic you know you are interested in writing about that doesn't have an article, that is also possible but will be more difficult so we're recommending ''against'' that relatively strongly. If you're committed to doing that in any case, there are a few resources you might find helpful:


* [https://en.wikipedia.org/wiki/Wikipedia:Requested_articles 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 [https://en.wikipedia.org/wiki/Wikipedia:Red_link red link] indicates that there is no page with that name.
* [https://en.wikipedia.org/wiki/Wikipedia:Requested_articles 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 [https://en.wikipedia.org/wiki/Wikipedia:Red_link red link] indicates that there is no page with that name.
* [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Stub_sorting/List_of_stubs 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 ====
==== [[Interpersonal Media (Winter 2020)/Wiki Task 3|Wikipedia Task #3]] ====


;Task: Compile research and write draft
;Task: Compile research and write draft
;Due Date: Friday January 25
;Due Date: Friday January 24
;Deliverables: Make contributions in Wikipedia
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter) the class WikiEdu dashboard]


* Complete online trainings for week 3
* Complete online trainings for week 3
* Compile a bibliography of relevant research.
* Compile a bibliography of relevant research.
* Write a 2-3 paragraph summary version of your article—with citations—in your Wikipedia sandbox.
* Write a 2-3 paragraph summary version of your article—with citations—in your Wikipedia sandbox.
* Add the URL For your sandboxed article to yourself on [https://dashboard.wikiedu.org/courses/University_of_Washington/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018)/s the course WikiEdu page] by clicking the assign article button next to your name and assigning the URL for your sandbox to yourself.
* Add the URL For your sandboxed article to yourself on [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter) the course WikiEdu page] by clicking the assign article button next to your name and assigning the URL for your sandbox to yourself.


==== Wikipedia Task #4 ====
==== [[Interpersonal Media (Winter 2020)/Wiki Task 4|Wikipedia Task #4]] ====
;Task: Peer review other students' articles
;Task: Peer review other students' articles
;Due Date: Friday February 1
;Due Date: Friday January 31
;Deliverables: Make contributions in Wikipedia
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter) the class WikiEdu dashboard]


* Select '''two''' classmates’ articles that you will peer review and copy-edit.
* Select '''two''' classmates’ articles that you will peer review and copy-edit. To sign up, you can mark this in [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter) the dashboard] by using the ''Assign a review''' button. Try to pick articles that other students are not yet reviewing.
<!-- (You don't need to start reviewing yet.) -->
To sign up, you can mark this in the [https://dashboard.wikiedu.org/courses/University_of_Washington/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018)/students the dashboard] by using the ''Assign a review''' button. Try to pick articles that other students are not yet reviewing.
* Peer review two of your classmates’ articles. Leave suggestions on the article talk pages for how to improve them.
* Peer review two of your classmates’ articles. Leave suggestions on the article talk pages for how to improve them.
* Improve and copy-edit the two reviewed articles to help fix issues, improve sourcing, create a more [https://en.wikipedia.org/wiki/WP:NPOV neutral] or [https://en.wikipedia.org/wiki/WP:TONE encyclopedic] tone, etc.
* Improve and copy-edit the two reviewed articles to help fix issues, improve sourcing, create a more [https://en.wikipedia.org/wiki/WP:NPOV neutral] or [https://en.wikipedia.org/wiki/WP:TONE encyclopedic] tone, etc.


==== Wikipedia Task #5 ====
==== Wikipedia Task #5 ====
;Task: Incorporate peer feedback
;Due Date: Friday February 7
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter) the class WikiEdu dashboard]
* 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, think about adding images, infoboxes, and templates. If you add images be sure to complete [https://dashboard.wikiedu.org/training/students/images-and-media the WikiEd material on images and media].
==== [[Interpersonal Media (Winter 2020)/Wiki Task 6|Wikipedia Task #6]] ====
;Task: Make article "live."
;Task: Make article "live."
;Due Date: Monday February 11
;Due Date: Friday February 14
;Deliverables: Make contributions in Wikipedia
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter) the class WikiEdu dashboard]
* Begin polishing your article.
 
* 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.
* Polishing your article, it should be ready for public consumption. Here are some [[Interpersonal Media (Winter 2020)/Wiki_Task_6#Polishing_Suggestions|general suggestions]].
* Once you have moved the article, visit the [https://dashboard.wikiedu.org/courses/University_of_Washington/COM_482_Interpersonal_Media_-_Online_Communities__(Winter_2018)/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.
* Move sandbox articles into the "(Article)" name space by following these [[Interpersonal Media (Winter 2020)/Wiki_Task_6#Moving_your_work_to_Wikipedia_-_the_detailed_edition|detailed instructions]].
* 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 make sure that you are assigned the live article URL. If needed, 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, then press "Save" at the top of the page once you are done.


==== Wikipedia Task #6 ====
==== Wikipedia Task #7 ====
;Task: Finalize article and turn in report
;Task: Finalize article and turn in report
;Due Date: Monday February 18
;Due Date: Monday February 17
;Deliverables: Finish article in Wikipedia and turn in link to article in Canvas. Turn in report as subpage of your Wikipedia userpage and turn in link in Canvas.
;Deliverables:
:Post your report as a subpage of your userpage. For example, I would create mine with http://en.wikipedia.org/wiki/User:Groceryheist/Report as the URL. Of course, you should replace "Groceryheist" with your Wikipedia username. You can also just go to your userpage by clicking on your username on Wikipedia and then adding "/Report" at the end of the the URL.
* As always, make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Interpersonal_Media_(Winter) the class WikiEdu dashboard]
:When you go that page, it will say '''Wikipedia does not have a user page with this exact name.'''
:*Finish article in Wikipedia and turn in a URL to the finished article [https://canvas.uw.edu/courses/1369415/assignments/5166656 in Canvas].
:You can create the new page by just clicking the "Create" tab on that page. When you're done, you can paste the URL into Canvas.
:*Turn in report as subpage of your Wikipedia userpage and turn in the URL [https://canvas.uw.edu/courses/1369415/assignments/5166660 in Canvas].
;Maximum length for report: 1000 words (~4 pages double spaced)
;Maximum length for report: 1000 words (~4 pages double spaced)
Turn your report your reflection essay as a subpage of your userpage. For example, I would create mine with http://en.wikipedia.org/wiki/User:Benjamin_Mako_Hill/Report as the URL. Of course, you should replace "Benjamin_Mako_Hill" with your Wikipedia username. You can also just go to your userpage by clicking on your username on Wikipedia and then adding "/Report" at the end of the URL.
When you go that page, it will say '''Wikipedia does not have a user page with this exact name.'''
You can create the new page by just clicking the "Create" tab on that page. When you're done, you can paste the URL into Canvas.
'''Evaluation Criteria:'''


Your Wikipedia article will be evaluated based on your demonstrated understanding of Wikipedia rules and policies. Is it a good article by Wikipedia's standards?
Your Wikipedia article will be evaluated based on your demonstrated understanding of Wikipedia rules and policies. Is it a good article by Wikipedia's standards?
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# If possible, reflect on what parts of the theories or concepts we covered applied or didn't. You don't have to take everything taught in the course for granted. What would you change or add based on your experience? What is unique or different about Wikipedia?
# If possible, reflect on what parts of the theories or concepts we covered applied or didn't. You don't have to take everything taught in the course for granted. What would you change or add based on your experience? What is unique or different about Wikipedia?


I will give everybody in the course feedback on their assignment. The basic structure is shorter, but extremely 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.
We will give everybody in the course feedback on their assignment. The basic structure is shorter, but extremely 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.


=== Project 2: Critical Analysis of an Online Community ===
=== Project 2: Critical Analysis of an Online Community ===
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==== Community Identification====
==== Community Identification====
;Maximum Length: 300 words (~1 page double spaced)
;Maximum Length: 300 words (~1 page double spaced)
;Deliverables: Turn in through Canvas
;Deliverables: Turn in [https://canvas.uw.edu/courses/1369415/assignments/5166671 through Canvas]
;Due Date: Friday February 22
;Due Date: Friday February 21


In this assignment, you should identify a community you are interested in — and that you hope to analyze critically in your final project. In this assignment, I am asking you to write 1-2 paragraphs explaining what community you want to study, why you care about it, and why you think it would be a rich site for reflection. If relevant or possible, it might be useful to also provide a link.
In this assignment, you should identify a community you are interested in — and that you hope to analyze critically in your final project. In this assignment, I am asking you to write 1-2 paragraphs explaining what community you want to study, why you care about it, and why you think it would be a rich site for reflection. If relevant or possible, it might be useful to also provide a link.
Line 200: Line 228:


==== Final Projects: Critical Analysis of Online Community ====
==== Final Projects: Critical Analysis of Online Community ====
;Presentation Date: March 12 and 14
;Poster Presentation Date: March 9 and 11
;Paper Due Date: March 21
;Paper Due Date: March 18 @ 9am
;Maximum paper length: 1500 words (~7 pages)
;Maximum paper length: 2,000 words (~8 pages double spaced)
;Deliverables: Turn in through Canvas
;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]


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 short presentation to the class (5-6 minutes)
* A short presentation to the class (5-6 minutes)
* A final report that is not more than 1,500 words (~6-7 pages double spaced)
* A final report that is not more than 2,000 words (~8 pages double spaced)


Each project should include: (a) the description of the community you have identified (you are welcome to borrow from your Community Identification assignment), (b) a description of how you would use the course concepts to change and improve the community.
Each project should include: (a) the description of the community you have identified (you are welcome to borrow from your Community Identification assignment), (b) a description of how you would use the course concepts to change and improve the community.
Line 215: Line 245:


A successful project will tell a compelling story and will engage with, and improve upon, the course material to teach an audience that includes me, your classmates, and students taking this class in future years, how to take advantage of online communities more effectively. The very best papers will give us all a new understanding of some aspect of course material and change the way I teach some portion of this course in the future.
A successful project will tell a compelling story and will engage with, and improve upon, the course material to teach an audience that includes me, your classmates, and students taking this class in future years, how to take advantage of online communities more effectively. The very best papers will give us all a new understanding of some aspect of course material and change the way I teach some portion of this course in the future.


