Editing Interpersonal Media (Winter 2021)
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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 [https://canvas.uw.edu/courses/1451125/assignments/ | ;Deliverables: Turn in [https://canvas.uw.edu/courses/1451125/assignments/5659118 through Canvas] | ||
;Due Date: | ;Due Date: Monday February 22 | ||
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. | ||
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==== Final Projects: Critical Analysis of Online Community ==== | ==== Final Projects: Critical Analysis of Online Community ==== | ||
;Final Presentation Date: March | ;Final Presentation Date: March 15 and 17 | ||
;Paper Due Date: March | ;Paper Due Date: March 19 @ 11:59pm | ||
;Maximum paper length: 2,000 words (~8 pages double spaced) | ;Maximum paper length: 2,000 words (~8 pages double spaced) | ||
;Deliverables: | ;Deliverables: | ||
:*Details on final presentations including due dates, instructions, and dropboxes are on [[Interpersonal Media (Winter 2021)/Final presentation]] | :*Details on final presentations including due dates, instructions, and dropboxes are on [[Interpersonal Media (Winter 2021)/Final presentation]] | ||
:*Turn in copy of paper [https://canvas.uw.edu/courses/1451125/assignments/ | :*Turn in copy of paper [https://canvas.uw.edu/courses/1451125/assignments/5659119 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: | ||
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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? | 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 | 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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'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/courses/1451125/files/folder/Reading%20Notes?preview=69690196 Week 7 Reading Note] (Requires Canvas access) | ||
* [https://canvas.uw.edu/courses/1451125/files/folder/Slides?preview=69979901 Lecture Slides] (Requires Canvas access) | * [https://canvas.uw.edu/courses/1451125/files/folder/Slides?preview=69979901 Lecture Slides] (Requires Canvas access) | ||
* [Case Boards] ( | * [https://canvas.uw.edu/courses/1451125/files/folder/Case%20Boards?preview=69979817 Case Boards] (Requires Canvas access) | ||
* [Class/Case Screencast] ( | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=5e542a87-0ad6-448c-9d7f-ac7000905299 Class/Case Screencast] (Requires Canvas access) | ||
<!-- | <!-- | ||
In the second half of class, we will have a visit from local Wikipedia group [https://meta.wikimedia.org/wiki/Cascadia_Wikimedians Cascadia Wikimedians] (full disclosure, I am a member). Prepare to give a very short (~1 minute ) in-class presentation about your Wikipedia editing experience and also be ready with questions for them about your experience or about Wikipedia in general based on the readings and cases we've done so far. | In the second half of class, we will have a visit from local Wikipedia group [https://meta.wikimedia.org/wiki/Cascadia_Wikimedians Cascadia Wikimedians] (full disclosure, I am a member). Prepare to give a very short (~1 minute ) in-class presentation about your Wikipedia editing experience and also be ready with questions for them about your experience or about Wikipedia in general based on the readings and cases we've done so far. | ||
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'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=5b6d5ec2-ce0c-4caf-b269-ac700082836b Innovation Communities (Part 1/4): Introduction] [15m14s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1d3fb360-6bb9-4aaa-8bd9-ac70008283cf Innovation Communities (Part 2/4): User Innovation Examples] [23m04s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c0b11f73-9997-45a8-8ba8-ac700082839f Innovation Communities (Part 3/4): Introduction] [15m12s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=12f0463a-d776-4772-ae86-ac7000828338 Innovation Communities (Part 4/4): Introduction] [16m09s] | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/courses/1451125/files/folder/Reading%20Notes?preview=69980150 Week 8 Reading Note] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/courses/1451125/files/folder/Slides?preview=69979867 Lecture Slides] (Requires Canvas access) | ||
* Case Boards (Requires Canvas access, to come) | * Case Boards (Requires Canvas access, to come) | ||
* Class/Case Screencast (Requires Canvas access, to come) | * Class/Case Screencast (Requires Canvas access, to come) | ||
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* [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] 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: | * [Case] Spend some time poking around the [https://www.innocentive.com/ Innocentive website], in particular, read the: | ||
