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: Friday February 26 | ;Due Date: Friday February 26 | ||
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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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'''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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'''Guests:''' | '''Guests:''' | ||
[https://journalism.utexas.edu/faculty/jo-lukito Josephine Lukito]. | [https://journalism.utexas.edu/faculty/jo-lukito Josephine Lukito]. Professor in the School of Journalism and Media at the University of Texas at Austin. | ||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
[TO COME] | |||
[ | |||
''' 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) | ||
* 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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'''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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'''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 === | === March 10 (Wednesday): Final Poster Presentations === | ||
=== March 18 (Thursday): DUE: Final Projects === | === March 18 (Thursday): DUE: Final Projects === |