=== Grading ===
=== Grading ===
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== Schedule ==
== Schedule ==
=== January 6 (Monday): Intro and Wikipedia ===
=== January 6 (Monday): Intro and Wikipedia ===
<!--
 
'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/files/53192395/download?download_frd=1 Lecture Slides] (Requires UW Access)
* [https://canvas.uw.edu/files/61023038/download?download_frd=1 Lecture Slides for Introduction] (Requires UW Access)
 
* [https://canvas.uw.edu/files/61023049/download?download_frd=1 Lecture Slides for Course Overview] (Requires UW Access)
-->


'''Goals for the day:'''
'''Goals for the day:'''


* Collect some basic information from you all
* Provide an introduction and some context for the course (and hopefully get you excited about the rest of the quarter)
* Review the course objectives and requirements
* Review the course objectives and requirements


=== January 8 (Wednesday): Motivation ===
=== January 8 (Wednesday): Motivation (Part I) ===
<!--
 
'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/files/53227497/download?download_frd=1 Reading Note] (Requires UW Access)
* [https://canvas.uw.edu/courses/1369415/files/61029868/download?wrap=1 Reading Note] (Requires UW Access)
* [https://canvas.uw.edu/files/53227511/download?download_frd=1 Lecture Slides] (Requires UW Access)
* [https://canvas.uw.edu/files/61044822/download?download_frd=1 Lecture Slides] (Requires UW Access)
* [https://canvas.uw.edu/files/61070443/download?download_frd=1 Case Boards] (Requires UW Access)
 
'''Required Reading:'''


-->
* BSOC, Chapter 2, pg 21-40 (Sections 1-3)
* [Case] Modi, Maulik. 2019. “Yelp — What Happened!!” Medium. December 1, 2019. https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235. ''[[https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235 Available free online]]''
* [Case] Parikh, Anish A., Carl Behnke, Doug Nelson, Mihaela Vorvoreanu, and Barbara Almanza. 2015. “A Qualitative Assessment of Yelp.Com Users’ Motivations to Submit and Read Restaurant Reviews.” Journal of Culinary Science & Technology 13 (1): 1–18. https://doi.org/10.1080/15428052.2014.952474. ''[[https://canvas.uw.edu/files/60966851/download?download_frd=1 Available in Canvas]]''
* [Case] Stone, Madeline. 2014. “Elite Yelpers Hold Immense Power, and They Get Treated like Kings by Bars and Restaurants Trying to Curry Favor.” Business Insider. August 22, 2014. https://www.businessinsider.com/how-to-become-yelp-elite-2014-8. ''[[https://www.businessinsider.com/how-to-become-yelp-elite-2014-8 Available free online]]''
* [Case] Ha, Anthony. 2017. “Yelp Launches New Feature for Asking and Answering Questions about Any Business.” TechCrunch (blog). February 14, 2017. http://social.techcrunch.com/2017/02/14/yelp-q-and-a/. ''[[http://social.techcrunch.com/2017/02/14/yelp-q-and-a/ Available free online]]''


'''Required Reading:'''
'''Optional Reading:'''


* BSOC, Chapter 2, pg 21-40 (Sections 1-3)
* BSOC, Chapter 1, pg 1-17
* {{tentative}} [Case] [https://www.youtube.com/watch?v=WQR0gx0QBZ4 TED Talk by Jimmy Wales on "How a ragtag band created Wikipedia"]
* {{tentative}} [Case] [https://en.wikipedia.org/wiki/Wikipedia:The_Wikipedia_Adventure The Wikipedia Adventure]
* {{tentative}} [Case] [https://meta.wikimedia.org/wiki/Grants:IEG/The_Wikipedia_Adventure/Final The Wikipedia Adventure Analysis]


(read the whole page and play the game for half an hour or so)
=== January 10 (Friday) Section ===


'''Optional Reading:'''
Working through the [[#Project_1:_Contributing_to_Wikipedia|Wikipedia assignments]].


* BSOC, Chapter 1, pg 1-17
=== January 13 (Monday): Motivation (Part II) ===
* {{fix}} Sneha Narayan, 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 (CSCW '17). ACM, New York, NY, USA, 1785-1799. [https://dl.acm.org/citation.cfm?id=2998307 A research paper about the Wikipedia Adventure, authored by members of my research group]


=== January 10 (Friday) Section: Wikipedia Assignments ===
=== January 13 (Monday): Motivation ===
<!--
'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/files/32837882/download?download_frd=1 Week 2 Reading Note] (Requires UW Access)
* [https://canvas.uw.edu/files/61023097/download?download_frd=1 Week 2 Reading Note] (Requires UW Access)
* [https://canvas.uw.edu/files/53337391/download?download_frd=1 Lecture Slides] (Requires UW Access)
* [https://canvas.uw.edu/files/61184511/download?download_frd=1 Lecture Slides] (Requires UW Access)
-->
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=547e7738-ceee-4eb6-b5f4-ab3c005b7946 Video Recording of Lecture & Case] (Requires UW Access)
* [https://canvas.uw.edu/files/61184529/download?download_frd=1 Case Boards] (Requires UW Access)


'''Required Readings:'''
'''Required Readings:'''


* BSOC, Chapter 2, pg 41-70 (Sections 4-7)
* BSOC, Chapter 2, pg 41-70 (Sections 4-7)
* {{tentative}} [Case] Liberapay's website's [https://liberapay.com/about/ About Page],  [https://liberapay.com/about/faq FAQ], [https://liberapay.com/about/teams About Teams], [https://liberapay.com/about/stats stats], [https://web.archive.org/web/20150908045713/https://gratipay.com/about/features/payroll Payroll]. The Librepay system succeeds [https://web.archive.org/web/20150908051726/https://gratipay.com/ Gratipay], which itself succeeded another similar system called Gittip.  Try to understand what you can and we'll work the details out in class.
 
* {{tentative}} [Case] David Heinemeier Hansson's article on [http://david.heinemeierhansson.com/2013/the-perils-of-mixing-open-source-and-money.html "The perils of mixing open source and money"]
For the case, we're going to talk about [[:wikipedia:Twitch (service)|Twitch]]:
*  {{tentative}} [Case] Chad Whitacre's article on [https://medium.com/inside-gratipay/resentment-2c621dbd7541 "Resentment"]
 
* [Case] Clark, Taylor. 2017. “How to Get Rich Playing Video Games Online.” New Yorker, November 13, 2017. https://www.newyorker.com/magazine/2017/11/20/how-to-get-rich-playing-video-games-online. ''[[https://www.newyorker.com/magazine/2017/11/20/how-to-get-rich-playing-video-games-online Available free online]]''
* [Case]  Hernandez, Patricia. 2018. “The Twitch Streamers Who Spend Years Broadcasting to No One.” The Verge. July 16, 2018. https://www.theverge.com/2018/7/16/17569520/twitch-streamers-zero-viewers-motivation-community. ''[[https://www.theverge.com/2018/7/16/17569520/twitch-streamers-zero-viewers-motivation-community Available free online]]''
* [Case] “The Differences Between Twitch Partner and Affiliate Programs.” 2019. GameOnAire (blog). April 5, 2019. https://gameonaire.com/differences-between-partner-affiliate-twitch/. ''[[https://gameonaire.com/differences-between-partner-affiliate-twitch/ Available free online]]''
* [Case] “Achievements.” n.d. Twitch. Accessed January 7, 2020. https://help.twitch.tv/s/article/achievements?language=en_US. ''[[https://help.twitch.tv/s/article/achievements?language=en_US Available free online]]''
* [Case] Grayson, Nathan. 2018. “Twitch Partners Feeling Burned After Affiliates Receive Features That Took Them Years To Earn.” Kotaku. June 14, 2018. https://kotaku.com/twitch-partners-feeling-burned-after-affiliates-receive-1826810027. ''[[https://kotaku.com/twitch-partners-feeling-burned-after-affiliates-receive-1826810027 Available free online]]''


'''Optional:'''
'''Optional:'''


{{tentative}} [Case] Mike Linksvayer's article on [http://gondwanaland.com/mlog/2007/01/02/wikipedia-advertising/ "I support advertising on Wikipedia"]
*  [Case] Mike Linksvayer's article on [http://gondwanaland.com/mlog/2007/01/02/wikipedia-advertising/ "I support advertising on Wikipedia"]
 
=== January 15 (Wednesday): Commitment (Part I) ===


=== January 15 (Wednesday): Commitment ===
<!--
'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/files/53353742/download?download_frd=1 Week 3 Reading Note] (Requires UW Access)
* [https://canvas.uw.edu/files/61023097/download?download_frd=1 Week 2 Reading Note] (Requires UW Access)
* [https://canvas.uw.edu/files/53519317/download?download_frd=1 Lecture Slides] (Requires UW Access)
* [https://canvas.uw.edu/files/61305033/download?download_frd=1 Lecture Slides] (Requires UW Access)
-->
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=582845b6-441d-42b0-aa8c-ab3c005b7d61 Video Recording of Lecture & Case] (Requires UW Access) [Note: The mic died for the last 10 minutes of the case.]
   