** [https:// | ** [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! | |||
=== February 26 (Friday): DUE: Community Identification === | |||
Details are on the [[#Community Identification]] section of this page. | |||
=== February 24 (Wednesday): Hackers === | === February 24 (Wednesday): Hackers === | ||
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'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c6f77cd7-3b0a-4c65-9a16-ac7200753274 Hackers (Part 1/3): Introduction] [23m27s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=340f2d7b-7ba5-406a-99ad-ac720075320a Hackers (Part 2/3): CHDK Part 1] [17m47s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7399c02f-60c2-4163-b69c-ac72007531ca Hackers (Part 3/3): CHDK Part 2] [12m31s] | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/courses/1451125/files/folder/Reading%20Notes?preview=69980150 Week 8 Reading Note] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/courses/1451125/files/folder/Slides?preview=70063359 Lecture Slides] (Requires Canvas access) | ||
* Video Recording of Lecture & Case (Requires Canvas access, to come) | * Video Recording of Lecture & Case (Requires Canvas access, to come) | ||
* Case Boards (Requires Canvas access, to come) | * Case Boards (Requires Canvas access, to come) | ||
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'''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:// | * 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}} | ||
* [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] 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] C.H.D.K. Wiki Take a look at the [Home page https://chdk.fandom.com/wiki/CHDK] and explore the Wiki to get a good idea of what this community is about, what they do, and how it works. | * [Case] C.H.D.K. Wiki Take a look at the [Home page https://chdk.fandom.com/wiki/CHDK] and explore the Wiki to get a good idea of what this community is about, what they do, and how it works. | ||
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* 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 | * 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 | ||
=== March 1 (Monday): Interactions Between Communities === | |||
=== March 1 (Monday | |||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bbd560a5-78e3-462b-ad31-ac770079091b Ecology of Online Communities] [52m54s] | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/courses/1451125/files/folder/Reading%20Notes?preview=70274596 Week 9 Reading Note] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * Nathan TeBlunthuis' [https://canvas.uw.edu/courses/1451125/files/folder/Slides?preview=70290434 Lecture Slides] (Requires Canvas access) | ||
* Case Boards (Requires Canvas access, to come) | * Case Boards (Requires Canvas access, to come) | ||
* Class/Case Screencast (Requires Canvas access, to come) | * Class/Case Screencast (Requires Canvas access, to come) | ||
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:'''Note:''' This is an alternate reading for the required reading by Zhu et al. (2014) above. If you've already the this one, you do ''not'' need to read this the required reading. If you have not read either, you should read the one above. | :'''Note:''' This is an alternate reading for the required reading by Zhu et al. (2014) above. If you've already the this one, you do ''not'' need to read this the required reading. If you have not read either, you should read the one above. | ||
=== March | === March 3 (Wednesday): Understanding Online Community Founders === | ||
'''Guest Lectures:''' | '''Guest Lectures:''' | ||
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'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/70572182/download?download_frd=1 Week 10 Reading Note] (Requires UW Access) | ||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=36dbc1f8-b8f8-4597-bc09-ac7e007409c9 Understanding Online Community Founders (Part 1/3): Introduction] [6m37s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=5a22b9a9-bb96-4d59-8695-ac7e007409e7 Understanding Online Community Founders (Part 2/3): Introduction] [23m38s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=74381b39-c782-4525-98a3-ac7e00740a16 Understanding Online Community Founders (Part 3/3): Introduction] [10m17s] | ||
'''Required Readings''' | '''Required Readings''' | ||
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* [Case] Foote, J., & Contractor, N. (2018). The behavior and network position of peer production founders. In G. Chowdhury, J. McLeod, V. Gillet, & P. Willett (Eds.), ''iConference 2018: Transforming Digital Worlds'' (pp. 99–106). Springer. {{avail-free|https://jeremydfoote.com/files/foote_behavior_2018.pdf}}. | * [Case] Foote, J., & Contractor, N. (2018). The behavior and network position of peer production founders. In G. Chowdhury, J. McLeod, V. Gillet, & P. Willett (Eds.), ''iConference 2018: Transforming Digital Worlds'' (pp. 99–106). Springer. {{avail-free|https://jeremydfoote.com/files/foote_behavior_2018.pdf}}. | ||
=== March 10 (Wednesday): Final Presentations === | === {{tentative}} March 8 (Monday): Reflections on building a TikTok community === | ||
'''Guest:''' | |||
* Hunter Brown | |||
'''Required Readings:''' | |||
* [https://www.tiktok.com/@hunterkaimi @hunterkaimi on TikTok] | |||
'''Resources:''' | |||
* [https://canvas.uw.edu/files/70572182/download?download_frd=1 Week 10 Reading Note] (Requires UW Access) | |||
There is no reading for today day. Instead, we'll have an interview and question and answer session with fellow UW Department of Communication student (and COM482 alumni) Hunter Brown. Hunter Brown posted his first video to TikTok in late December 2019 and started COM482 in the first week of January 2020. Over the quarter that Hunter was taking the class, he grew his followers to more than 15,500 using own creativity, intuition, and some of the concepts and techniques from the course. Hunter has since grown his TikTok following to more than 218,000 people in less a year. | |||
Check out Hunter's TikTok, linked from the syllabus, and come ready to ask him any questions you have. I'll start us out by interviewing Hunter about his experience growing an online community. Then we'll open up to your questions. | |||
<!-- === December 2 (Wednesday): Instant Messaging, Group Chat, and Synchronous Communication {{tentative}} === | |||
'''Guest Lecturers:''' | |||
* [https://www.researchgate.net/profile/Pranav_Malhotra Pranav Malhotra] {{tentative}} | |||
* [https://ckiene.org/ Charles Kiene] {{tentative}} | |||
'''Resources:''' | |||
* [https://canvas.uw.edu/files/62326466/download?download_frd=1 Week 9-1 Reading Note] (Requires Canvas access) | |||
* [ Lecture Slides] (Requires Canvas access) | |||
* [ Video Recording of Lecture & Case] (Requires Canvas access, to come) | |||
* [ Case Boards] (Requires Canvas access, to come) | |||
'''Required Readings:''' | |||
* Nardi, Bonnie A., Steve Whittaker, and Erin Bradner. 2000. “Interaction and Outeraction: Instant Messaging in Action.” In Proceedings of the 2000 ACM Conference on Computer Supported Cooperative Work, 79–88. New York, NY: ACM. https://doi.org/10.1145/358916.358975. {{avail-uw|https://doi.org/10.1145/358916.358975}} {{tentative}} | |||
* Ling, Rich, and Chih-Hui Lai. 2016. “Microcoordination 2.0: Social Coordination in the Age of Smartphones and Messaging Apps.” Journal of Communication 66 (5): 834–56. https://doi.org/10.1111/jcom.12251. {{avail-uw|https://doi.org/10.1111/jcom.12251}} | |||
* [Case] [https://scratch.mit.edu/ Scratch Online Community] {{tentative}} | |||
** Spend at least 5-10 minutes poking around the Scratch website. Watch the video, click on several projects, try to create a project, create an account if you want, and so on. {{tentative}} | |||
** Try to acquaint yourself with the Scratch community by exploring the [Scratch Wiki] (a project to document Scratch created by users of the community). In particular, check out the pages on [https://en.scratch-wiki.info/wiki/Scratch_Community Scratch Community], the [https://en.scratch-wiki.info/wiki/Moderation Page], [https://en.scratch-wiki.info/wiki/Scratch_Wiki:Table_of_Contents/Website_General Scratch Website General] page. {{tentative}} | |||
* [Case] Dasgupta, Sayamindu. 2013. “From Surveys to Collaborative Art: Enabling Children to Program with Online Data.” In Proceedings of the 12th International Conference on Interaction Design and Children, 28–35. IDC ’13. New York, NY: ACM. https://doi.org/10.1145/2485760.2485784. {{avail-uw|https://doi.org/10.1145/2485760.2485784}} {{tentative}} | |||
'''Optional Readings:''' | |||
* [Case] Jiang, Jialun Aaron, Charles Kiene, Skyler Middler, Jed R. Brubaker, and Casey Fiesler. 2019. “Moderation Challenges in Voice-Based Online Communities on Discord.” Proceedings of the ACM on Human-Computer Interaction 3 (CSCW): 55:1–55:23. https://doi.org/10.1145/3359157. | |||
* Kiene, Charles, Jialun “Aaron” Jiang, and Benjamin Mako Hill. 2019. “Technological Frames and User Innovation: Exploring Technological Change in Community Moderation Teams.” Proceedings of the ACM on Human-Computer Interaction 3 (CSCW): 44:1–44:23. https://doi.org/10.1145/3359146. {{avail-uw|https://doi.org/10.1145/3359146}} | |||