* [https://canvas.uw.edu/files/61306080/download?download_frd=1 Case Boards] (Requires UW Access)
 
'''Required Readings:'''
'''Required Readings:'''


* BSOC, Chapter 3, pg 77-102 (Section 1)
* BSOC, Chapter 3, pg 77-102 (Section 1)


In some of these cases, there is an enormous amount of material on this page and its subpages. Poke around for 10 minutes or so on each one until you get a strong sense for who is participating and how and why people build commitment to the site and are comfortable talking about this in class:
In this case, we're going to be looking at five different "subreddit" communities within Reddit. In some of these cases, there is an enormous amount of material on the pages and subpages. Poke around for 10 minutes or so (please not more!) until you get a sense for who is participating and how and why people build commitment to the site such that you will be comfortable answering the questions in the reading note. Please ''do not'' post on the sites or disrupt them in any way. We're guests in their communities and you only need to look:


* {{tentative}} [Case] [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Military_history WikiProject Military History] ([https://upload.wikimedia.org/wikipedia/wikimania2014/c/c1/WikiProject_Military_history_Leaflet_front_copy.png Flyer])
* [Case] [https://www.reddit.com/r/aww/ /r/aww] — "Things that make you go AWW! -- like puppies, bunnies, babies, and so on..."
* [Case] [https://meta.wikimedia.org/wiki/WikiWomen%27s_Collaborative WikiWomen's Collaborative] ([https://www.facebook.com/WikiWomensCollaborative Facebook Page], [https://upload.wikimedia.org/wikipedia/wikimania2014/c/ce/Wikiwomen%27s_Collaborative_Leaflet_front_copy.png Flyer])
* [Case] [https://www.reddit.com/r/udub/ /r/udub] — "the unofficial subreddit of the University of Washington"
* {{tentative}} [Case] [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_South_Africa WikiProject South Africa] ([https://upload.wikimedia.org/wikipedia/wikimania2014/2/25/Wikiproject_South_Africa_front_copy.png Flyer])
* [Case] [https://www.reddit.com/r/SeattleWA/ /r/SeattleWA] — "the active Reddit community for Seattle, Washington and the Puget Sound area"
* {{tentative}}  [Case] [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Guild_of_Copy_Editors Guild of Copyeditors] ([https://upload.wikimedia.org/wikipedia/wikimania2014/e/e8/WikiProject_Guild_of_Copy_Editors_Leaflet_front_copy.png Flyer])
* [Case] [https://www.reddit.com/r/nosleep/ /r/NoSleep] — "a place for authors to share their original horror stories"
* {{tentative}}  [Case] [https://en.wikipedia.org/wiki/Wikipedia:Department_of_Fun Wikipedia Department of Fun]
* [Case] [https://www.reddit.com/r/CasualPizzaCats/ /r/CasualPizzaCats] - a World of Warcraft guild


=== January 17 (Friday) Section ===
=== January 17 (Friday) Section ===
Working through the [[#Project_1:_Contributing_to_Wikipedia|Wikipedia assignments]].
=== January 20 (Monday): NO CLASS ===
=== January 20 (Monday): NO CLASS ===


'''No class''' due to the observation of Martin Luther King Jr.'s Day.
'''No class''' due to the observation of Martin Luther King Jr.'s Day.


=== January 22 (Wednesday): Commitment ===
=== January 22 (Wednesday): Commitment (Part II) ===
<!--
 
'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/files/53519065/download?download_frd=1 Week 3 Reading Note] (Requires UW Access)
* [https://canvas.uw.edu/files/61184591/download?download_frd=1 Week 3 Reading Note] (Requires UW Access)
* [https://canvas.uw.edu/files/53519321/download?download_frd=1 Lecture Slides (Requires UW Access)]
* [https://canvas.uw.edu/files/61551590/download?download_frd=1 Lecture Slides] (Requires UW Access)
 
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b7daec7a-19cd-4f13-8c86-ab3c005b81ca Video Recording of Lecture & Case] (Requires UW access)
-->
* [https://canvas.uw.edu/files/61551690/download?download_frd=1 Case Boards] (Requires UW Access)


'''Required Readings:'''
'''Required Readings:'''


* BSOC, Chapter 3, pg 102-115 (Sections 2 - 4)
* BSOC, Chapter 3, pg 102-115 (Sections 2 - 4)
* {{tentative}} [Case] Sangeet Choudary, 2014 [https://www.wired.com/insights/2014/03/reverse-network-effects-todays-social-networks-can-fail-grow-larger/ What is a ''Network Effect'' and how can one fail?]
* [Case] Romano, Aja. 2018. “[https://www.vox.com/culture/2018/3/22/17146776/delete-facebook-how-to-quit-difficult How Facebook Made It Impossible to Delete Facebook].” Vox. March 22, 2018.
* {{tentative}} [Case] Brittany Darwell, 2012, [http://www.insidefacebook.com/2012/08/09/facebook-platform-policy-now-cleary-bans-exporting-user-data-to-competing-social-networks/ Facebook policy now clearly bans exporting user data to competing social networks]
* [Case] Choudary, Sangeet Paul. 2014. “[https://www.wired.com/insights/2014/03/reverse-network-effects-todays-social-networks-can-fail-grow-larger/ Reverse Network Effects: Why Today’s Social Networks Can Fail as They Grow Larger].” Wired, March 13, 2014.
* {{tentative}} [Case] Ryan Singel, 2011, [http://www.wired.com/2011/06/google-facebook-export/ Taking on Facebook, Google’s social network allows data exporting business], Wired
* [Case] Constine, Josh. 2018. “[http://social.techcrunch.com/2018/04/13/free-the-social-graph/ Facebook Shouldn’t Block You from Finding Friends on Competitors].” TechCrunch (blog). April 13, 2018.
* {{tentative}} [Case] Benjamin Mako Hill, 2012, [http://mako.cc/copyrighteous/why-facebooks-network-effects-are-overrated Why Facebook’s Network Effects are Overrated]
* [Case] Bankston, Kevin. 2018. “[https://www.newamerica.org/weekly/edition-211/how-we-can-free-our-facebook-friends/ How We Can ‘Free’ Our Facebook Friends].” New America. June 28, 2018.
* [Case] Hill, Benjamin Mako. 2012. “[https://mako.cc/copyrighteous/why-facebooks-network-effects-are-overrated Why Facebook’s Network Effects Are Overrated].” Copyrighteous (blog). June 4, 2012.


=== January 24 (Friday) Section ===
=== January 24 (Friday) Section ===
=== January 27 (Monday): Rules and Governance ===


<!-- '''Resources:'''
Working through the [[#Project_1:_Contributing_to_Wikipedia|Wikipedia assignments]].
 
=== January 27 (Monday): Rules and Governance (Part I) ===


* [https://canvas.uw.edu/files/53519065/download?download_frd=1 Week 4 Reading Note] (Requires UW Access)
'''Resources:'''
* [https://canvas.uw.edu/files/53563258/download?download_frd=1 Lecture Slides] (Requires UW Access)


-->
* [https://canvas.uw.edu/files/61352387/download?download_frd=1 Week 4 Reading Note] (Requires UW Access)
* [https://canvas.uw.edu/files/61551612/download?download_frd=1 Lecture Slides] (Requires UW Access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e854e4d7-83bc-4983-b553-ab3c005b8608 Video Recording of Lecture & Case] (Requires UW access)
* [https://canvas.uw.edu/files/61551691/download?download_frd=1 Case Boards] (Requires UW Access)
   
   
'''Required Readings:'''
'''Required Readings:'''


* BSOC, Chapter 4, pg 125-140 (Sections 1-3)
* BSOC, Chapter 4, pg 125-140 (Sections 1-3)
* {{tentative}} [Case] [http://www.ubuntu.com/about/about-ubuntu/conduct Ubuntu Code of Conduct]
* [Case] Tourani, Parastou, Bram Adams, and Alexander Serebrenik. 2017. “Code of Conduct in Open Source Projects.” In 2017 IEEE 24th International Conference on Software Analysis, Evolution and Reengineering (SANER), 24–33. https://doi.org/10.1109/SANER.2017.7884606. ''[[https://doi.org/10.1109/SANER.2017.7884606 Available through UW libraries]]'' ''[[https://canvas.uw.edu/files/61467586/download?download_frd=1 Available in Canvas]]''
* {{tentative}} [Case] [https://wiki.gnome.org/action/show/Foundation/CodeOfConduct GNOME Code of Conduct]
* [Case] [https://www.ruby-lang.org/en/conduct/ Ruby Code of Conduct] (For context, you can read more about Ruby on the [[:wikipedia:Ruby (programming language)|Ruby Wikipedia article]] if you are curious.)
* {{tentative}} [Case] [http://geekfeminism.org/about/code-of-conduct/ Geek Feminism Code of Conduct]
* [Case] [https://ubuntu.com/community/code-of-conduct Ubuntu Code of Conduct] (For context, you can read more about Ubuntu on the [[:wikipedia:Ubuntu|Ubuntu Wikipedia article]] if you are curious.)
* {{tentative}} [Case] Valerie Aurora's essay on [https://adainitiative.org/2014/02/howto-design-a-code-of-conduct-for-your-community/ HOWTO design a code of conduct for your community], Ada Initiative (For context, you should know that Aurora is one of the authors of the the Geek Feminism code.)
* [Case] [https://wiki.gnome.org/action/show/Foundation/CodeOfConduct GNOME Code of Conduct]. The code also references and, in an sense, includes the following sub-pages:
** [https://wiki.gnome.org/Foundation/CodeOfConduct/ReporterGuide Procedure for reporting Code of Conduct incidents]
** [https://wiki.gnome.org/Foundation/CodeOfConduct/ModeratorProcedures GNOME Code of Conduct moderator procedures] (less important but worth skimming)
** [https://wiki.gnome.org/Foundation/CodeOfConduct/CommitteeProcedures GNOME Code of Conduct committee procedures] (less important but worth skimming)
 
=== January 29 (Wednesday): Wikipedia Assignment Workshop [Attendance is optional] ===
 
[[User:Benjamin Mako Hill|Benjamin Mako Hill]] will traveling to Belgium to attend a conference on online communities. Instead of lecture, [[User:Salt|Wm Salt Hale]] will be hosting a Wikipedia walk-through and help session. '''Class will be meeting in the Communications Building (CMU) room 126''' from 4:30-6pm. We will be exploring:
 
* The difference between articles and talk pages
* Article quality and priority scales
* Bibliographies and citations
* Direct messaging
* [if we have time] a series of additional "Special" Pages.


=== January 29 (Wednesday): Rules and Governance ===
Please bring your laptop to follow along and troubleshoot. Attendance is not required, but is strongly recommended.
<!--
'''Resources:'''


* [https://canvas.uw.edu/files/33057102/download?download_frd=1 Week 4 Reading Note] (Requires UW Access)
=== January 31 (Friday) Section ===
* [https://canvas.uw.edu/files/53690640/download?download_frd=1 Lecture Slides] (Requires UW Access)
-->


Benjamin Mako Hill will not be attending class today. Wm Salt Hale will be coordinating the case in his place.
Working through the [[#Project_1:_Contributing_to_Wikipedia|Wikipedia assignments]].


'''Guest Lecture:'''
=== February 3 (Monday): Rules and Governance (Part II) ===


* [https://ckiene.org/ Charles Kiene]
'''Resources:'''


* [https://canvas.uw.edu/files/61551571/download?download_frd=1 Week 5 Reading Note] (Requires UW Access)
* [https://canvas.uw.edu/files/61753038/download?download_frd=1 Lecture Slides] (Requires UW Access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3598503d-c29b-4574-9e70-ab3c005b8e9a Video Recording of Lecture & Case] (Requires UW access) [Unfortunately, the slide recording didn't seem to work in Panopto.]
* [https://canvas.uw.edu/files/61753072/download?download_frd=1 Case Boards] (Requires UW Access)
'''Required Readings:'''
'''Required Readings:'''


* BSOC, Chapter 4, pg 140-170 (Sections 4-5)
* BSOC, Chapter 4, pg 140-170 (Sections 4-5)
* Kiene, C., Monroy-Hernández, A., & Hill, B. M. (2016). [https://doi.org/10.1145/2858036.2858356 Surviving an “Eternal September”: How an Online Community Managed a Surge of Newcomers]. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (pp. 1152–1156). New York, NY, USA: ACM.  
* [Case] [http://slashdot.org/ Slashdot]: Spend 5-10 minutes to visit the homepage, look at a story you think is interesting, and read several of the comments, paying specific attention to the rating system.
* [Case] [https://web.archive.org/web/20170505192310/https://beta.slashdot.org/faq/mod-metamod.shtml Slashdot Moderation FAQ], 2017 (Internet Archive Copy)
* [Case] Lampe, Cliff, and Paul Resnick. 2004. “Slash(Dot) and Burn: Distributed Moderation in a Large Online Conversation Space.In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 543–550. CHI ’04. New York, NY: ACM. https://doi.org/10.1145/985692.985761. ''[[https://doi.org/10.1145/985692.985761 Available through UW libraries]]'' ''[[http://presnick.people.si.umich.edu/papers/chi04/LampeResnick.pdf Available free from author]]''
 
'''Optional Readings:'''


* {{tentative}} [Case] [http://slashdot.org/ Slashdot]: Spend 5-10 minutes to visit the homepage, look at a story you think is interesting, and read several of the comments, paying specific attention to the rating system.
* Know Your Meme, 2014, [http://knowyourmeme.com/memes/rules-of-the-internet Rules of the Internet]
* {{tentative}} [Case] [https://web.archive.org/web/20170505192310/https://beta.slashdot.org/faq/mod-metamod.shtml Slashdot Moderation FAQ], 2014
* 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]]''
* {{tentative}} [Case] Lampe, Cliff, and Paul Resnick. “Slash(Dot) and Burn: Distributed Moderation in a Large Online Conversation Space.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 543–50. CHI ’04. New York, NY, USA: ACM, 2004. doi:10.1145/985692.985761. [[http://dl.acm.org/citation.cfm?id=985761 Official Link (available through UW libraries)]] [[http://presnick.people.si.umich.edu/papers/chi04/LampeResnick.pdf Author Website (available for free)]]


'''Optional Readings:'''
=== February 5 (Wednesday): Newcomers (Part I) ===
* {{tentative}} [Case] Know Your Meme, 2014, [http://knowyourmeme.com/memes/rules-of-the-internet Rules of the Internet]
* {{tentative}} J. Nathan Matias. 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 (CHI '16). ACM, New York, NY, USA, 1138-1151.  [[https://dl.acm.org/citation.cfm?id=2858391 Official Link (available through UW libraries)]] [[https://natematias.com/media/GoingDark-Matias-2016.pdf (available through Author's website]]


=== January 31 (Friday) Section ===
'''Resources:'''
=== February 3 (Monday): Newcomers ===
<!--
'''Resources:'''  


* [https://canvas.uw.edu/files/53692086/download?download_frd=1 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/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)
* [https://canvas.uw.edu/files/61946331/download?download_frd=1 Lecture Slides] (Requires UW Access)
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* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2f717fbc-1ff8-4c42-a3de-ab3c005b92ce Video Recording of Lecture & Case] (Requires UW access)
* [https://canvas.uw.edu/files/61946499/download?download_frd=1 Case Boards] (Requires UW Access)


'''Required Readings:'''
'''Required Readings:'''


* BSOC, Chapter 5, pg 179-205 (Sections 1-2)
* BSOC, Chapter 5, pg 179-205 (Sections 1-2)
We're going to look at the citizen science community [[:wikipedia:Zooniverse|Zooniverse]] and the project "Planet Hunters" in particular. We're going to talk about how the community might deal with (not so hypothetical!) major influx of new users:
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 [http://www.planethunters.org/ Planet Hunters website] and log in with your account. Spent 10-15 minutes on the site figure out how it work and doing a few tasks.  
* [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, G., Østerlund, C., Hassman, K. D., Crowston, K., & Jackson, C. B. (2014). [https://doi.org/10.1145/2531602.2531721 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 (pp. 109–119). New York, NY, USA: ACM. ''[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]]'' ''[[https://crowston.syr.edu/sites/crowston.syr.edu/files/paper_revised%20copy%20to%20post.pdf Available on authors website]]''


'''Optional Readings:'''
'''Optional Readings:'''


* Huang, Shih-Wen, Minhyang (Mia) Suh, Benjamin Mako Hill, Gary Hsieh. (2015) “How Activists are Both Born and Made: An Analysis of Users on Change.org.” In Proceedings of the Conference on Computer Human Interaction (CHI 2015). ACM Press. [[https://mako.cc/academic/huang_suh_hill_hsieh-changeorg_born_made-CHI2015-preprint.pdf Preprint Link (Free Online)]] [[https://dl.acm.org/citation.cfm?id=2702559 Official Link (Available through UW libraries)]]
* Huang, Shih-Wen, Minhyang (Mia) Suh, Benjamin Mako Hill, and Gary Hsieh. 2015. “How Activists Are Both Born and Made: An Analysis of Users on Change.Org.” In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (CHI ’15), 211–220. New York, New York: ACM Press. https://doi.org/10.1145/2702123.2702559. ''[[https://doi.org/10.1145/2702123.2702559Available through UW libraries]]'' ''[[https://mako.cc/academic/huang_suh_hill_hsieh-changeorg_born_made-CHI2015-preprint.pdf Available free from Author's website]]''
* Shaw, Aaron, and Benjamin Mako Hill. (2014) “Laboratories of Oligarchy? How the Iron Law Extends to Peer Production: Laboratories of Oligarchy.” Journal of Communication 64, no. 2 (April 2014): 215–38. doi:10.1111/jcom.12082. [[http://onlinelibrary.wiley.com/doi/10.1111/jcom.12082/full Official Link (Available through UW Libraries)] [[https://mako.cc/academic/shaw_hill-laboratories_of_oligarchy-DRAFT.pdf Preprint Link (Free Online)]]
* Shaw, Aaron, and Benjamin Mako Hill. 2014. “Laboratories of Oligarchy? How the Iron Law Extends to Peer Production.” Journal of Communication 64 (2): 215–38. https://doi.org/10.1111/jcom.12082. ''[[https://doi.org/10.1111/jcom.12082 Available through UW libraries]]'' ''[[https://mako.cc/academic/shaw_hill-laboratories_of_oligarchy-DRAFT.pdf Available free from Author's website]]''
 
=== February 7 (Friday) Section ===
 
Working through the [[#Project_1:_Contributing_to_Wikipedia|Wikipedia assignments]].
 
=== February 10 (Monday): Newcomers (Part II) ===


=== February 5 (Wednesday): Newcomers ===
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'''Resources:'''  
'''Resources:'''  


* [https://canvas.uw.edu/files/53692086/download?download_frd=1 Reading Note] (Requires UW Access)
* [https://canvas.uw.edu/files/61752973/download?download_frd=1 Week 6 Reading Note] (Requires UW Access)
* [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)
* [https://canvas.uw.edu/files/61946353/download?download_frd=1 Lecture Slides] (Requires UW Access)
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* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=73b268e3-71e1-43e6-8f92-ab3c005b9706 Video Recording of Lecture & Case] (Requires UW access)
* [https://canvas.uw.edu/files/61946500/download?download_frd=1 Case Boards] (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)
* {{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)]]
* [Case] Kiene, Charles, Andrés Monroy-Hernández, and Benjamin Mako Hill. 2016. “Surviving an ‘Eternal September’: How an Online Community Managed a Surge of Newcomers.” In Proceedings of the 2016 ACM Conference on Human Factors in Computing Systems (CHI ’16), 1152–1156. New York, NY: ACM Press. https://doi.org/10.1145/2858036.2858356. ''[[https://doi.org/10.1145/2858036.2858356 Available through UW libraries]]''
* {{tentative}} [Case] Visit '''the Teahouse'' on Wikipedia. In particular, spend time on these three pages and associated sub-questions:
* [Case] Lin, Zhiyuan, Niloufar Salehi, Bowen Yao, Yiqi Chen, and Michael S. Bernstein. 2017. “Better When It Was Smaller? Community Content and Behavior After Massive Growth.In Eleventh International AAAI Conference on Web and Social Media. Palo, Alto, CA: AAAI Press. https://www.aaai.org/ocs/index.php/ICWSM/ICWSM17/paper/view/15628. ''[[https://www.aaai.org/ocs/index.php/ICWSM/ICWSM17/paper/view/15628 Available through UW libraries]]''
** [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:'''
=== February 12 (Wednesday): Creating New Communities ===
* {{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 7 (Friday) Section ===
'''Resources:'''  
=== February 10 (Monday): Creating New Communities ===
<!-- '''Resources:'''