=== March 10 (Wednesday): Creative Collaboration {{tentative}} === | |||
'''Required Readings:''' | |||
* Lessig, Lawrence. Remix: Making Art and Commerce Thrive in the Hybrid Economy. Penguin Press HC, 2008. (Introduction) [[https://archive.org/stream/LawrenceLessigRemix/Remix-o.txt Free Online]] | |||
* [Case] Hill, Benjamin Mako, and Andrés Monroy-Hernández. “The Remixing Dilemma The Trade-Off Between Generativity and Originality.” American Behavioral Scientist 57, no. 5 (May 1, 2013): 643–663. [[http://dx.doi.org/10.1177/0002764212469359 Available through UW Libraries]] [[https://mako.cc/academic/hill_monroy-remixing_dilemma-DRAFT.pdf Free Preprint]] | |||
* [Case] Buechley, Leah, and Benjamin Mako Hill. Lilly Pad in the Wild: How Hardwareʼs Long Tail is Supporting New Engineering and Design Communities, DIS 2010. [[http://mako.cc/academic/buechley_hill_DIS_10.pdf Free Preprint]] | |||
* [Case] [https://www.youtube.com/watch?v=L4a89n4ZJ5w Examples of Lilypad Projects] (Youtube Video) | |||
'''Optional Readings:''' | |||
* Sinnreich, Aram. Mashed Up: Music, Technology, and the Rise of Configurable Culture. University of Massachusetts Press, 2010. (Excerpts) [Forthcoming in Canvas] | |||
* Vaidhyanathan, Siva. Copyrights and Copywrongs: The Rise of Intellectual Property and How It Threatens Creativity. New York: New York University Press, 2001. [Available from Instructor] | |||
'''Required Readings:''' | |||
* [https://en.wikipedia.org/wiki/Bulletin_board_system Bulletin board system article on Wikipedia]. | |||
* [Case] Hafner, K. (1997). [http://www.wired.com/wired/archive/5.05/ff_well_pr.html The epic saga of the WELL]. | |||
* [Case] Turner, F. (2005). [http://muse.jhu.edu/journals/technology_and_culture/v046/46.3turner.html Where the counterculture met the new economy: The WELL and the origins of virtual community]. | |||
'''Optional Readings:''' | |||
This link is missing | |||
* Hauben, Michael, Ronda Hauben, and Thomas Truscott. (1997) Netizens: On the History and Impact of Usenet and the Internet. Los Alamitos, Calif: Wiley-IEEE Computer Society Press. [[http://pear.accc.uic.edu/ojs/index.php/fm/article/view/608/529 Chapter 2] and [http://pear.accc.uic.edu/ojs/index.php/fm/article/view/609/530 Chapter 3]] | |||
'''Optional Video:''' | |||
* Stanford 2011 symposium: [http://www.youtube.com/watch?v=B5kQYWLtW3Y From Counterculture to Cyberculture: the Legacy of the Whole Earth Catalog] | |||
--> | |||
=== March 15 (Monday): Final Poster Presentations === | |||
<!-- | |||
'''Resources:''' | |||
* [https://en.wikipedia.org/wiki/Wikipedia_talk:Wiki_Ed/University_of_Washington/Interpersonal_Media_%28%29 Presentation Sign-up/Schedule] | |||
* [https://canvas.uw.edu/courses/1451125/assignments/2953943 Presentation Slides Dropbox in Canvas] — Slides are optional but recommended and are due by '''1:30pm before class'''. If you turn in your slides after 1:30pm, I will not have time to put them into the line-up for class. | |||
'''Resources:''' | |||
* [[Interpersonal Media (Winter 2020)/Poster sessions|Details on the Poster sessions]] including due dates/times, instructions, and so on. | |||
* The poster content should be an overview and preview of your final project. Details on the expectations for the final project are on [[Interpersonal_Media_(Winter_2020)#Final_Projects:_Critical_Analysis_of_Online_Community|the relevant section of the syllabus]]. | |||
--> | |||
'''No readings.''' The final classes will be devoted entirely to final presentations. | |||
=== March 17 (Wednesday): Final Poster Presentations === | |||
<!-- | |||
'''Resources:''' | |||
* [https://en.wikipedia.org/wiki/Wikipedia_talk:Wiki_Ed/University_of_Washington/Interpersonal_Media_%28%29 Presentation Sign-up/Schedule] | |||
* [https://canvas.uw.edu/courses/1451125/assignments/2953943 Presentation Slides Dropbox in Canvas] — Slides are optional but recommended and are due by '''1:30pm before class'''. If you turn in your slides after 1:30pm, I will not have time to put them into the line-up for class. | |||
'''Resources:''' | |||
* [[Interpersonal Media (Winter 2020)/Poster sessions|Details on the Poster sessions]] including due dates/times, instructions, and so on. | |||
* The poster content should be an overview and preview of your final project. Details on the expectations for the final project are on [[Interpersonal_Media_(Winter_2020)#Final_Projects:_Critical_Analysis_of_Online_Community|the relevant section of the syllabus]]. | |||
--> | |||
'''No readings.''' The final classes will be devoted entirely to presentations. | |||
=== March 18 (Thursday): DUE: Final Projects === | === March 18 (Thursday): DUE: Final Projects === |