* [https://canvas.uw.edu/files/53879635/download?download_frd=1 Week 5 Reading Note] (Requires UW Access)
* [https://canvas.uw.edu/files/61752973/download?download_frd=1 Week 6 Reading Note] (Requires UW Access)
* [https://canvas.uw.edu/files/33429780/download?download_frd=1 Lecture Slides] (Requires UW Access)
* [https://canvas.uw.edu/files/61976052/download?download_frd=1 Lecture Slides] (Requires UW Access)
-->
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e2b12834-0a0a-4579-bd7e-ab3c005b9bb5 Video Recording of Lecture & Case] (Requires UW access)
* [https://canvas.uw.edu/files/61976282/download?download_frd=1 Case Boards] (Requires UW Access)


'''Required Readings:'''
'''Required Readings:'''


* BSOC, Chapter 6, pg 231-248 (Sections 1-2)
<!-- * BSOC, Chapter 6, pg 231-248 (Sections 1-2)
* BSOC, Chapter 6, pg 248-276 (Sections 3-4) -->
* BSOC, Chapter 6, pg 231-276 (Sections 1-4)
* [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)
* [Case] [https://area51.stackexchange.com/faq Area 51 FAQ]
* [Case] [https://area51.stackexchange.com/faq Area 51 FAQ]


=== February 12 (Wednesday): Creating New Communities ===
'''Optional Readings:'''
<!--
'''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)
-->
 
'''Required Readings:'''


* BSOC, Chapter 6, pg 248-276 (Sections 3-4)
* Bilton, Nick. “[http://www.nytimes.com/2013/10/13/magazine/all-is-fair-in-love-and-twitter.html?pagewanted=all All Is Fair in Love and Twitter].” The New York Times, October 9, 2013, sec. Magazine.
* Hill, Benjamin Mako. [http://mako.cc/academic/hill-almost_wikipedia-DRAFT.pdf Almost Wikipedia], 2013.
* Hill, Benjamin Mako. [http://mako.cc/academic/hill-almost_wikipedia-DRAFT.pdf Almost Wikipedia], 2013.
* {{tentative}} [Case] Snowdrift.coop: Read at least the [https://snowdrift.coop/ top page], [https://snowdrift.coop/p/snowdrift/w/about about page], [https://snowdrift.coop/how-it-works how it works], [https://wiki.snowdrift.coop/about/intro the original intro], [https://snowdrift.coop/p/snowdrift/w/mission mission], [https://snowdrift.coop/about/faq FAQ], [https://snowdrift.coop/p/snowdrift/w/how-to-help "How to Help" page], and [https://wiki.snowdrift.coop/archives/project-management/mvp-next next steps page] and poke around on the rest of the site.


'''Optional Readings:'''
=== February 14 (Friday) Section ===


* {{tentative}} Bilton, Nick. “[http://www.nytimes.com/2013/10/13/magazine/all-is-fair-in-love-and-twitter.html?pagewanted=all All Is Fair in Love and Twitter].” The New York Times, October 9, 2013, sec. Magazine.
Working through the [[#Project_1:_Contributing_to_Wikipedia|Wikipedia assignments]].


=== February 14 (Friday) Section ===
=== February 17 (Monday): NO CLASS ===
=== February 17 (Monday): NO CLASS ===


'''No class''' due to the observation of Presidents' Day.
'''No class''' due to the observation of Presidents' Day.


=== February 19 (Wednesday): Wikipedia: Assignment Debrief and Research Showcase ===
=== February 19 (Wednesday): Wikipedia Debrief ===
<!--
 
'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/files/33204788/download?download_frd=1 Week 5 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/33322441/download?download_frd=1 Slides from Jonathan Morgan] (Requires UW Access)
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* [https://canvas.uw.edu/files/61946294/download?download_frd=1 Week 7 Reading Note] (Requires UWs Access)
* [ Lecture Slides] (Requires UW Access)
* [ Video Recording of Lecture & Case] (Requires UW access)
* [ Case Boards] (Requires UW Access)
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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.
In the first half of today's class we'll do the case.


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 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.


'''Required Readings:'''
'''Required Readings:'''


-->
* [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] 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://dl.acm.org/doi/abs/10.1145/2998181.2998307. {{avail-uw|https://doi.org/10.1145/2998181.2998307}}


In the first half of today's class we'll hear from a series of local Wikipedia researchers.
'''Optional Readings:'''


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.
* Halfaker, Aaron, R. Stuart Geiger, and Loren G. Terveen. 2014. “Snuggle: Designing for Efficient Socialization and Ideological Critique.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 311–320. CHI ’14. New York, NY: ACM. https://doi.org/10.1145/2556288.2557313. {{avail-uw|https://doi.org/10.1145/2556288.2557313}}
* Morgan, Jonathan T., 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, 20:1–20:7. OpenSym ’18. New York, NY: ACM. https://doi.org/10.1145/3233391.3233544. {{avail-uw|https://doi.org/10.1145/3233391.3233544}}


=== 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?)
=== February 24 (Monday): Innovation Communities ===
 
'''Resources:'''
 
* [https://canvas.uw.edu/files/62126432/download?download_frd=1 Week 8 Reading Note] (Requires UW Access)
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Line 481: Line 543:
'''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]
* von Hippel, E. (2005). [http://web.mit.edu/evhippel/www/democ1.htm Democratizing innovation]. Read Chapters 1, 2 & 5.
* 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.
* [Case] Allio, Robert J. 2004. “CEO Interview: The InnoCentive Model of Open Innovation.” Strategy & Leadership 32 (4): 4–9. https://doi.org/10.1108/10878570410547643. {{avail-uw|https://doi.org/10.1108/10878570410547643}}
* [Case] Spend some time poking around the [https://www.innocentive.com/ Innocentive website], in particular, read the:
** [https://www.innocentive.com/offering-overview/seeker-faqs/ Innocentive Seeker FAQs]
** [https://www.innocentive.com/our-solvers/faqs/ Innocentive Solver FAQ] — A number of the questions toward the top are the same as the FAQ above so you can skip those!


[http://web.media.mit.edu/~mres/papers/NDYD-final.pdf PDF From MIT.edu]
=== February 26 (Wednesday): Hackers ===


* [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).
'''Resources:'''
* [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): Social Computing Systems ===
* [https://canvas.uw.edu/files/62126432/download?download_frd=1 Week 8 Reading Note] (Requires UW Access)
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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:'''
* Rosenbaum, Ron. 1971. “Secrets of the Little Blue Box.” Esquire Magazine, October, 116. https://classic.esquire.com/article/1971/10/1/secrets-of-the-blue-box.  {{avail-free|https://classic.esquire.com/article/1971/10/1/secrets-of-the-blue-box}}
* Howe, J. (2006). [https://www.wired.com/2006/06/crowds/ The rise of crowdsourcing]. Wired Magazine, 14(6), 1–4.
* [Case] Wayner, Peter. 2010. “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. {{avail-free|http://www.nytimes.com/2010/05/27/technology/personaltech/27basics.html}} {{avail-free|http://www.slate.com/articles/technology/the_spectator/2011/10/the_article_that_inspired_steve_jobs_secrets_of_the_little_blue_.single.html}}
* [Case] [https://docs.aws.amazon.com/AWSMechTurk/latest/RequesterUI/Introduction.html Amazon Mechanical Turk Requester UI Guide]
* [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] [https://mturkpublic.s3.amazonaws.com/docs/MTURK_BP.pdf Amazon Mechanical Turk Best Practices Guide].


'''Optional Readings:'''
'''Optional Readings:'''


Our guest speaker will be talking about these three papers. It might be good to look these over before class:
* 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]]
* 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].


* 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)]
=== February 28 (Friday) Section ===
* 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 ===
''No meeting as a group.'' Instead, folks should sign-up for one-on-one projects meetings with Wm Salt Hale.
=== March 2 (Wednesday ): Hackers and Transgressive Communities ===


'''Required Readings:'''
=== March 2 (Monday): Instant Messaging, Group Chat, and Synchronous Communication ===


* 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.) -->
<!-- '''Resources:'''
* 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.


'''Optional Readings:'''
* [https://canvas.uw.edu/files/61946294/download?download_frd=1 Week 7 Reading Note] (Requires UWs Access)
* [ Lecture Slides] (Requires UW Access)
* [ Video Recording of Lecture & Case] (Requires UW access)
* [ Case Boards] (Requires UW Access)


* 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 ===
<!-- '''Resources:'''
* [https://canvas.uw.edu/files/61946294/download?download_frd=1 Week 7 Reading Note] (Requires UWs Access)
* [ Lecture Slides] (Requires UW Access)
* [ Video Recording of Lecture & Case] (Requires UW access)
* [ Case Boards] (Requires UW Access)
-->


'''Guest Lecture:''' [https://teblunthuis.cc/ Nathan TeBlunthuis]
'''Guest Lecture:''' [https://teblunthuis.cc/ Nathan TeBlunthuis]
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''' Readings:'''
''' Readings:'''


* {{todo}}
* {{tbd}}


=== March 6 (Friday) Section ===
=== March 6 (Friday) Section ===
''No meeting as a group.'' Instead, folks should sign-up for one-on-one projects meetings with Wm Salt Hale.
=== March 9 (Monday): Final Poster Presentations ===
=== March 9 (Monday): Final Poster Presentations ===
<!--
<!--
Line 616: Line 694:
=== Innovation ===
=== Innovation ===


<!-- '''Resources:'''
'''Resources:'''
* [https://canvas.uw.edu/files/33600343/download?download_frd Week 8 Reading Note] (Requires UW Access)
* [https://canvas.uw.edu/files/33600343/download?download_frd Week 8 Reading Note] (Requires UW Access)
* [https://canvas.uw.edu/courses/1369415/files/33724703/download?wrap Lecture Slides] (Requires UW Access)
* [https://canvas.uw.edu/courses/1369415/files/33724703/download?wrap Lecture Slides] (Requires UW Access)
-->


'''Required Readings:'''
'''Required Readings:'''
Line 632: Line 708:
=== Your Presence in Class ===
=== Your Presence in Class ===


As detailed 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 contact a member of the teaching team ahead of time (email is best). 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, so I 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.


=== Devices in Class ===
=== Devices in Class ===
Line 641: Line 717:


The goal of this policy is to help you stay focused and avoid distractions for yourself and your peers in the classroom. This is really important and turns out to be much more difficult in the presence of powerful computing devices with brightly glowing screens and fast connections to the Internet. For more on the rationale behind this policy, please read [https://medium.com/@cshirky/why-i-just-asked-my-students-to-put-their-laptops-away-7f5f7c50f368 Clay Shirky’s thoughtful discussion of his approach to this issue].
The goal of this policy is to help you stay focused and avoid distractions for yourself and your peers in the classroom. This is really important and turns out to be much more difficult in the presence of powerful computing devices with brightly glowing screens and fast connections to the Internet. For more on the rationale behind this policy, please read [https://medium.com/@cshirky/why-i-just-asked-my-students-to-put-their-laptops-away-7f5f7c50f368 Clay Shirky’s thoughtful discussion of his approach to this issue].
 
<!-- Of course, we will discuss assignments and topics that involve referring to things online. Toward that end, you might find it convenient to bring a laptop or tablet to class. If you want to look something up on your device outside of a time I clearly point out are device-allowed, please ask me. I will always point out explicitly in class if it's OK to use devices.  
<!-- Of course, we will discuss assignments and topics that involve referring to things online. Toward that end, you might find it convenient to bring a laptop or tablet to class. If you want to look something up on your device outside of a time I clearly point out are device-allowed, please ask me.
I will always point out explicitly in class if it's OK to use devices.  
  '''Except during these parts of class — which  — I ask that you refrain from using your laptops, tablets, phones, and pretty much any (digital) device with a screen.''' -->
  '''Except during these parts of class — which  — I ask that you refrain from using your laptops, tablets, phones, and pretty much any (digital) device with a screen.''' -->


=== Office Hours ===
=== Office Hours ===


I will hold regular office hours three times a week in CMU 333. Please come!
Benjamin Mako Hill will hold office Hours on '''Thursdays 1-2pm''' in [https://uw.edu/maps/?cmu Communications (CMU) 333].
 
Wm Salt Hale will hold office Hours on '''Monday 12-1pm''' in [https://uw.edu/maps/?cmu Communications (CMU) 333]. 
 
If our planned office hours do not work for you, please contact either of us over email to arrange a meeting at another time.


: Tuesday: 2:30 to 3:30
=== Religious Accommodations ===
: Wednesday: 1:45 to 2:45
: Friday:  3:30 to 4:30


Also feel free to drop by my (open) office in CMU 337.
Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at [https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/ Religious Accommodations Policy]. Accommodations must be requested within the first two weeks of this course using the [https://registrar.washington.edu/students/religious-accommodations-request/ Religious Accommodations Request form].
If you come looking for me in CMU 333 and I am not there try CMU 337.  


If my set office hours don't work for you please contact me on email to arrange a meeting then or at another time.
=== Student Conduct ===


=== Accommodations ===
The University of Washington Student Conduct Code (WAC 478-121) defines prohibited academic and behavioral conduct and describes how the University holds students accountable as they pursue their academic goals. Allegations of misconduct by students may be referred to the appropriate campus office for investigation and resolution. More information can be found online at https://www.washington.edu/studentconduct/
Safety


In general, if you have an issue, such as needing an accommodation for a religious obligation or learning disability, speak with me before it affects your performance; afterward it is too late. Do not ask for favors; instead, offer proposals that show initiative and a willingness to work.
Call SafeCampus at 206-685-7233 anytime–no matter where you work or study–to anonymously discuss safety and well-being concerns for yourself or others. SafeCampus’s team of caring professionals will provide individualized support, while discussing short- and long-term solutions and connecting you with additional resources when requested.


To request academic accommodations due to a disability please contact Disability Resources for Students, 448 Schmitz, 206-543-8924/V, 206-5430-8925/TTY. If you have a letter from Disability Resources for Students indicating that you have a disability that requires academic accommodations, please present the letter to me so we can discuss the accommodations that you might need for the class. I am happy to work with you to maximize your learning experience.
=== Academic Dishonesty ===


=== Electronic Mail Standards of Conduct ===
This includes: cheating on assignments, plagiarizing (misrepresenting work by another author as your own, paraphrasing or quoting sources without acknowledging the original author, or using information from the internet without proper citation), and submitting the same or similar paper to meet the requirements of more than one course without instructor approval. Academic dishonesty in any part of this course is grounds for failure and further disciplinary action. The first incident of plagiarism will result in the student’s receiving a zero on the plagiarized assignment. The second incident of plagiarism will result in the student’s receiving a zero in the class.


Email communications (and all communications generally) among UW community members should seek to respect the rights and privileges of all members of the academic community. This includes not interfering with university functions or endangering the health, welfare, or safety of other persons. With this in mind, in addition to the [http://app.leg.wa.gov/WAC/default.aspx?cite=478-120 University of Washington's Student Conduct Code], I establishes the following standards of conduct in respect to electronic communications among students and faculty:
=== Disability Resources ===


* If, as a student, you have a question about course content or procedures, please use the online discussion board designed for this purpose. If you have specific questions about your performance, contact me directly.
If you have already established accommodations with Disability Resources for Students (DRS), please communicate your approved accommodations to uw at your earliest convenience so we can discuss your needs in this course.
* I strive to respond to Email communications within 48 hours. If you do not hear from me, please come to my office, call me, or send me a reminder Email.
* Email communications should be limited to occasional messages necessary to the specific educational experience at hand.
* Email communications should not include any CC-ing of anyone not directly involved in the specific educational experience at hand.
* Email communications should not include any blind-CC-ing to third parties, regardless of the third party’s relevance to the matter at hand.


=== Academic Misconduct ===
If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 206-543-8924 or uwdrs@uw.edu or disability.uw.edu. DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Reasonable accommodations are established through an interactive process between you, your instructor(s) and DRS. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law.


=== Other Student Support ===


As a University of Washington student, you are expected to practice high standards of academic honesty and integrity. You are responsible to understand and abide by [http://www.washington.edu/admin/rules/policies/WAC/478-121-107.html UW’s Student Governance Code on Academic Misconduct], and the [http://www.washington.edu/admin/rules/policies/WAC/478-121-107.html UW’s Administrative Code on Academic Misconduct], and to comply with verbal or written instructions from the professor or TA of this course. This includes plagiarism, which is a serious offense. All assignments will be reviewed for integrity. All rules regarding academic integrity extend to electronic communication and the use of online sources. If you are not sure what constitutes plagiarism, read [https://owl.english.purdue.edu/owl/resource/589/02/ this overview] in addition to UW’s policy statements.
Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in the course, is urged to contact the graduate program advisor for support. Furthermore, please notify the professors if you are comfortable in doing so. This will enable us to provide any resources that we may possess (adapted from Sara Goldrick-Rab). Please also note the student food pantry, Any Hungry Husky at the ECC.


I am committed to upholding the academic standards of the University of Washington’s Student Conduct Code. If I suspect a student violation of that code, I will first engage in a conversation with that student about my concerns. If we cannot successfully resolve a suspected case of academic misconduct through our conversations, I will refer the situation to the department of communication advising office who can then work with the COM Chair to seek further input and if necessary, move the case up through the College.
== Credit and Notes ==


While evidence of academic misconduct may result in a lower grade, I will not unilaterally lower a grade without addressing the issue with you first through the process outlined above.
This will be the fourth time this course has been taught at UW in its current form. This syllabuses draws heavily from these previous versions. Syllabuses from earlier classes can be found online at:


'''Notice:''' The University has a license agreement with VeriCite, an educational tool that helps prevent or identify plagiarism from Internet resources. Your instructor may use the service in this class by requiring that assignments are submitted electronically to be checked by VeriCite. The VeriCite Report will indicate the amount of original text in your work and whether all material that you quoted, paraphrased, summarized, or used from another source is appropriately referenced.
* [[Interpersonal Media (Winter 2019)]] by [https://teblunthuis.cc/ Nate TeBlunthuis]
* [[Interpersonal Media (Fall 2015)]] by [[User:Mako|Mako Hill]]
* [https://mako.cc/teaching/2014/interpersonal_media/ Interpersonal Media (Fall 2014)]  by [[User:Mako|Mako Hill]]


== Credit and Notes ==
This syllabus was inspired by, and borrowed heavily with permission from, other classes on online communities taught by young academics whose teaching I admire and respect:
This syllabus is slightly modified from [[Interpersonal_Media_(Fall_2015) | an earlier edition of this course, taught by Mako]]. His syllabus was inspired by, and borrowed heavily with permission from, two other classes on online communities taught by young professors whose teaching I admire and respect:


* [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]
* Material from the [http://commlead.uw.edu/ Communication Leadership] handbook.
 
<!--
 
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:'''
 
* 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]
* 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].
 
Social Computing
 
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.
 
'''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].
 
 
-->

Revision as of 10:09, 19 February 2020

Interpersonal Media: Online Communities
COM482A - Department of Communication
Teaching Team: Benjamin Mako Hill / makohill@uw.edu (Instructor) and Wm Salt Hale / halew@uw.edu (TA)
Course Websites:
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:

  • Write and speak fluently about the rules and norms of the Wikipedia community and demonstrate this fluency through successful contributions to Wikipedia.
  • Recall, compare, and give examples of key theories that seek to 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.

Note About This Syllabus

You should expect this syllabus to be a dynamic document. Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes, guest speakers that I arrange, my own readings in this area, etc. As a result, there are three important things to keep in mind:

  • Although details on this syllabus will change, I will try to ensure that I never change readings more than six days before they are due. We will send an announcement no later than before we go to sleep each Tuesday evening that fixes the schedule for the next week. This means that if I don't fill in a reading marked "[To Be Decided]" six days before it's due, it is dropped. If we don't change something marked "[Tentative]" before the deadline, then it is assigned. This also means that if you plan to read more than six days ahead, contact the teaching team first.
  • 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 an announcement on Canvas sent that will be emailed to everybody in the class. Closely monitor your email or the announcements section on the 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.
  • Many readings are marked as "[Available through UW libraries]". Most of these will be accessible to anybody who connects from the UW network. This means that if you're on campus, it will likely work. Although you can go through the UW libraries website to get most of these, the easiest way to get things using the UW library proxy bookmarklet. This is a little button you can drag-and-drop onto your bookmarks toolbar on your browser. When you press the button, it will ask you to log in using your UW NetID and then will automatically send your traffic through UW libraries. You can also use the other tools on this UW libraries webpage.

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

Kraut and resnick-bsoc.jpg

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.

A digital version of the book is available at all UW students through UW libraries and ProQuest Ebook Central at the following link (requires a UW NetID):

If you would like a paper copy, MIT Press sells the book for $35 as a paperback. Amazon has a limited number of hardcover copies available, starting at $23 as of January 2020. They also have paperbacks starting at $31 and the Kindle version is $19. 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 on the lighter side 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 listed as being 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 I 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.

Cold Calling

Cases rely roughly on the socratic method where instructors teaching cases cold call on students—i.e., instructors call on people without asking for volunteers first. We will be doing this in each class.

I have written a computer program that will generate a list of names each day and we will randomly select a number of students in the class to call on in class. The program will ensure balance so that everybody is called on a roughly equal number of times during the quarter.

If you cannot attend class, you must tell us in advance by filling out this simple Google form that asks for two things: (1) your UW student number and (2) the date you will be absent from class. You must fill this out one hour before class begins or will not be able to incorporate it into the program that select names.

Because cold calling can be terrifying for some students, we will be circulating a list of questions we will alongside the weekly announcements (i.e., at least 6 days in advance). We will only cold call to ask students for which you have time to prepare your answers. Although it is a very good idea to write out answers to these questions in advance, we will not be collecting these answers. You are welcome to work with other students to brainstorm possible answers.

Assessment for Participation

The "Participation Rubric" section of 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.

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 the 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.

We will use material from the Wiki Education Foundation (WikiEdu) to help you learn how to participate in Wikipedia. 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. Most weeks this will involve completing learning modules and assignments in a website put together by WikiEdu. These Wikipedia participation assignments won't be synced up with the theory, but they will provide with you lots of opportunity to reflect on the theoretical work we are covering.

Although only Task #7 includes anything that you will need to turn in, you will need to participate in Wikipedia each week. We will be able to see this activity and we will help you. We will take time each week to discuss our progress and experience with Wikipedia in sections on Friday and to connect it explicitly to the theoretical concepts we are covering.

Wikipedia Task #1

Task
Create an account and start orientation
Due
Friday January 10
Deliverables
Make contributions in Wikipedia and the class WikiEdu dashboard
  • Complete the WikiEdu training and assignments for week 1.
  • During this training, you will create an account, make edits in a sandbox, and learn the basic rules of the Wikipedia community.
  • Once you have created an account, you must enroll in the course so that your account on Wikipedia is associated with the course and so that I can track your activity on Wikipedia. Click this link to enroll in the course. If you are asked for a passcode, you can enter ratxwlye.

Wikipedia Task #2

Task
Complete Wikipedia orientation and choose article topic
Due Date
Friday January 17
Deliverables
Make contributions in Wikipedia and the class WikiEdu dashboard
  • Complete the online training topics for week 2.
  • To practice editing and communicating on Wikipedia, introduce yourself to Salt and at least one classmate on Wikipedia (it can be anybody). Salt's username is Altsalt and you can find a list of all of your classmates on the WikiEdu class page.
  • Decide on an article in Wikipedia that you would like to significantly expand and improve. Please choose an article that is as short and simple as possible and we stronglly recommend that you choose a "stub" article on Wikipedia. Because some people are going to start with articles that are better than others, we're going to assess you on the amount to which you can improve the article—not on the final state of the article.

You can find a list of Stub articles arranged by topic here (there are literally millions):

  • 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.

If there is a topic you know you are interested in writing about that doesn't have an article, that is also possible but will be more difficult so we're recommending against that relatively strongly. If you're committed to doing that in any case, 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.

Wikipedia Task #3

Task
Compile research and write draft
Due Date
Friday January 24
Deliverables
Make contributions in Wikipedia and the class WikiEdu dashboard
  • Complete online trainings for week 3
  • Compile a bibliography of relevant research.
  • Write a 2-3 paragraph summary version of your article—with citations—in your Wikipedia sandbox.
  • Add the URL For your sandboxed article to yourself on the course WikiEdu page by clicking the assign article button next to your name and assigning the URL for your sandbox to yourself.

Wikipedia Task #4

Task
Peer review other students' articles
Due Date
Friday January 31
Deliverables
Make contributions in Wikipedia and the class WikiEdu dashboard
  • Select two' classmates’ articles that you will peer review and copy-edit. To sign up, you can mark this in the dashboard by using the Assign a review button. Try to pick articles that other students are not yet reviewing.
  • Peer review two of your classmates’ articles. Leave suggestions on the article talk pages for how to improve them.
  • Improve and copy-edit the two reviewed articles to help fix issues, improve sourcing, create a more neutral or encyclopedic tone, etc.

Wikipedia Task #5

Task
Incorporate peer feedback
Due Date
Friday February 7
Deliverables
Make contributions in Wikipedia and the class WikiEdu dashboard
  • 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, think about adding images, infoboxes, and templates. If you add images be sure to complete the WikiEd material on images and media.

Wikipedia Task #6

Task
Make article "live."
Due Date
Friday February 14
Deliverables
Make contributions in Wikipedia and the class WikiEdu dashboard
  • Polishing your article, it should be ready for public consumption. Here are some general suggestions.
  • Move sandbox articles into the "(Article)" name space by following these detailed instructions.
  • Once you have moved the article, visit the list of students in the WikiEdu dashboard and make sure that you are assigned the live article URL. If needed, 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, then press "Save" at the top of the page once you are done.

Wikipedia Task #7

Task
Finalize article and turn in report
Due Date
Monday February 17
Deliverables
  • Finish article in Wikipedia and turn in a URL to the finished article in Canvas.
  • Turn in report as subpage of your Wikipedia userpage and turn in the URL in Canvas.
Maximum length for report
1000 words (~4 pages double spaced)

Turn your report your reflection essay as a subpage of your userpage. For example, I would create mine with http://en.wikipedia.org/wiki/User:Benjamin_Mako_Hill/Report as the URL. Of course, you should replace "Benjamin_Mako_Hill" with your Wikipedia username. You can also just go to your userpage by clicking on your username on Wikipedia and then adding "/Report" at the end of the URL.

When you go that page, it will say Wikipedia does not have a user page with this exact name.

You can create the new page by just clicking the "Create" tab on that page. When you're done, you can paste the URL into Canvas.

Evaluation Criteria:

Your Wikipedia article 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 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 writing rubric for details on my expectations in terms of the content of the papers. A successful essay will do the following things:

  1. 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?
  2. Comment directly on your experience in Wikipedia. What did you do and what did you learn?
  3. Connect your experience in Wikipedia explicitly to the concepts in the course material we have covered. Justify your recommendations in terms of the theories and principles we've covered. Why should your recommendations be taken more seriously than just random advice from one new user?
  4. If possible, reflect on what parts of the theories or concepts we covered applied or didn't. You don't have to take everything taught in the course for granted. What would you change or add based on your experience? What is unique or different about Wikipedia?

We will give everybody in the course feedback on their assignment. The basic structure is shorter, but extremely 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.

Project 2: Critical Analysis of an Online Community

For the final assignment, I want you to take what you've learned in the class and apply it to a community you have observed or participated in. This project will involve two written assignments and a presentation.

Community Identification

Maximum Length
300 words (~1 page double spaced)
Deliverables
Turn in through Canvas
Due Date
Friday February 21

In this assignment, you should identify a community you are interested in — and that you hope to analyze critically in your final project. In this assignment, I am asking you to write 1-2 paragraphs explaining what community you want to study, why you care about it, and why you think it would be a rich site for reflection. If relevant or possible, it might be useful to also provide a link.

I am hoping that each of you will pick a community that you are intellectually committed to and invested in your personal or work life. You should also keep in mind that you will be presenting this publicly to the class.

You will be successful in this assignment if you identify a community and clearly explain why you think it would be a useful community to study using the concepts we have covered in the class.

I will give you feedback on these write-ups and will let you each know if I think you have identified a project that might be too ambitious, too trivial, too broad, too narrow, etc.

Final Projects: Critical Analysis of Online Community

Poster Presentation Date
March 9 and 11
Paper Due Date
March 18 @ 9am
Maximum paper length
2,000 words (~8 pages double spaced)
Deliverables
  • Attend poster sessions to present poster; Turn in copy of poster in PDF form through Canvas
  • Turn in copy of paper 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:

  • A short presentation to the class (5-6 minutes)
  • A final report that is not more than 2,000 words (~8 pages double spaced)

Each project should include: (a) the description of the community you have identified (you are welcome to borrow from your Community Identification assignment), (b) a description of how you would use the course concepts to change and improve the community.

You will be evaluated on the degree to which you have demonstrated that you understand and have engaged with the course material and not on specifics of your community. I want you to reflect on what parts of theory we covered apply or do not. What does the community do right according to what you've learned? What might it do differently in the future based on what you've read? What did the course and readings not teach that they should have?

A successful project will tell a compelling story and will engage with, and improve upon, the course material to teach an audience that includes me, your classmates, and students taking this class in future years, how to take advantage of online communities more effectively. The very best papers will give us all a new understanding of some aspect of course material and change the way I teach some portion of this course in the future.

Grading

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%
  • Wikipedia assignments: 15%
  • Wikipedia reflection essay: 10%
  • Community identification: 5%
  • Final Presentation: 10%
  • Final Paper: 30%

Schedule

January 6 (Monday): Intro and Wikipedia

Resources:

Goals for the day:

  • Collect some basic information from you all
  • Provide an introduction and some context for the course (and hopefully get you excited about the rest of the quarter)
  • Review the course objectives and requirements

January 8 (Wednesday): Motivation (Part I)

Resources:

Required Reading:

Optional Reading:

  • BSOC, Chapter 1, pg 1-17

January 10 (Friday) Section

Working through the Wikipedia assignments.

January 13 (Monday): Motivation (Part II)

Resources:

Required Readings:

  • BSOC, Chapter 2, pg 41-70 (Sections 4-7)

For the case, we're going to talk about Twitch:

Optional:

January 15 (Wednesday): Commitment (Part I)

Resources:

Required Readings:

  • BSOC, Chapter 3, pg 77-102 (Section 1)

In this case, we're going to be looking at five different "subreddit" communities within Reddit. In some of these cases, there is an enormous amount of material on the pages and subpages. Poke around for 10 minutes or so (please not more!) until you get a sense for who is participating and how and why people build commitment to the site such that you will be comfortable answering the questions in the reading note. Please do not post on the sites or disrupt them in any way. We're guests in their communities and you only need to look:

  • [Case] /r/aww — "Things that make you go AWW! -- like puppies, bunnies, babies, and so on..."
  • [Case] /r/udub — "the unofficial subreddit of the University of Washington"
  • [Case] /r/SeattleWA — "the active Reddit community for Seattle, Washington and the Puget Sound area"
  • [Case] /r/NoSleep — "a place for authors to share their original horror stories"
  • [Case] /r/CasualPizzaCats - a World of Warcraft guild

January 17 (Friday) Section

Working through the Wikipedia assignments.

January 20 (Monday): NO CLASS

No class due to the observation of Martin Luther King Jr.'s Day.

January 22 (Wednesday): Commitment (Part II)

Resources:

Required Readings:

January 24 (Friday) Section

Working through the Wikipedia assignments.

January 27 (Monday): Rules and Governance (Part I)

Resources:

Required Readings:

January 29 (Wednesday): Wikipedia Assignment Workshop [Attendance is optional]

Benjamin Mako Hill will traveling to Belgium to attend a conference on online communities. Instead of lecture, Wm Salt Hale will be hosting a Wikipedia walk-through and help session. Class will be meeting in the Communications Building (CMU) room 126 from 4:30-6pm. We will be exploring:

  • The difference between articles and talk pages
  • Article quality and priority scales
  • Bibliographies and citations
  • Direct messaging
  • [if we have time] a series of additional "Special" Pages.

Please bring your laptop to follow along and troubleshoot. Attendance is not required, but is strongly recommended.

January 31 (Friday) Section

Working through the Wikipedia assignments.

February 3 (Monday): Rules and Governance (Part II)

Resources:

Required Readings:

  • BSOC, Chapter 4, pg 140-170 (Sections 4-5)
  • [Case] Slashdot: Spend 5-10 minutes to visit the homepage, look at a story you think is interesting, and read several of the comments, paying specific attention to the rating system.
  • [Case] Slashdot Moderation FAQ, 2017 (Internet Archive Copy)
  • [Case] Lampe, Cliff, and Paul Resnick. 2004. “Slash(Dot) and Burn: Distributed Moderation in a Large Online Conversation Space.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 543–550. CHI ’04. New York, NY: ACM. https://doi.org/10.1145/985692.985761. [Available through UW libraries] [Available free from author]

Optional Readings:

February 5 (Wednesday): Newcomers (Part I)

Resources:

Required Readings:

  • BSOC, Chapter 5, pg 179-205 (Sections 1-2)

We're going to look at the citizen science community Zooniverse:

  • [Case] Visit Zooniverse and create an account. Then visit the Zooniverse project website and pick a project that interests you. I worked on 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. [Available through UW libraries] [Available on authors website]

Optional Readings:

February 7 (Friday) Section

Working through the Wikipedia assignments.

February 10 (Monday): Newcomers (Part II)

Resources:

Required Readings:

February 12 (Wednesday): Creating New Communities

Resources:

Required Readings:

Optional Readings:

February 14 (Friday) Section

Working through the Wikipedia assignments.

February 17 (Monday): NO CLASS

No class due to the observation of Presidents' Day.

February 19 (Wednesday): Wikipedia Debrief

Resources:

In the first half of today's class we'll do the case.

In the second half of class, we will have a visit from local Wikipedia group 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.

Required Readings:

Optional Readings:

  • Halfaker, Aaron, R. Stuart Geiger, and Loren G. Terveen. 2014. “Snuggle: Designing for Efficient Socialization and Ideological Critique.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 311–320. CHI ’14. New York, NY: ACM. https://doi.org/10.1145/2556288.2557313. [Available from UW libraries]
  • Morgan, Jonathan T., 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, 20:1–20:7. OpenSym ’18. New York, NY: ACM. https://doi.org/10.1145/3233391.3233544. [Available from UW libraries]

February 21 (Friday) Section

February 24 (Monday): Innovation Communities

Resources:

Required Readings:

February 26 (Wednesday): Hackers

Resources:

Required Readings:

Optional Readings:

February 28 (Friday) Section

No meeting as a group. Instead, folks should sign-up for one-on-one projects meetings with Wm Salt Hale.

March 2 (Monday): Instant Messaging, Group Chat, and Synchronous Communication

March 4 (Wednesday): Interactions Between Communities

Guest Lecture: Nathan TeBlunthuis

Readings:

  • [To Be Decided]

March 6 (Friday) Section

No meeting as a group. Instead, folks should sign-up for one-on-one projects meetings with Wm Salt Hale.

March 9 (Monday): Final Poster Presentations

No readings. The final classes will be devoted entirely to poster presentations in the MGH commons.

March 11 (Wednesday): Final Poster Presentations

No readings. The final classes will be devoted entirely to presentations.

March 13 (Friday) Section

Administrative Notes

Your Presence in Class

As detailed in section on participation and cases and in 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 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.

Devices in Class

Electronic devices (e.g., phones, tablets, laptops) are not going to permitted in class. If you have a documented need to use a device, please contact me ahead of time to let me know. If you do get permission to use a device, I will ask you to sit in the very back of the classroom.

The goal of this policy is to help you stay focused and avoid distractions for yourself and your peers in the classroom. This is really important and turns out to be much more difficult in the presence of powerful computing devices with brightly glowing screens and fast connections to the Internet. For more on the rationale behind this policy, please read Clay Shirky’s thoughtful discussion of his approach to this issue.

Office Hours

Benjamin Mako Hill will hold office Hours on Thursdays 1-2pm in Communications (CMU) 333.

Wm Salt Hale will hold office Hours on Monday 12-1pm in Communications (CMU) 333.

If our planned office hours do not work for you, please contact either of us over email to arrange a meeting at another time.

Religious Accommodations

Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy. Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form.

Student Conduct

The University of Washington Student Conduct Code (WAC 478-121) defines prohibited academic and behavioral conduct and describes how the University holds students accountable as they pursue their academic goals. Allegations of misconduct by students may be referred to the appropriate campus office for investigation and resolution. More information can be found online at https://www.washington.edu/studentconduct/ Safety

Call SafeCampus at 206-685-7233 anytime–no matter where you work or study–to anonymously discuss safety and well-being concerns for yourself or others. SafeCampus’s team of caring professionals will provide individualized support, while discussing short- and long-term solutions and connecting you with additional resources when requested.

Academic Dishonesty

This includes: cheating on assignments, plagiarizing (misrepresenting work by another author as your own, paraphrasing or quoting sources without acknowledging the original author, or using information from the internet without proper citation), and submitting the same or similar paper to meet the requirements of more than one course without instructor approval. Academic dishonesty in any part of this course is grounds for failure and further disciplinary action. The first incident of plagiarism will result in the student’s receiving a zero on the plagiarized assignment. The second incident of plagiarism will result in the student’s receiving a zero in the class.

Disability Resources

If you have already established accommodations with Disability Resources for Students (DRS), please communicate your approved accommodations to uw at your earliest convenience so we can discuss your needs in this course.

If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 206-543-8924 or uwdrs@uw.edu or disability.uw.edu. DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Reasonable accommodations are established through an interactive process between you, your instructor(s) and DRS. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law.

Other Student Support

Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in the course, is urged to contact the graduate program advisor for support. Furthermore, please notify the professors if you are comfortable in doing so. This will enable us to provide any resources that we may possess (adapted from Sara Goldrick-Rab). Please also note the student food pantry, Any Hungry Husky at the ECC.

Credit and Notes

This will be the fourth time this course has been taught at UW in its current form. This syllabuses draws heavily from these previous versions. Syllabuses from earlier classes can be found online at:

This syllabus was inspired by, and borrowed heavily with permission from, other classes on online communities taught by young academics whose teaching I admire and respect: