Online Communities (UW COM481 Winter 2022): Difference between revisions

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:'''Interpersonal Media: Online Communities'''
:'''COM481A: Online Communities''' - Department of Communication
:'''COM481A''' - Department of Communication
:'''Instructors:''' [https://mako.cc/academic/ Benjamin Mako Hill] / [mailto:makohill@uw.edu makohill@uw.edu] and [https://kayleachampion.com/ Kaylea Champion] / Messages via Discord or Canvas or if necessary [mailto:kaylea@uw.edu kaylea@uw.edu] (TA)
:'''Instructor:''' [https://mako.cc/academic/ Benjamin Mako Hill] / [mailto:makohill@uw.edu makohill@uw.edu] and [https://kayleachampion.com/ Kaylea Champion] / [mailto:kaylea@uw.edu kaylea@uw.edu] (TA)
:'''Course Websites''':
:'''Course Websites''':
:* We will use Canvas for [https://canvas.uw.edu/courses/1545809/announcements announcements], [https://canvas.uw.edu/courses/1545809/assignments turning in assignments], and [https://canvas.uw.edu/courses/1545809/discussion_topics discussion]
:* We will use Canvas for [https://canvas.uw.edu/courses/1545809/announcements announcements], [https://canvas.uw.edu/courses/1545809/assignments turning in assignments], and [https://canvas.uw.edu/courses/1545809/discussion_topics discussion]
:* We will use [https://discord.com/app Discord] to discuss, ask questions, and share information around the course material. (Invitation link is in the [https://canvas.uw.edu/courses/1545809/pages/class-setup-checklist Class Setup Checklist].)
:* We will use [https://discord.com/app Discord] to discuss, ask questions, and share information around the course material. (Invitation link is in the [https://canvas.uw.edu/courses/1545809/pages/class-setup-checklist Class Setup Checklist].)
:* <strike>Course absence form: It is important to tell me if you are not coming to class at least one hour in advance.</strike>
:* [https://forms.gle/J245FSzRRGVkgnBM7 Course absence form]: It is important to tell me if you are not coming to class at least one hour before class begins.
:* For the Wikipedia assignments, we will use this [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) WikiEdu class page and dashboard].  
:* For the Wikipedia assignments, we will use this [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) WikiEdu class page and dashboard].  
:* Everything else will be linked on this page.
:* Everything else will be linked on this page.
:* Got a question? Maybe it's on the [[UW COM 481 FAQs]] page?


:'''Course Catalog Description of Topics:'''
:'''Course Catalog Description of Topics:'''
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* Write and speak fluently about the rules and norms of the Wikipedia community and demonstrate this fluency through successful contributions to Wikipedia.
* Write and speak fluently about the rules and norms of the Wikipedia community and demonstrate this fluency through successful contributions to Wikipedia.
xamines 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.
* 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.


<div style="float:right;" class="toclimit-3">__TOC__</div>
<div style="float:right;" class="toclimit-3">__TOC__</div>
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I expect you to check in and participate in the Discord discussion at least 3-4 times a week. I plan to check and respond to conversation there at least daily throughout the quarter.
I expect you to check in and participate in the Discord discussion at least 3-4 times a week. I plan to check and respond to conversation there at least daily throughout the quarter.


The '''synchronous elements of the course''' will be the two weekly class meetings that will happen via voice conference at the normal time and in the normal place, unless I communicate otherwise. The synchronous sections will be conducted as described in the [[#Synchronous Class Setup|synchronous class setup section of the syllabus]]. Each session is scheduled to run for a maximum of 110 minutes although I will frequently not use the full period of class each time given that lectures will be pre-recorded. If we do use the entire time, I'll try to work in at least one short break.  
The '''synchronous elements of the course''' will be two weekly class meetings and one quiz section meeting. Class meetings will happen at the normal time and in the normal place, unless I communicate otherwise.
 
The synchronous sections will be conducted as described in the [[#Synchronous Class Setup|synchronous class setup section of the syllabus]]. Each session is scheduled to run for a maximum of 110 minutes although I will frequently not use the full period of class each time given that lectures will be pre-recorded. If we do use the entire time, I'll try to work in at least one short break.  


I will use the class meetings to do several things:
I will use the class meetings to do several things:
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# Discuss and/or answer questions about assignments that have come up over the previous work.
# Discuss and/or answer questions about assignments that have come up over the previous work.
# Conduct each day's '''case study discussion''' involving an instructor-mediated conversation using input from each of you.
# Conduct each day's '''case study discussion''' involving an instructor-mediated conversation using input from each of you.
You also selected a timeslot to attend a '''quiz section'''. Section meetings will be led by your TA. Section meetings will include:
# Short demonstrations and explanations based on common issues
# Time for you to ask your questions
# Time to work on your assignments with immediate help at hand
Attending quiz section is optional but highly encouraged. Students who attend quiz section will be allotted an automatic extension to that week's assignment due date. If you need to attend quiz section in a different timeslot than the one you registered for, please let the TA know.


=== Websites and Technology Expectations ===
=== Websites and Technology Expectations ===
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There are a number of expectations that you will be able to connect to certain websites. In order to complete this class, I expect you to be able to access and use the following web resources:
There are a number of expectations that you will be able to connect to certain websites. In order to complete this class, I expect you to be able to access and use the following web resources:


* [https://wiki.communitydata.science/ wiki.communitydata.sciece] — This website will host the syllabus for the course. I expect you to be able to visit it regularly. If you're reading this, you have access.
* [https://wiki.communitydata.science/ wiki.communitydata.science] — This website will host the syllabus for the course. I expect you to be able to visit it regularly. If you're reading this, you have access.
* [https://canvas.uw.edu/courses/1545809 UW's Canvas] — We'll be using Canvas for posting announcements, uploading course-restricted files, turning in assignments, and distributing grades, comments, and similar.
* [https://canvas.uw.edu/courses/1545809 UW's Canvas] — We'll be using Canvas for posting announcements, uploading course-restricted files, turning in assignments, and distributing grades, comments, and similar.
* [https://www.lib.washington.edu/help/connect/tools UW Library Proxy] — I'm going to expect that you can use the UW Libraries proxy to access material that UW subscribes to from off campus. You'll need to to get material to read for class.
* [https://www.lib.washington.edu/help/connect/tools UW Library Proxy] — I'm going to expect that you can use the UW Libraries proxy to access material that UW subscribes to from off campus. You'll need to to get material to read for class.
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Students who are outside the US should be aware that they may be subject to laws, policies and/or technological systems which restrict the use of any VPNs. UW does not guarantee students’ access to UW resources when students are off-campus, and [https://itconnect.uw.edu/work/appropriate-use/ students are responsible for their own compliance with all laws] regarding the use of Husky OnNet and all other UW resources. Given that this course is an in-person class, I don't expect this to be a big issue.
Students who are outside the US should be aware that they may be subject to laws, policies and/or technological systems which restrict the use of any VPNs. UW does not guarantee students’ access to UW resources when students are off-campus, and [https://itconnect.uw.edu/work/appropriate-use/ students are responsible for their own compliance with all laws] regarding the use of Husky OnNet and all other UW resources. Given that this course is an in-person class, I don't expect this to be a big issue.
'''Having problems with this checklist? Running into terms you don't understand? We've collected some [[UW COM 481 FAQs | Frequently Asked Questions and Answers]]'''


== Discord ==
== Discord ==
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* 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. I will send an announcement '''no later than before I 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 I 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.
* 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. I will send an announcement '''no later than before I 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 I 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 [https://canvas.uw.edu/courses/1545809/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/1545809/announcements course website on Canvas] to make sure you don't miss these announcements.
* Because this syllabus is 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/1545809/announcements 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/1545809/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. In the past, I have made many adjustments to courses that I teach while the quarter progressed based on this feedback.
* 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 [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].
* 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].
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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 [https://en.wikipedia.org/ Wikipedia].
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 [https://en.wikipedia.org/ 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.
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 six 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 ===
=== Component 2: Examples and Challenges ===
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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. I will be doing this in each class.
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. I will be doing this in each class.


Because I understand that cold calling can be terrifying for some students, I will be circulating a list of questions we will discuss alongside the weekly announcements (i.e., at least 6 days in advance). I 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. Although I may also ask questions that I do not distribute ahead of time, I will never cold call when asking these questions.
Because I understand that cold calling can be terrifying for some students, I will be circulating a list of questions (labeled "Reading Note" in the syllabus) that we will discuss alongside the weekly announcements (i.e., at least 6 days in advance). I will only cold call to ask questions 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. Although I may also ask questions that I do not distribute ahead of time, I will never cold call when asking these questions.


I have written a computer program that will generate a random list of students each day and I will use this list to '''randomly''' cold call students in the class. To try to maintain participation balance, the program will try to ensure that everybody is cold called a similar number of times during the quarter. Although there is there always some chance that you will called upon next, you will become less likely to be called upon relative to your classmates each time you are called upon.
I have written a computer program that will generate a random list of students each day and I will use this list to '''randomly''' cold call students in the class. To try to maintain participation balance, the program will try to ensure that everybody is cold called a similar number of times during the quarter. Although there is always some chance that you will called upon next, you will become less likely to be called upon relative to your classmates each time you are called upon.


==== Assessment for case study discussion ====
==== Assessment for case study discussion ====
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* Complete the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) WikiEdu] training.  
* Complete the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) WikiEdu] training.  
* 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/Online_Communities_(Winter_2022)?enroll=idbgephw click this link] and then click "Join" to enroll in the course. If you are asked for a passcode, you can enter '''idbgephw'''.
* 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/Online_Communities_(Winter_2022)?enroll=kxrdelft click this link] and then click "Join" to enroll in the course. If you are asked for a passcode, you can enter '''kxrdelft'''.
* Once you are enrolled in the course, you should begin the training modules and complete the first two, ''Wikipedia policies'' and ''Sandboxes, talk pages, and watchlists''.
* Once you are enrolled in the course, you should begin the training modules and complete the first two, ''Wikipedia policies'' and ''Sandboxes, talk pages, and watchlists''.


;Tips: The biggest pitfall in the past has been failing to enroll in the course. Make sure that you have created an account on https://en.wikipedia.org/ and are logged in. Then follow [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022)?enroll=idbgephw this link] and click "Join".
;Tips: The biggest pitfall in the past has been failing to enroll in the course. Make sure that you have created an account on https://en.wikipedia.org/ and are logged in. Then follow [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022)?enroll=kxrdelft this link] and click "Join".


==== Wikipedia Task #2 ====
==== Wikipedia Task #2 ====
;Tasks: (1) complete Wikipedia orientation; (2) introduce yourself to me and a classmate to practice communication with other editors on Wikipedia; (3) choose article topic; (4) evaluate article
;Tasks: (1) complete Wikipedia orientation; (2) introduce yourself to me and a classmate to practice communication with other editors on Wikipedia using talk pages; (3) choose article topic; (4) evaluate article
;Due Date: Friday January 14
;Due Date: Friday January 14
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard]
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard]
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'''(1)''' First, complete the online training topics for week 2 in the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard].
'''(1)''' First, complete the online training topics for week 2 in the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard].


'''(2)''' Second, to practice editing and communicating on Wikipedia, introduce yourself to [[Mako]] and at least one classmate on Wikipedia (it can be anybody). My username is [http://en.wikipedia.org/wiki/User:Benjamin_Mako_Hill Benjamin Mako Hill] and you can find a list of all of your classmates on the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022)/students WikiEdu class page].
'''(2)''' Second, to practice editing and communicating on Wikipedia, introduce yourself to Mako and at least one classmate on Wikipedia (it can be anybody) using their talk page (not your own talk page!). My username is [http://en.wikipedia.org/wiki/User:Benjamin_Mako_Hill Benjamin Mako Hill] and you can find a list of all of your classmates on the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022)/students WikiEdu class page].


'''(3)''' Third, decide on an article in Wikipedia that you would like to significantly expand and improve.
'''(3)''' Third, decide on an article in Wikipedia that you would like to significantly expand and improve.
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# Complete online trainings for week 3
# Complete online trainings for week 3
# Compile a bibliography of relevant research.
# Gather notes and links into an informal bibliography of relevant research.
# Write a 2-3 paragraph summary version of your article—with citations—in your Wikipedia sandbox.
# Write a draft of your article—with citations—in your Wikipedia sandbox. Aim for 2-3 paragraphs.
# Add the URL For your sandboxed article to yourself on [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the course WikiEdu page] by clicking the assign article button next to your name and assigning the URL for your sandbox to yourself.


In order to do these, you will need to make sure you have assigned your article to yourself in the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) dashboard]. Most of you have already done this. If you have not, you'll have to do it before you can proceed. You can do so by (a) going to the WikiEdu course homepage, (b) finding the section entitled ''My Articles'', (c) clicking on ''Assign myself an article'', and (d) entering the article title as shown in Wikipedia and click ''Assign''.


You will need to make sure you have assigned your article to yourself in the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) dashboard]. You can do so by (a) going to the WikiEdu course homepage, (b) finding the section entitled ''My Articles'', (c) clicking on ''Assign myself an article'', and (d) entering the article title as shown in Wikipedia and click ''Assign''.
Once you have selected an article to work on, the "My Articles" section will show you a number of steps and links. The two links to focus on right now are collecting your bibliography notes and editing your article in your sandbox, which correspond to the two key tasks above. You will need to:


Once you have selected an article to work on, the "My Articles" section will show you a number of steps and links. The two links to focus on right now are the bibliography and article sandbox which correspond to the two key tasks above.  You will need to:
# Add the sources that you've found to the bibliography page which will be created when you click on the "bibliography" link. These are your notes about sources. As a reminder, while academic sources are the "gold standard", match your citations with the content. If your article is about a movie star, you will likely be citing interviews that were published in magazines or on the radio. Try to vary the types of sources and select the more notable ones. Additionally, if you are having difficulty finding sources, reach out to [https://www.lib.washington.edu/about/contact a reference librarian]. they are a great resource!
 
# Add the sources that you've found to the bibliography page which will be created when you click on the "bibliography" link. As a reminder, while academic sources are the "gold standard", match your citations with the content. If your article is about a movie star, you will likely be citing interviews that were published in magazines or on the radio. Try to vary the types of sources and select the more notable ones. Additionally, if you are having difficulty finding sources, reach out to [https://www.lib.washington.edu/about/contact a reference librarian]. they are a great resource!
# Create a copy of the current page in your sandbox through the following steps:
# Create a copy of the current page in your sandbox through the following steps:
## open the article sandbox and the article itself in two separate tabs
## open the article sandbox and the article itself in two separate tabs
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# Begin editing, drafting, and generally improving the article sandbox page!
# Begin editing, drafting, and generally improving the article sandbox page!


In general, you should refer to the [https://upload.wikimedia.org/wikipedia/commons/9/90/Editing_Wikipedia_brochure_%28Wiki_Education_Foundation%29_%282017%29.pdf WikiEd Foundation's guide to editing] which I've found extremely useful.


In general, you should refer to the [https://upload.wikimedia.org/wikipedia/commons/9/90/Editing_Wikipedia_brochure_%28Wiki_Education_Foundation%29_%282017%29.pdf WikiEd Foundation's guide to editing] which I've found extremely useful.
Because the nuts-and-bolts of completing this is complicated, I've made a short screencast when I taught this class about a year ago that walks through through the process:


Because the nuts-and-bolts of completing this is complicated, I've made a short screencast that walks through through the process:
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1ba4498f-53a8-4216-a3fe-ae22003aec55 Screencast of Wikipedia Task #3] (Requires Canvas access)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bcfae89e-9d0a-46ed-8b3d-ac550182156a Screencast of Wikipedia Task #3] (Requires Canvas access)
* Note: Rules about copyright and plagiarism still apply in your sandbox -- and your sandbox is not private. Some images (like logos) are not approved for use in the sandboxes, even though they are allowed in the main Wikipedia page! To check your sandbox for this issue, and BEFORE you copy-paste in the article, click each image in the article you're planning to improve. If the image is marked "Fair use" in the media viewer ([[fairuse image - do not clone |see an example]] of what that looks like), you will need to delete the link from your sandbox, and make a plan to re-add it by hand when your article goes live.


==== Wikipedia Task #4 ====
==== Wikipedia Task #4 ====
;Task: Peer review other students' articles
;Task: Peer review other students' articles
;Due Date: Friday January 21
;Due Date: Friday January 28
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard]  
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard]  


* 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/Online_Communities_(Winter_2022) the dashboard] by using the ''Assign a review''' button. Try to pick articles that other students are not yet reviewing.
* 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/Online_Communities_(Winter_2022) 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. If you click on the "Peer review" link next to the assigned review article on your student page in the WikiEd dashboard, you'll see that it pops up a template that will create a sub-page on your classmate's sandbox and prompts with you a bunch of questions. If you do fill out that template, be sure to leave a message on the users talk page so that they know you created the sub-page with your peer review! Using that template will probably be useful but it's not required. What it's important is that you engage in the peer review and get your classmatge useful feedback. I don't care too much about how you do it.
* Peer review two of your classmates’ articles and produce a written peer review. If you click on the "Peer review" link next to the assigned review article on your student page in the WikiEd dashboard, you'll see that it pops up a template that will create a sub-page on your classmate's sandbox and prompts you with a bunch of questions. If you do fill out that template, be sure to leave a message on the users talk page so that they know you created the sub-page with your peer review! Using that template will probably be useful but it's not required. What's important is that you engage in the peer review and get your classmate useful feedback. I don't care too much about how you do it.
* 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 by editing them directly 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. Where you see an opportunity to help out, [https://en.wikipedia.org/wiki/Wikipedia:Be_bold be bold]!


==== Wikipedia Task #5 ====
==== Wikipedia Task #5 ====
;Task: Incorporate peer feedback
;Task: Incorporate peer feedback
;Due Date: Friday January 28
;Due Date: Friday February 4
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard]  
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard]  


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==== Wikipedia Task #6 ====
==== Wikipedia Task #6 ====
;Task: Make article "live."
;Task: Make article "live."
;Due Date: Friday February 4
;Due Date: Friday February 11
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard]
;Deliverables: Make contributions in Wikipedia


* Polishing your article, it should be ready for public consumption. Thedre are some general suggestions on polishing in [[Interpersonal Media (Fall 2020)/Wikipedia task 6]].
* Polishing your article, it should be ready for public consumption. There are some general suggestions on polishing in [[/Wikipedia task 6]].
* Move sandbox articles into the "(Article)" name space by following the instruction in [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0e178d20-66a6-4b6c-8f75-ac690051682b this video I've recorded] or in [[Interpersonal Media (Fall 2020)/Wikipedia task 6]].
* Move sandbox articles into the "(Article)" name space by following the instruction in [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0e178d20-66a6-4b6c-8f75-ac690051682b this video I've recorded] or in [[/Wikipedia task 6]].
* Once you have moved the article, visit the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022)/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 #7 ====
==== Wikipedia Task #7 ====
;Task: Finalize article and turn in report
;Task: Finalize article and turn in your report -- a reflective essay
;Due Date: Sunday February 13
;Due Date: Sunday February 13
;Deliverables:
;Deliverables:
Line 267: Line 279:
;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.
Turn your report -- a reflective 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.'''
When you go that page, it will say '''Wikipedia does not have a user page with this exact name.'''
Line 293: Line 305:


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.
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.
There's no minimum word count, but I'd suggest you take advantage of the space you're given. Generally speaking, you can say more, be more insightful, demonstrate more fluency (all the things we are assessing) if you use more space.
Your audience is Wikipiedians who may read your report. You don't need to define things to prove to us that you've done the reading. You should define terms if you think that an audience of Wikipedians (who have not taken the class) will be lost/confused otherwise. Use your judgement to make a compelling, well reasoned, and well supported argument.
The intro, body, conclusion format is pretty reliable and useful. But if you feel it's better or more useful to deviate from that as well, that's fine.
Make an argument for why, based on your experience in Wikipedia and what you've learned in the class, things could/should be better and how that might happen. "A description of your experience" is part of that but we're not asking for a trip report. It should be service of the argument and suggestions you are making.


=== Project 2: Critical Analysis of an Online Community ===
=== Project 2: Critical Analysis of an Online Community ===
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;Maximum paper length: 2,000 words (~8 pages double spaced)
;Maximum paper length: 2,000 words (~8 pages double spaced)
;Deliverables:  
;Deliverables:  
:*Details on final presentations including due dates, instructions, and dropboxes are on [[/Final presentation]] {{tbd}}
:*Details on final presentations including due dates, instructions, and dropboxes are on [[/Final presentations]]
:*Turn in copy of paper [https://canvas.uw.edu/courses/1545809/assignments/6879163 in Canvas]
:*Turn in copy of paper [https://canvas.uw.edu/courses/1545809/assignments/6879163 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 final presentation (see instructions on  [[/Final presentation]]) {{tbd}}
* A final presentation (see instructions on  [[/Final presentations]])
* A final report that is not more than 2,000 words (~8 pages double spaced)
* A final report that is not more than 2,000 words (~8 pages double spaced)


Line 341: Line 361:


== Schedule ==
== Schedule ==
=== September 30 (Wednesday): Introduction to the Course ===
 
=== January 3 (Monday): Introduction to the Course ===
 
'''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
* Answer your questions about the class


'''Lectures:''' (watch ''before'' class)
'''Lectures:''' (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=cd65a71b-6740-4ef2-9127-ac340014132d Introduction to the Course (Part 1/2): Introducing the course and myself] [19m44s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c4e1912c-b551-4e08-ac9a-ae09004e537a Introduction to the Course (Part 1/2): Introducing the course and myself] [12m52s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1e7a6c37-b858-48e2-b7c3-ac3400141386 Introduction to the Course (Part 2/2): Why learn about online communities?] [14m10s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e47cd356-15a4-469a-8d8f-ae09004e537b Introduction to the Course (Part 2/2): Why learn about online communities?] [11m28s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=5abbae7b-ee1b-4cda-9298-ac340014139f Welcome to COM 482 (Part 1/4): Overview] [13m57s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=6a0c6b5b-92c4-4135-b3e0-ae08006541e4 Welcome to COM 481 (Part 1/4): Overview] [15m16s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ba4af6e5-355a-48c8-931d-ac34001412fc Welcome to COM 482 Course (Part 2/4): Assignments] [16m04s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8d513a2b-08bd-4642-98a0-ae09004e53b3 Welcome to COM 481 Course (Part 2/4): Assignments] [21m13s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=27e18b33-6da0-4aea-b3a8-ac340014adbd Welcome to COM 482 Course (Part 3/4): Remote Learning] [12m00s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b261a873-6395-4701-ad6e-ae0900591a3e Welcome to COM 481 Course (Part 3/4): Remote Learning] [15m01s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=de3ef20c-f8e2-478f-9ebe-ac34001586af Welcome to COM 482 Course (Part 4/4): Final Notes] [10m35s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b261a873-6395-4701-ad6e-ae0900591a3e Welcome to COM 481 Course (Part 4/4): Final Notes] [9m24s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8d0936fd-8cff-4633-bda5-ae0c007b2220 Introduction to the TA and Quiz Sections] [4m52s]


'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=67731113 Lecture Slides for Introduction (1/2)] (Requires Canvas access)
* [https://canvas.uw.edu/files/85680349/download?download_frd=1 Lecture Slides for Introduction] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=67731117 Lecture Slides for Introduction (1/2)] (Requires Canvas access)
* [https://canvas.uw.edu/files/85680356/download?download_frd=1 Lecture Slides for Syllabus Overview] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=67731137 Lecture Slides for Course Overview] (Requires Canvas access)
* [https://canvas.uw.edu/files/85751934/download?download_frd=1 TA Intro Slides] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4232ac0b-a2ef-4aab-9989-ae13003f553a Class Video Recording] (Requires Canvas access)


'''Goals for the day:'''
'''Class Meeting (12:30-2:20pm):'''


* Collect some basic information from you all
* Class will be devoted to answering questions and helping students with any challenges they face related to complete the course checklist due on Tuesday.
* Provide an introduction and some context for the course (and hopefully get you excited about the rest of the quarter)
* Attendance in class ''entirely optional.''
* Review the course objectives and requirements
* Because UW has made the first week of classes remote only, class will be conducted [https://canvas.uw.edu/courses/1545809/external_tools/95443 in this Zoom room] (link is accessible through Canvas).
* Answer your questions about the class


=== October 2 (Friday): DUE: Wikipedia Task #1  ===
=== January 4 (Tuesday): DUE: Class Checklist ===


Details are on the [[#Wikipedia Task #1|section of this page describing the assignment]].
'''Required Task:''' Complete [https://canvas.uw.edu/courses/1545809/pages/class-setup-checklist the class setup checklist]. This will likely take most of you 30-90 minutes so please plan in advance.


=== October 4 (Sunday): DUE: Class Checklist ===
As with most other assignments, you must complete this task by 11:59pm Seattle time.


'''Required Task:''' Complete [https://canvas.uw.edu/courses/1545809/pages/class-setup-checklist the class setup checklist]. This will likely most of you 30-90 minutes so please plan in advance.
=== January 5 (Wednesday): Motivation (Part I) ===


=== October 5 (Monday): Motivation (Part I) ===


'''Lectures:''' (watch ''before'' class)
'''Lectures:''' (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=a22aa9e9-f513-4039-bf33-ac4800570340 Motivation and Incentives (Part 1/6): Introduction and Framing] [13m58s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c19fec1b-0cea-401f-9d08-ae080038c891 Motivation and Incentives (Part 1/6): Introduction and Framing] [13m38s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=96e5559d-6f30-4c49-8b80-ac4800570311 Motivation and Incentives (Part 2/6): Motivating Participation through Asking] [10m36s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=dcff672d-e996-4bc1-87eb-ae080038c904 Motivation and Incentives (Part 2/6): Motivating Participation through Asking] [9m54s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0e433d08-a5fa-49e4-b1c8-ac48005702de Motivation and Incentives (Part 3/6): Intrinsic and Extrinsic Motivators] [21m25s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=73b940f2-be48-4a89-8fd4-ae080038c98a Motivation and Incentives (Part 3/6): Intrinsic and Extrinsic Motivators] [20m53s]


'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/courses/1545809/files/folder/Reading%20Notes?preview=67731111 Week 2 Reading Note] (Requires Canvas access)
* [https://canvas.uw.edu/files/85702766/download?download_frd=1 Reading Note #1] (Requires Canvas access) ''← looking for the prep questions that will be used for the cold call? They're in here!''
* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=68282662 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/85680350/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Boards?preview=68440788 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/86385856/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=84c9ce74-b239-48fd-945f-ac4c01325730 Case Video] (Video/audio largely broken; Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=88ca0bc5-964f-4730-8c36-ae1900b251dc Class Video Recording] (Requires Canvas access)


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


* BSOC, Chapter 2, pg 21-40 (Sections 1-3)  
* [[#Component 1: The Theory and Practice of Online Communities|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. {{avail-free|https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235}}
* [Case] Modi, Maulik. 2019. “Yelp — What Happened!!” Medium. December 1, 2019. https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235. {{avail-free|https://medium.com/@maulikmmodi94/yelp-what-happened-62c325f13235}}
* [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. {{avail-uw|https://doi.org/10.1080/15428052.2014.952474}} {{avail-canvas|1=https://canvas.uw.edu/files/67666236/download?download_frd=1}}
* [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. <!--{{avail-uw|https://doi.org/10.1080/15428052.2014.952474}}--> {{avail-canvas|1=https://canvas.uw.edu/files/85123162/download?download_frd=1}}
* [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. {{avail-free|https://www.businessinsider.com/how-to-become-yelp-elite-2014-8}}
* [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. {{avail-free|https://www.businessinsider.com/how-to-become-yelp-elite-2014-8}}
* [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/. {{avail-free|http://social.techcrunch.com/2017/02/14/yelp-q-and-a/}}
* [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/. {{avail-free|http://social.techcrunch.com/2017/02/14/yelp-q-and-a/}}
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'''Optional Reading:'''
'''Optional Reading:'''


* BSOC, Chapter 1, pg 1-17
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 1, pg 1-17
 
=== January 7 (Friday): Section & Wikipedia Task #1 DUE  ===
 
Details  are on the [[#Wikipedia Task #1|section of this page describing the assignment]].


=== October 7 (Wednesday): Motivation (Part II) ===
Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours.
 
We discussed strategies for learning the material in this course. If you're feeling overwhelmed, frustrated, or confused, [https://canvas.uw.edu/files/86275865/download?download_frd=1| take a look at the document summarizing our discussion].
 
=== January 10 (Monday): Motivation (Part II) ===


'''Lectures:''' (watch ''before'' class)
'''Lectures:''' (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c950a743-f44b-4569-9393-ac48005702ad Motivation and Incentives (Part 4/6): Gaming the system] [18m15s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8d39ec5b-e605-4df0-9b2f-ae080038ca06 Motivation and Incentives (Part 4/6): Gaming the system] [17m51s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=51b9f0a7-d44e-4354-8939-ac48006e513a Motivation and Incentives (Part 5/6): Motivation crowding and group dynamics] [15m36s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8d5ea79d-65ef-45df-a76b-ae080038c791 Motivation and Incentives (Part 5/6): Motivation crowding and group dynamics] [15m09s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8fcec26e-0d75-45c3-a18d-ac48006e50f4 Motivation and Incentives (Part 6/6): Takeaways] [5m28s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=36c99396-eaf3-413a-bf55-ae080038c81a Motivation and Incentives (Part 6/6): Takeaways] [5m02s]


'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/courses/1545809/files/folder/Reading%20Notes?preview=67731111 Week 2 Reading Note] (Requires Canvas access)
* [https://canvas.uw.edu/files/85702766/download?download_frd=1 Reading Note #1] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=68282665 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/85680351/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Boards?preview=68482024 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/86410310/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Recordings?preview=68750826 Class//Case Audio Recording] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2d32e2a9-36aa-4d95-b0c7-ae1a006e5778 Class Video Recording] (Requires Canvas access)


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


* BSOC, Chapter 2, pg 41-70 (Sections 4-7)
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 2, pg 41-70 (Sections 4-7)


For the case, we're going to talk about [[:wikipedia:Twitch (service)|Twitch]]:
For the case, we're going to talk about [[:wikipedia:Twitch (service)|Twitch]]:
Line 427: Line 463:
* [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. {{avail-free|https://kotaku.com/twitch-partners-feeling-burned-after-affiliates-receive-1826810027}}
* [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. {{avail-free|https://kotaku.com/twitch-partners-feeling-burned-after-affiliates-receive-1826810027}}


=== October 9 (Friday): DUE: Wikipedia Task #2 ===
=== January 12 (Wednesday): Commitment (Part I) ===
 
Details are on the [[#Wikipedia Task #2|section of this page describing the assignment]].
 
===  October 12 (Monday): Commitment (Part I) ===


'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4206147c-aa56-4616-9ccb-ac4d0004294c Commitment (Part 1/6): Introduction and Identity] [18m29s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=48b294a1-cf47-4449-86d4-ad020185f7ae Commitment (Part 1/6): Introduction and Identity] [18m06s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2fccd2a3-9259-42d8-acf8-ac4d00042978 Commitment (Part 2/6): Bonds] [11m56s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=9a0393aa-6edd-471f-ab06-ad020185f848 Commitment (Part 2/6): Bonds] [11m20s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7a820716-4fee-4600-82f4-ac4d0004290e Commitment (Part 3/6): Normative and needs-based] [19m36s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bb134374-caf4-4b98-a200-ad020185f725 Commitment (Part 3/6): Normative and needs-based] [19m01s]


'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/courses/1545809/files/folder/Reading%20Notes?preview=68440638 Week 3 Reading Note] (Requires Canvas access)
* [https://canvas.uw.edu/files/85702781/download?download_frd=1 Reading Note #2] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=68439428 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/85680352/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Boards?preview=68750903 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/86566501/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Recordings?preview=68750548 Class/Case Audio Recording] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=651e980b-39b3-44d8-bbd2-ae1d00d88bbf Class Video Recording] (Requires Canvas access)


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


* BSOC, Chapter 3, pg 77-102 (Section 1)
* [[#Component 1: The Theory and Practice of Online Communities|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:
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:
Line 458: Line 490:
* [Case] [https://www.reddit.com/r/CasualPizzaCats/ /r/CasualPizzaCats] — a World of Warcraft guild
* [Case] [https://www.reddit.com/r/CasualPizzaCats/ /r/CasualPizzaCats] — a World of Warcraft guild


=== October 14 (Wednesday): Commitment (Part II) ===
=== January 14 (Friday): Section & Wikipedia Task #2 DUE  ===
 
Details on the assignment are on the [[#Wikipedia Task #2|section of this page describing the assignment]].
 
 
Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours.
 
A template to help you think about how to improve an article [https://canvas.uw.edu/files/86587073/download?download_frd=1  is posted here]. An article you know how to improve is a great choice for the next phase of this project, where you'll put your plan into practice! [requires Canvas access]
 
=== January 17 (Monday): NO CLASS ===
 
The class will not be meeting in observation of Martin Luther King, Jr. day.
 
=== January 19 (Wednesday): Commitment (Part II) ===


'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e70fb6d5-ac50-4e63-81f2-ac4d000428e1 Commitment (Part 4/6): Group Size] [24m52s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7b45810f-1288-434a-a149-ad020185f695 Commitment (Part 4/6): Group Size] [24m24s]  
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ab8df5d1-22f3-4a5a-b541-ac4d0005371a Commitment (Part 5/6): Lock-in and more on need-based] [18m18s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c8452b9c-c088-495a-b2c1-ad020185f8dc Commitment (Part 5/6): Lock-in and more on need-based] [17m40s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=13a1afeb-7f81-47ee-ae2b-ac4d0005fb7e Commitment (Part 6/6): Trade-offs between engagement and commitment] [8m22s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=94f6d7fe-0f66-4042-9608-ad020185f9a3 Commitment (Part 6/6): Trade-offs between engagement and commitment] [7m41s]


'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/courses/1545809/files/folder/Reading%20Notes?preview=68440638 Week 3 Reading Note] (Requires Canvas access)
* [https://canvas.uw.edu/files/85702781/download?download_frd=1 Reading Note #2] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=68439429 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/85680354/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Boards?preview=68788347 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/86809537/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1d9a1a0a-9737-4e79-8206-ac550034b476C Class/Case Screencast] (Requires Canvas access) — The quality is only so-so.
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=fb87d86f-ee78-472c-9db6-ae23013d9087 Class Video Recording] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Recordings?preview=68789858 Class/Case Audio Recording] (Requires Canvas access)


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


* BSOC, Chapter 3, pg 102-115 (Sections 2 - 4)
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 3, pg 102-115 (Sections 2 - 4)
* [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.
* [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.
* [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.
* [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.
Line 483: Line 527:
* [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.
* [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.


=== October 16 (Friday): DUE: Wikipedia Task #3 ===
=== January 21 (Friday): Section & DUE: Wikipedia Task #3 ===
 
Details on the assignment are on the [[#Wikipedia Task #3|section of this page describing the assignment]].
 
Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours.


Details are on the [[#Wikipedia Task #3|section of this page describing the assignment]].
The slides for section are posted [https://canvas.uw.edu/files/87076259/download?download_frd=1 here]. [Requires Canvas Access]


=== October 19 (Monday): Norms and Regulation (Part I) ===
=== January 24 (Monday): Norms and Regulation (Part I) ===


'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ece87dca-e96a-4271-9fa7-ac54006e4a12 Norms and Regulation (Part 1/6): Introduction] [8m57s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1cd1530a-f5a2-4f6d-b033-ae22001b7834 Norms and Regulation (Part 1/7): Introduction] [8m17s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3114ff46-61c1-41b7-acbf-ac54006e4a9d Norms and Regulation (Part 2/6): What are norms?] [9m57s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=f8838365-b56c-42ca-95a1-ae22001b79c4 Norms and Regulation (Part 2/7): What are norms?] [9m11s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=9c12e062-0119-4dcb-89be-ac54006e4a42 Norms and Regulation (Part 3/6): Descriptive norms] [19m35s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b1fef3d2-60f3-417a-9787-ae22001b78d1 Norms and Regulation (Part 3/7): Descriptive norms] [18m54s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1aa76a96-588e-43a7-a0c4-ac54006e4a72 Norms and Regulation (Part 4/6): Injunctive norms] [13m09s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d4ee445b-fd1c-404a-a7b1-ae22001b7949 Norms and Regulation (Part 4/7): Injunctive norms] [12m32s]


'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/courses/1545809/files/folder/Reading%20Notes?preview=68751126 Week 4 Reading Note] (Requires Canvas access)
* [https://canvas.uw.edu/files/86734577/download?download_frd=1 Reading Note #3] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=68751160 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/86722976/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Boards?preview=69073919 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/86997724/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/69074090/download?download_frd=1 Class/Case Audio Recording] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=473e035a-6b7f-41c0-849f-ae28002d646e Class Video Recording] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=927d6815-865d-49dc-968d-ac5b011072ab Class/Case Screencast] (Requires Canvas access)


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


* BSOC, Chapter 4, pg 125-140 (Sections 1-3)
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 4, pg 125-140 (Sections 1-3)
* [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. {{avail-uw|https://doi.org/10.1109/SANER.2017.7884606}}
* [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. {{avail-uw|https://doi.org/10.1109/SANER.2017.7884606}}
* [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.)
* [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.)
* [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.)
* [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.)
* [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:
* [Case] [https://wiki.gnome.org/action/show/Foundation/CodeOfConduct GNOME Code of Conduct]. The code also references and, in a 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/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/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)
** [https://wiki.gnome.org/Foundation/CodeOfConduct/CommitteeProcedures GNOME Code of Conduct committee procedures] (less important but worth skimming)


=== October 21 (Wednesday): Norms and Regulation (Part II) ===
=== January 26 (Wednesday): Norms and Regulation (Part II) ===


'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=16591bda-1ea8-47f3-a735-ac54006eacd8 Norms and Regulation (Part 5/6): Threats] [21m33s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1c6b9675-0302-4143-a2b0-ae22001b7a33 Norms and Regulation (Part 5/7): Threats] [20m07s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0b95efc3-e4f4-40c6-b369-ac54006f973d Norms and Regulation (Part 6/6): Responses] [22m36s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b100d238-600d-4ffc-9e87-ae22001b7ab5 Norms and Regulation (Part 6/7): Responses] [22m05s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1e056b63-854f-4149-bc0e-ac540070392f Norms and Regulation (Part 7/6): Collateral Damage] [7m24s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b1ff7f4a-06d6-40ea-adba-ae22001b7b27 Norms and Regulation (Part 7/7): Collateral Damage] [6m41s]
* [https://www.youtube.com/watch?v=mLyOj_QD4a4 Leeroy Jenkins] — Extra video mentioned in lecture (Youtube)
* [https://www.youtube.com/watch?v=mLyOj_QD4a4 Leeroy Jenkins] — Extra video mentioned in lecture (Youtube)


'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/courses/1545809/files/folder/Reading%20Notes?preview=68751126 Week 4 Reading Note] (Requires Canvas access)
* [https://canvas.uw.edu/files/86734577/download?download_frd=1 Reading Note #3] (Requires Canvas access)
* [https://canvas.uw.edu/files/68751192/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/86722973/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Boards?preview=69382146 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/87315439/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=927d6815-865d-49dc-968d-ac5b011072ab Class/Case Screencast] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=08e10d40-9864-4bbd-b33d-ae2e011880c4 Class Video Recording] (Requires Canvas access)


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


* BSOC, Chapter 4, pg 140-170 (Sections 4-5)
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 4, pg 140-170 (Sections 4-5)
* [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] [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] [https://web.archive.org/web/20170505192310/https://beta.slashdot.org/faq/mod-metamod.shtml Slashdot Moderation FAQ], 2017 (Internet Archive Copy)
Line 543: Line 590:
*  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. {{avail-uw|https://doi.org/10.1145/2858036.2858391}} {{avail-free|https://natematias.com/media/GoingDark-Matias-2016.pdf}}
*  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. {{avail-uw|https://doi.org/10.1145/2858036.2858391}} {{avail-free|https://natematias.com/media/GoingDark-Matias-2016.pdf}}


=== October 23 (Friday): DUE: Wikipedia Task #4 ===
=== January 28 (Friday): Section: DUE: Wikipedia Task #4 ===
 
Details on the assignment are on the [[#Wikipedia Task #4|section of this page describing the assignment]].
 
Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours.


Details are on the [[#Wikipedia Task #4|section of this page describing the assignment]].
Slides from section are [https://canvas.uw.edu/files/88036583/download?download_frd=1| on canvas].


=== October 26 (Monday): Newcomers (Part I) ===
=== January 31 (Monday): Newcomers (Part I) ===


'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=cd9195b1-327e-4531-9fe5-ac5b007b74a0 Newcomers (Part 1/6): Introduction] [11m54s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=52a0d72f-6126-48ef-bca8-ae23015f2980 Newcomers (Part 1/6): Introduction] [11m53s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c977bd16-123b-44b0-baec-ac5b007a9a74 Newcomers (Part 2/6): Recruitment] [15m12s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=38c84f32-6566-4bc7-af8e-ae23015f289b Newcomers (Part 2/6): Recruitment] [15m09s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c38bb1c9-89e0-433f-b531-ac5b0079bce7 [Newcomers (Part 3/6): Selection] [14m25s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4c54e20e-2181-4b20-a369-ae23015f275d Newcomers (Part 3/6): Selection] [14m23s]


'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/courses/1545809/files/folder/Reading%20Notes?preview=69075130 Week 5 Reading Note] (Requires Canvas access)
* [https://canvas.uw.edu/files/87076041/download?download_frd=1 Reading Note #4] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=69073756 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/86925402/download?download_frd=1Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Boards?preview=69382192 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/87345071/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=195804f2-ef4c-491c-beb6-ac62006399ca Class/Case Screencast] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4a7d5960-1306-47b4-897a-ae2e017d9da0 Class Video Recording] (Requires Canvas access)


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


* BSOC, Chapter 5, pg 179-205 (Sections 1-2)
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 5, pg 179-205 (Sections 1-2)
We're going to look at the citizen science community [[:wikipedia:Zooniverse|Zooniverse]]:
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 [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 (scroll down to see more) 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] 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 (scroll down to see more) 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.  
Line 574: Line 625:
*  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]]'' {{avail-free|https://mako.cc/academic/shaw_hill-laboratories_of_oligarchy-DRAFT.pdf}}
*  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]]'' {{avail-free|https://mako.cc/academic/shaw_hill-laboratories_of_oligarchy-DRAFT.pdf}}


=== October 26 (Wednesday): Newcomers (Part II) ===
=== February 2 (Wednesday): Newcomers (Part II) ===


'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=6e9b0c82-61d8-457f-a50d-ac5b0079bcb8 Newcomers (Part 5/6): Protection and socialization] [16m32s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d27e0d9c-48a1-471a-8273-ae23015f2689 Newcomers (Part 5/6): Protection and socialization] [16m27s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2b80938e-fad8-4721-87ec-ac5b0079bd2c Newcomers (Part 5/6): Retaining new users] [14m02s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d0a77fda-c7be-4d0f-b982-ae23015f27fd Newcomers (Part 5/6): Retaining new users] [14m00s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d2da671e-8ecd-4878-8704-ac5b007f8302 Newcomers (Part 6/6): Concluding thoughts] [14m30s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=dd113a9a-8dc2-48cc-8238-ae23015f2a51 Newcomers (Part 6/6): Concluding thoughts] [14m02s]


'''Resources:'''  
'''Resources:'''  


* [https://canvas.uw.edu/courses/1545809/files/folder/Reading%20Notes?preview=69075130 Week 5 Reading Note] (Requires Canvas access)
* [https://canvas.uw.edu/files/87076041/download?download_frd=1 Reading Note #4] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=69073754 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/86925400/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Boards?preview=69690670 ase Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/87445788/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c8228f95-51ed-4898-90b7-ac6900329816 Class/Case Screencast] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bfa90776-0235-40ea-ab65-ae310002c5b7 Class Video Recording] (Requires Canvas access)


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


* BSOC, Chapter 5, pg 205-223 (Sections 3-6)
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 5, pg 205-223 (Sections 3-6)
* [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]]''
* [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]]''
* [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]]''
* [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]]''


=== October 30 (Friday): DUE: Wikipedia Task #5 ===
=== February 4 (Friday): Section & DUE: Wikipedia Task #5 ===
 
Details on the assignment are on the [[#Wikipedia Task #5|section of this page describing the assignment]].
 
Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours.


Details are on the [[#Wikipedia Task #5|section of this page describing the assignment]].
Slides from section are [https://canvas.uw.edu/files/88036624/download?download_frd=1|posted on Canvas].


=== November 2 (Monday): Creating New Communities (Part I) ===
=== February 7 (Monday): Creating New Communities (Part I) ===


'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=6e599d4b-4ad4-4ac9-ad2f-ac62005ef5d2 Creating New Communities (Part 1/4): Introduction] [13m33s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bc67b867-f64d-445e-b333-ae2e0119c037 Creating New Communities (Part 1/4): Introduction] [13m33s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3bd4c2ef-9489-4031-b227-ac62005ef593 Creating New Communities (Part 2/4): Scope] [19m56s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3dd5e159-8c5b-443a-8a70-ae2e0119bf76 Creating New Communities (Part 2/4): Scope] [19m56s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4461a3bf-4428-43dd-880d-ac62005ef565 Creating New Communities (Part 3/4): Utility Model of Creation] [20m25s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e0cf555b-9ca7-4487-837d-ae2e0119beab Creating New Communities (Part 3/4): Utility Model of Creation] [20m22s]


'''Resources:'''  
'''Resources:'''  


* [https://canvas.uw.edu/courses/1545809/files/folder/Reading%20Notes?preview=69389004 Week 6 Reading Note] (Requires Canvas access)
* [https://canvas.uw.edu/files/87335933/download?download_frd=1 Reading Note #5] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=69382427 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=87316056 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Boards?preview=69690669 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/87751366/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=74948730-d67e-4c9a-bc88-ac690033bdad Class/Case Screencast] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=615f2337-bec8-4b82-8907-ae370035e1d2 Class Video Recording] (Requires Canvas access)


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


* BSOC, Chapter 6, pg 231-248 (Sections 1-2)
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 6, pg 231-248 (Sections 1-2)
* [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)
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* 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.
* 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.
=== November 4 (Wednesday): Creating New Communities (Part II) ===


=== February 9 (Wednesday): Creating New Communities (Part II) ===
'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3d44e1d2-1dd1-4f34-a962-ac62005ef53a Creating New Communities (Part 4/4): Almost Wikipedia] [15m52s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=fa3fba9f-29ae-4994-bd5b-ae2e0119be18 Creating New Communities (Part 4/4): Almost Wikipedia] [15m52s]


'''Resources:'''  
'''Resources:'''  


* [https://canvas.uw.edu/courses/1545809/files/folder/Reading%20Notes?preview=69389004 Week 6 Reading Note] (Requires Canvas access)
* [https://canvas.uw.edu/files/87335933/download?download_frd=1 Reading Note #5] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=69382427 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=87316056 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Boards?preview=69979816 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/88111684/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7899666d-c6ef-4bfb-82fd-ac7000905275 Class/Case Screencast] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=9928368b-3ecf-4070-b847-ae380032c081 Class Video Recording] (Requires Canvas access)


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


* BSOC, Chapter 6, pg 248-276 (Sections 3-4)
* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 6, pg 248-276 (Sections 3-4)
* Hill, Benjamin Mako. [http://mako.cc/academic/hill-almost_wikipedia-DRAFT.pdf Almost Wikipedia], 2013.
* [Case] Gordon-McKeon, Shauna. 2014. “Open Projects: Open Humans.” Blog. Center for Open Science: Open Science Collaboration. June 5, 2014. http://osc.centerforopenscience.org/2014/06/05/op-open-humans/.
* [Case] Gordon-McKeon, Shauna. 2014. “Open Projects: Open Humans.” Blog. Center for Open Science: Open Science Collaboration. June 5, 2014. http://osc.centerforopenscience.org/2014/06/05/op-open-humans/.
* [Case] Greshake Tzovaras, Bastian, Misha Angrist, Kevin Arvai, Mairi Dulaney, Vero Estrada-Galiñanes, Beau Gunderson, Tim Head, et al. 2019. “Open Humans: A Platform for Participant-Centered Research and Personal Data Exploration.” GigaScience 8 (6). https://doi.org/10.1093/gigascience/giz076 {{avail-free|https://doi.org/10.1093/gigascience/giz076}}
* [Case] Greshake Tzovaras, Bastian, Misha Angrist, Kevin Arvai, Mairi Dulaney, Vero Estrada-Galiñanes, Beau Gunderson, Tim Head, et al. 2019. “Open Humans: A Platform for Participant-Centered Research and Personal Data Exploration.” GigaScience 8 (6). https://doi.org/10.1093/gigascience/giz076 {{avail-free|https://doi.org/10.1093/gigascience/giz076}}
Line 649: Line 701:
'''Optional Readings:'''
'''Optional Readings:'''


* 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.
 
=== February 11 (Friday): Section & DUE: Wikipedia Task #6 ===
 
Details are on the [[#Wikipedia Task #6|section of this page describing the assignment]].
 
Sections will be working through the Wikipedia assignments due this weekend. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours.


=== November 6 (Friday): DUE: Wikipedia Task #6 ===
Slides from Section are [https://canvas.uw.edu/files/88036657/download?download_frd=1|posted on canvas].


Details are on the [[#Wikipedia Task #7|section of this page describing the assignment]].
Kaylea also shared a [https://canvas.uw.edu/files/88036220/download?download_frd=1|writing strategy guide] that might help you get started or keep moving if you are stuck with the writing assignment.


=== November 8 (Sunday): DUE: Wikipedia Task #7 ===
=== February 13 (Sunday): DUE: Wikipedia Task #7 ===


Details are on the [[#Wikipedia Task #7|section of this page describing the assignment]].
Details are on the [[#Wikipedia Task #7|section of this page describing the assignment]].


=== November 9 (Monday): Wikipedia Debrief ===
=== February 14 (Monday): Wikipedia Assigment Debrief ===


In the first part of class we'll talk about the assignments. In the second part of class, we'll talk about the case.
In the first part of class we'll talk about the assignments. In the second part of class, we'll talk about the case.
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'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/courses/1545809/files/folder/Reading%20Notes?preview=69690196 Week 7 Reading Note] (Requires Canvas access)
* [https://canvas.uw.edu/files/87751668/download?download_frd=1 Reading Note #6] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=69979901 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/88111794/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Boards?preview=69979817 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/88111683/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=5e542a87-0ad6-448c-9d7f-ac7000905299 Class/Case Screencast] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=9fcd37c1-2116-47c1-b7a3-ae3e008f51c7Class Video Recording] (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.
Line 684: Line 743:
* 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}}
* 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}}


=== November 11 (Wednesday): NO CLASS ===
=== February 16 (Wednesday): Hacker Communities ===
 
'''Resources:'''
 
* [https://canvas.uw.edu/files/87751668/download?download_frd=1 Reading Note #6] (Requires Canvas access)
* [https://canvas.uw.edu/files/87751744/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/88150502/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=21b79fb1-7cd2-4da5-b05d-ae3f0036bc43 Class Video Recording] (Requires Canvas access)
 
'''Lectures:'''  (watch ''before'' class)
 
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7ce6ea70-dfcf-450e-8390-ae37009dbe51 Hackers (Part 1/3): Introduction] [23m27s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8630bf1b-f37c-4ce9-9e50-ae37009dbdd0 Hackers (Part 2/3): CHDK Part 1] [17m47s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2561ff49-d2bd-46f1-b44c-ae37009dbd3b Hackers (Part 3/3): CHDK Part 2] [12m31s]
 
'''Required Readings:'''


'''No class''' due to the observation of Veterans Day.
* [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-uw|https://www.proquest.com/docview/346072852/fulltext/A244EAAB8E9B4524PQ}}
* [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.


=== November 13 (Friday): DUE: Community Identification ===
'''Optional 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}}  {{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}}
* 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
 
=== February 18 (Friday): NO SECTION & DUE: Community Identification ===


Details are on the [[#Community Identification]] section of this page.
Details are on the [[#Community Identification]] section of this page.


=== November 16 (Monday): Innovation Communities ===
=== February 21 (Monday): NO CLASS ===


'''Lectures:''' (watch ''before'' class)
The class will not be meeting in observation of Presidents day.
 
=== February 23 (Wednesday): Building Community on TikTok ===


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=5b6d5ec2-ce0c-4caf-b269-ac700082836b Innovation Communities (Part 1/4): Introduction] [15m14s]
'''Guest:'''
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1d3fb360-6bb9-4aaa-8bd9-ac70008283cf Innovation Communities (Part 2/4): User Innovation Examples] [23m04s]
* Hunter Brown
* [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=12f0463a-d776-4772-ae86-ac7000828338 Innovation Communities (Part 4/4): Introduction] [16m09s]


'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/courses/1545809/files/folder/Reading%20Notes?preview=69980150 Week 8 Reading Note] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=a4f919f3-2c98-4ce7-9b53-ae460050955a Class Video Recording] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=69979867 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Boards?preview=70274599 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=da597656-dc0c-4f59-aeed-ac760149f078 Class/Case Screencast] (Requires Canvas access)


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


* von Hippel, E. (2005). [http://web.mit.edu/evhippel/www/democ1.htm Democratizing innovation]. Read Chapters 1, 2 & 5.
* Joseph, Nancy. 2021. "Creating Community on TikTok." ''Perspectives''. Seattle, Washington: University of Washington College of Arts and Sciences. https://artsci.washington.edu/news/2021-04/creating-community-tiktok. {{avail-free|https://artsci.washington.edu/news/2021-04/creating-community-tiktok}}
* [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}}
* [https://www.tiktok.com/@hunterkaimi @hunterkaimi on TikTok]
* [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!
'''Resources:'''
* [Week 9 Reading Note] (Requires UW Access) {{forthcoming}}
-->
 
Today, we'll have an interview and question and answer session with Class of 2021 UW Department of Communication student (and COM 481 alumni) Hunter Brown. Hunter Brown posted his first video to TikTok in late December 2019 and started COM481 (then called 482) 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 680,000 people in just over two years.
 
Read 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.


=== November 18 (Wednesday): Hackers ===
=== February 25 (Friday): NO SECTION ===


'''Lectures:''' (watch ''before'' class)
=== February 28 (Monday)Anonymity and Identifiability in Online Communities ===


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c6f77cd7-3b0a-4c65-9a16-ac7200753274 Hackers (Part 1/3): Introduction] [23m27s]
'''Guest Lecturer:''' [https://kayleachampion.com/ Kaylea Champion]
* [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=7399c02f-60c2-4163-b69c-ac72007531ca Hackers (Part 3/3): CHDK Part 2] [12m31s]


'''Resources:'''
'''Resources:'''
* [https://canvas.uw.edu/files/88419236/download?download_frd=1 Reading Note #7] (Requires Canvas access)
* Kaylea Champion's [https://canvas.uw.edu/files/88450958/download?download_frd=1 Lecture Slides Part 1] and [https://canvas.uw.edu/files/88450953/download?download_frd=1 Lecture Slides Part 2] (Requires Canvas access)
* [https://canvas.uw.edu/files/88705707/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e9692cdd-eba8-454f-8e95-ae4c012f843b Class Video Recording] (Requires Canvas access)


* [https://canvas.uw.edu/courses/1545809/files/folder/Reading%20Notes?preview=69980150 Week 8 Reading Note] (Requires Canvas access)
'''Lectures:''' (watch ''before'' class)
* [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=70063359 Lecture Slides] (Requires Canvas access)
 
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bc3573cb-8098-46e1-876c-ac7e00768e33 Video Recording of Lecture & Case] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3d587ff5-d662-43ac-90db-ae45001970d2 Anonymity in Communication Studies: Overview and History] [13m]
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Boards?preview=70569101 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4d79d872-48ce-4580-85e4-ae46001502c7 Anonymity and Facets of Identifiability] [10m30s]
* [https://youtu.be/8jNMzHB-f-s What's anonymity worth?] [7m20s] Conference talk from Kaylea Champion (forthcoming at MozFest 2022)
* [https://www.ted.com/talks/christopher_moot_poole_the_case_for_anonymity_online TED Talk: Christopher Poole describing 4chan] [11m8s]
* [https://www.ted.com/talks/jamie_bartlett_how_the_mysterious_dark_net_is_going_mainstream TED Talk: Jamie Bartlett and the Dark Web] [13m48s]


'''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}}
* Andrea Forte, Nazanin Andalibi, and Rachel Greenstadt. 2017. Privacy, Anonymity, and Perceived Risk in Open Collaboration: A Study of Tor Users and Wikipedians. In Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing (CSCW '17). Association for Computing Machinery, New York, NY, USA, 1800–1811. DOI:https://doi.org/10.1145/2998181.2998273 {{avail-uw|https://doi.org/10.1145/2998181.2998273}}
* [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.
'''Optional Readings'''


'''Optional Readings:'''
* Hill, B. M., & Shaw, A. (2021). The Hidden Costs of Requiring Accounts: Quasi-Experimental Evidence From Peer Production. Communication Research, 48(6), 771–795. https://doi.org/10.1177/0093650220910345 {{avail-uw|https://doi.org/10.1177/0093650220910345}}
* Anonymous, To Reveal or Not to Reveal: A Theoretical Model of Anonymous Communication, Communication Theory, Volume 8, Issue 4, 1 November 1998, Pages 381–407, https://doi.org/10.1111/j.1468-2885.1998.tb00226.x {{avail-uw|https://doi.org/10.1111/j.1468-2885.1998.tb00226.x}}
* [https://www.ted.com/talks/will_cathcart_the_future_of_digital_communication_and_privacy TED Talk: Will Cathcart and Whatsapp] [18m44s]


* 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]]
<!--- Interactions Between Communities {{tentative}}
* Mollick, Ethan. “The Engine of the Underground: The Elite-Kiddie Divide.” SIGGROUP Bull. 25, no. 2 (2005): 23–27. [[http://portal.acm.org/citation.cfm?id=1067721.1067726 Available through UW Libraries]]
* 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


=== November 23 (Monday): Interactions Between Communities ===


'''Guest Lecturer:'''
'''Guest Lecturer:'''
Line 751: Line 840:
'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bbd560a5-78e3-462b-ad31-ac770079091b Ecology of Online Communities] [52m54s]
* [Ecology of Online Communities] [52m54s] {{forthcoming}}


'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/courses/1545809/files/folder/Reading%20Notes?preview=70274596 Week 9 Reading Note] (Requires Canvas access)
* [Week 9 Reading Note] (Requires Canvas access) {{forthcoming}}
* Nathan TeBlunthuis' [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=70290434 Lecture Slides] (Requires Canvas access)
* Nathan TeBlunthuis' [Lecture Slides] (Requires Canvas access) {{forthcoming}}
* [https://canvas.uw.edu/courses/1545809/files/folder/Case%20Boards?preview=70569100 Case Boards] (Requires Canvas access)
* [Case Boards] (Requires Canvas access) {{forthcoming}}
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d7be9205-5da4-4fe2-9788-ac7e00768e69 Class/Case Screencast] (Requires Canvas access)
* [Class/Case Screencast] (Requires Canvas access) {{forthcoming}}


''' Readings:'''
''' Readings:'''
Line 775: Line 864:
* Zhu, Haiyi, Robert E. Kraut, and Aniket Kittur. 2014. “The Impact of Membership Overlap on the Survival of Online Communities.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 281–290. CHI ’14. New York, NY: ACM. https://doi.org/10.1145/2556288.2557213. {{avail-uw|https://doi.org/10.1145/2556288.2557213}}
* Zhu, Haiyi, Robert E. Kraut, and Aniket Kittur. 2014. “The Impact of Membership Overlap on the Survival of Online Communities.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 281–290. CHI ’14. New York, NY: ACM. https://doi.org/10.1145/2556288.2557213. {{avail-uw|https://doi.org/10.1145/2556288.2557213}}
:'''Note:''' This is an alternate reading for the required reading by Zhu et al. (2014) above. If you've already the this one, you do ''not'' need to read this the required reading. If you have not read either, you should read the one above.
:'''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.
---->


=== November 25 (Wednesday): NO CLASS (Thanksgiving Holiday)  ===
=== March 2 (Wednesday): Small Communities and Founders ===


=== November 30 (Monday): Understanding Online Community Founders ===
'''Guest Lecturers:'''
 
'''Guest Lectures:'''


* [https://www.sohyeonhwang.com/ Sohyeon Hwang] (Northwestern University)
* [https://jeremydfoote.com/ Prof. Jeremy D. Foote] (Purdue University)
* [https://jeremydfoote.com/ Prof. Jeremy D. Foote] (Purdue University)


'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/files/70572182/download?download_frd=1 Week 10 Reading Note] (Requires UW Access)
* [https://canvas.uw.edu/files/88419236/download?download_frd=1 Reading Note #7] (Requires Canvas access)
* [https://canvas.uw.edu/files/88892763/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d77393ec-7752-4e62-860f-ae4d002425e1 Class Video Recording] (Requires Canvas access)


'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [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=bff4cdeb-3f70-4b91-b367-ae45009840ac Why do people join small online communities?] [9m53s]
* [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://youtu.be/OAQUTcIlB_U Understanding Online Community Founders (Part 1/3): Introduction] [6m37s] (On YouTube)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=74381b39-c782-4525-98a3-ac7e00740a16 Understanding Online Community Founders (Part 3/3): Introduction] [10m17s]
* [https://youtu.be/jx6soCZKWTU Understanding Online Community Founders (Part 2/3): Introduction] [23m38s] (On YouTube)
* [https://youtu.be/1mfHrAEZTlY Understanding Online Community Founders (Part 3/3): Introduction] [10m17s] (On YouTube)


'''Required Readings'''
'''Required Readings'''


* [Case] Kraut, R. E., & Fiore, A. T. (2014). The Role of Founders in Building Online Groups. ''Proceedings of the 17th ACM Conference on Computer Supported Cooperative Work & Social Computing'', 722–732. {{avail-uw|https://doi.org/10.1145/2531602.2531648}}
* [Case] Hwang, Sohyeon, and Jeremy D. Foote. 2021. “Why Do People Participate in Small Online Communities?” Proceedings of the ACM on Human-Computer Interaction 5 (CSCW2): 462:1-462:25. https://doi.org/10.1145/3479606. {{avail-uw|https://doi.org/10.1145/3479606}}
* [Case] Foote, J., Gergle, D., & Shaw, A. (2017). Starting online communities: Motivations and goals of wiki founders. ''Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (CHI ’17)'', 6376–6380. {{avail-uw|https://doi.org/10.1145/3025453.3025639}}.
* [Case] Foote, Jeremy, Darren Gergle, and Aaron Shaw. 2017. “Starting Online Communities: Motivations and Goals of Wiki Founders.” In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (CHI ’17), 6376–80. New York, NY: ACM. https://doi.org/10.1145/3025453.3025639. {{avail-uw|https://doi.org/10.1145/3025453.3025639}}.
* [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}}.
 
'''Optional Readings:'''
 
* Kraut, Robert E., and Andrew T. Fiore. 2014. “The Role of Founders in Building Online Groups.” In Proceedings of the 17th ACM Conference on Computer Supported Cooperative Work & Social Computing, 722–32. CSCW ’14. Baltimore, Maryland, USA: ACM. https://doi.org/10.1145/2531602.2531648. {{avail-uw|https://doi.org/10.1145/2531602.2531648}}
* Foote, Jeremy D., & Contractor, Noshir. (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 4 (Friday): NO SECTION ===
=== March 7 (Monday): No Class Meeting: Spend Time Watching and Giving Feedback on Presentations ===
 
<!--
'''Resources:'''
 
* [https://canvas.uw.edu/courses/1545809/assignments/6879164 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:'''
 
* [[/Final presentations|Details on the final presentation 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 [[#Final_Projects:_Critical_Analysis_of_Online_Community|the relevant section of this syllabus]].
 
'''No readings.''' The final classes will be devoted entirely to presentations.
 
=== March 9 (Wednesday): No Class Meeting: Spend Time Watching and Giving Feedback on Presentations ===
<!--
 
'''Resources:'''
* [https://canvas.uw.edu/courses/1545809/assignments/6879164 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:'''
 
* [[/Final presentations|Details on the final presentation 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 [[#Final_Projects:_Critical_Analysis_of_Online_Community|the relevant section of this syllabus]].
 
'''No readings.''' The final classes will be devoted entirely to presentations.
 
=== March 11 (Friday): NO SECTION ===
=== March 16 (Wednesday): DUE: Final Projects ===
 
Details are on the [[#Final Projects: Critical Analysis of Online Community]] section of this page.
 
 
<!--
== REMOVED MATERIAL ==
=== Innovation Communities ===
'''Lectures:'''  (watch ''before'' class)
 
* [Innovation Communities (Part 1/4): Introduction] [15m14s] {{forthcoming}}
* [Innovation Communities (Part 2/4): User Innovation Examples] [23m04s] {{forthcoming}}
* [Innovation Communities (Part 3/4): Introduction] [15m12s] {{forthcoming}}
* [Innovation Communities (Part 4/4): Introduction] [16m09s] {{forthcoming}}


=== December 2 (Wednesday): Reflections on building a TikTok community ===
'''Resources:'''


'''Guest:'''
* [Week 7 Reading Note] (Requires Canvas access) {{forthcoming}}
* Hunter Brown
* [Lecture Slides] (Requires Canvas access) {{forthcoming}}
* [Case Boards] (Requires Canvas access) {{forthcoming}}
* [Class/Case Screencast] (Requires Canvas access) {{forthcoming}}


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


* [https://www.tiktok.com/@hunterkaimi @hunterkaimi on TikTok]
* von Hippel, E. (2005). [http://web.mit.edu/evhippel/www/democ1.htm Democratizing innovation]. Read Chapters 1, 2 & 5.
* [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!
 
 
=== Understanding Online Community Founders ===
 
'''Guest Lectures:'''
 
* [https://jeremydfoote.com/ Prof. Jeremy D. Foote] (Purdue University)


'''Resources:'''
'''Resources:'''
* [https://canvas.uw.edu/files/70572182/download?download_frd=1 Week 10 Reading Note] (Requires UW Access)
* [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.
'''Lectures:'''  (watch ''before'' class)


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.
* [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=5a22b9a9-bb96-4d59-8695-ac7e007409e7 Understanding Online Community Founders (Part 2/3): Introduction] [23m38s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=74381b39-c782-4525-98a3-ac7e00740a16 Understanding Online Community Founders (Part 3/3): Introduction] [10m17s]


<!-- === December 2 (Wednesday): Instant Messaging, Group Chat, and Synchronous Communication {{tentative}}  ===
'''Required Readings'''
 
* [Case]  Kraut, R. E., & Fiore, A. T. (2014). The Role of Founders in Building Online Groups. ''Proceedings of the 17th ACM Conference on Computer Supported Cooperative Work & Social Computing'', 722–732. {{avail-uw|https://doi.org/10.1145/2531602.2531648}}
* [Case] Foote, J., Gergle, D., & Shaw, A. (2017). Starting online communities: Motivations and goals of wiki founders. ''Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (CHI ’17)'', 6376–6380. {{avail-uw|https://doi.org/10.1145/3025453.3025639}}.
* [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}}.
 
=== Instant Messaging, Group Chat, and Synchronous Communication {{tentative}}  ===


'''Guest Lecturers:'''
'''Guest Lecturers:'''
Line 827: Line 991:
* [https://canvas.uw.edu/files/62326466/download?download_frd=1 Week 9-1 Reading Note] (Requires Canvas access)
* [https://canvas.uw.edu/files/62326466/download?download_frd=1 Week 9-1 Reading Note] (Requires Canvas access)
* [ Lecture Slides] (Requires Canvas access)
* [ Lecture Slides] (Requires Canvas access)
* [ Video Recording of Lecture & Case] (Requires Canvas access)
* [ Class Video Recording] (Requires Canvas access)
* [ Case Boards] (Requires Canvas access)
* [ Case Boards] (Requires Canvas access)


Line 843: Line 1,007:
* 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}}
* 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}}


=== December 2 (Tuesday): Creative Collaboration {{tentative}} ===
=== Creative Collaboration {{tentative}} ===


'''Required Readings:'''
'''Required Readings:'''
Line 872: Line 1,036:


* Stanford 2011 symposium: [http://www.youtube.com/watch?v=B5kQYWLtW3Y From Counterculture to Cyberculture: the Legacy of the Whole Earth Catalog]
* Stanford 2011 symposium: [http://www.youtube.com/watch?v=B5kQYWLtW3Y From Counterculture to Cyberculture: the Legacy of the Whole Earth Catalog]
-->
=== December 7 (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/1545809/assignments/6879164 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.
=== December 9 (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/1545809/assignments/6879164 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:'''
* [[/Poster sessions|Details on the Poster sessions]] including due dates/times, instructions, and so on. {{tbd}}
* 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.
=== December 17 (Thursday): DUE: Final Projects ===
Details are on the [[#Final Projects: Critical Analysis of Online Community]] section of this page.
<!--
=== REMOVED MATERIAL ===


=== Free Software/Open Source ===
=== Free Software/Open Source ===
Line 929: Line 1,050:
* [Case] Raymond, E. S. (2001). [http://www.catb.org/esr/writings/cathedral-bazaar/cathedral-bazaar/ The Cathedral & the Bazaar]. (The web-based version of this essay is split over many pages. Just keep clicking next until you get to the end.)
* [Case] Raymond, E. S. (2001). [http://www.catb.org/esr/writings/cathedral-bazaar/cathedral-bazaar/ The Cathedral & the Bazaar]. (The web-based version of this essay is split over many pages. Just keep clicking next until you get to the end.)


=== February 28 (Thu): Civic Communities ===  
=== Civic Communities ===  
      
      
* Castells, M. (2007). Communication, Power and Counter-power in the Network Society. International Journal of Communication, 1(1), 29. [[http://ijoc.org/index.php/ijoc/article/view/46/35 Freely Available Online]]
* Castells, M. (2007). Communication, Power and Counter-power in the Network Society. International Journal of Communication, 1(1), 29. [[http://ijoc.org/index.php/ijoc/article/view/46/35 Freely Available Online]]
Line 935: Line 1,056:
* Hu, Y., Farnham, S. D., & Monroy-Hernández, A. (2013). Whoo.Ly: Facilitating Information Seeking for Hyperlocal Communities Using Social Media. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 3481–3490). New York, NY, USA: ACM. [[https://dl.acm.org/citation.cfm?id=2466478 Official Link (Available through UW Libraries]] [[http://research.microsoft.com/pubs/192107/whooly.pdf Freely Available Online]
* Hu, Y., Farnham, S. D., & Monroy-Hernández, A. (2013). Whoo.Ly: Facilitating Information Seeking for Hyperlocal Communities Using Social Media. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 3481–3490). New York, NY, USA: ACM. [[https://dl.acm.org/citation.cfm?id=2466478 Official Link (Available through UW Libraries]] [[http://research.microsoft.com/pubs/192107/whooly.pdf Freely Available Online]


=== Learning Communities ===


=== Innovation ===
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.


'''Resources:'''
TODO: Add readings (Maybe something about communities of practice?)
* [https://canvas.uw.edu/files/33600343/download?download_frd Week 8 Reading Note] (Requires Canvas access)
 
* [https://canvas.uw.edu/courses/1545809/files/33724703/download?wrap Lecture Slides] (Requires Canvas access)
'''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:'''
'''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].


* von Hippel, E. (2005). [http://web.mit.edu/evhippel/www/democ1.htm Democratizing innovation]. Read Chapters 1, 2 & 5.
'''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].


-->
-->


== Administrative Notes ==
== Administrative Notes ==
=== Teaching and learning in a pandemic ===
=== Teaching and learning in a pandemic ===


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=== Your Presence in Class ===
=== Your Presence in Class ===


As detailed in [[#Case discussion|section on case studies]] and in [[User:Benjamin Mako Hill/Assessment|my detailed page on assessment]], your homework in the class is to prepare for cases and case discussion is an important way that I will assess learning. Obviously, you must be in class in order to participate. <!--<strike>If you need to miss class for any reason, please fill out the [https://forms.gle/KSDJiptVwusBWw4BA course absence form] so that we know you are not coming and do not include you in our cold call list.</strike>--> In the event of an absence, you are responsible for obtaining class notes, handouts, assignments, etc.  
As detailed in [[#Case discussion|section on case studies]] and in [[User:Benjamin Mako Hill/Assessment|my detailed page on assessment]], your homework in the class is to prepare for cases and case discussion is an important way that I will assess learning. 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.
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.
=== Devices in Class ===
 
Electronic devices (e.g., phones, tablets, laptops) are '''not''' 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 [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 as device-allowed, please ask me. I will always point out explicitly in class if it's OK to use devices.  
 
'''Except during parts of class when I explicitly invite device usage — 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 ===


The best way to get in touch with me about issues in class will in the Discord server via asychronous messages sent to one of the text channels. This is preferable because any questions you have can be answered in a way that is visible to others in the class.  
The best way to get in touch with me about issues in class will in the Discord server via asychronous messages sent to one of the text channels. This is preferable because any questions you have can be answered in a way that is visible to others in the class.  


I will hold synchronous, in-person, office hours once a week:
We will hold synchronous, in-person, office hours once a week:
 
: Kaylea's office hour: 1 hour before hour the start of class on Wednesdays (i.e., 12-1pm for the immediate future)
: Mako's office hour: 12:30-1:30pm on Tuesdays


:'''Thursdays 3:30-4:30pm''' in the '''Office Hours''' voice channel on Discord.
These meetings will be in the "Office Hours" voice channel on Discord.


If my planned office hours do not work for you, please contact me in the Discord server or over email to arrange a meeting at another time.
If my planned office hours do not work for you, please contact me in the Discord server or over email to arrange a meeting at another time.
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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.
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.
=== Mental Health ===
Your mental health is important. If you are feeling distressed, anxious, depressed, or in any way struggling with your emotional and psychological wellness, please know that you are not alone. College can be a profoundly difficult time for many of us.
Resources are available for you:
* UW 24/7 Help Line 1.866.775.0608
* https://wellbeing.uw.edu/topic/mental-health/
* https://www.crisistextline.org/


=== Other Student Support ===
=== Other Student Support ===
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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 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:


* [[Interpersonal Media (Fall 2020)]] by [[User:Mako|Mako Hill]]
* [[Interpersonal Media (Winter 2020)]] by [[User:Mako|Mako Hill]]
* [[Interpersonal Media (Winter 2020)]] by [[User:Mako|Mako Hill]]
* [[Interpersonal Media (Winter 2020)]] by [[User:Mako|Mako Hill]]
* [[Interpersonal Media (Winter 2019)]] by [https://teblunthuis.cc/ Nate TeBlunthuis]  
* [[Interpersonal Media (Winter 2019)]] by [https://teblunthuis.cc/ Nate TeBlunthuis]  
Line 1,023: Line 1,177:
* [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]
<!--
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].
-->

Latest revision as of 23:05, 4 March 2022

COM481A: Online Communities - Department of Communication
Instructors: Benjamin Mako Hill / makohill@uw.edu and Kaylea Champion / Messages via Discord or Canvas or if necessary kaylea@uw.edu (TA)
Course Websites:
Course Catalog Description of Topics:
Communities formed through digital communication networks and social media. How people build communities, engage in collaboration and conflict, and also develop communities in online environments. Involves study and use of online communities.

Overview and Learning Objectives[edit]

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.

Class format and structure[edit]

In general, the organization of the course adopts a "flipped" approach where you consume instructional materials on your own or in groups and we use synchronous meetings to answer questions, address challenges or concerns, work through solutions, and hold semi-structured discussions in the form of cases—discussed in detail below.

The asynchronous elements of this course include two parts:

  1. All readings, recorded lectures/slides, tutorials, and assignments.
  2. Conversation and discussion that happens in the group Discord server over the course of the week.

I expect you to finish all readings and watch all lectures outside of our class meeting times before the class sessions on which they are assigned. Please note that this means I will not deliver lectures during our class meetings. Please also note that this means you are fully responsible for reading all readings and watching all recorded lecture material before you come to the associated synchronous part of class.

I expect you to check in and participate in the Discord discussion at least 3-4 times a week. I plan to check and respond to conversation there at least daily throughout the quarter.

The synchronous elements of the course will be two weekly class meetings and one quiz section meeting. Class meetings will happen at the normal time and in the normal place, unless I communicate otherwise.

The synchronous sections will be conducted as described in the synchronous class setup section of the syllabus. Each session is scheduled to run for a maximum of 110 minutes although I will frequently not use the full period of class each time given that lectures will be pre-recorded. If we do use the entire time, I'll try to work in at least one short break.

I will use the class meetings to do several things:

  1. Discuss and work through any questions or challenges you encounter in the materials assigned for that day.
  2. Discuss and/or answer questions about assignments that have come up over the previous work.
  3. Conduct each day's case study discussion involving an instructor-mediated conversation using input from each of you.

You also selected a timeslot to attend a quiz section. Section meetings will be led by your TA. Section meetings will include:

  1. Short demonstrations and explanations based on common issues
  2. Time for you to ask your questions
  3. Time to work on your assignments with immediate help at hand

Attending quiz section is optional but highly encouraged. Students who attend quiz section will be allotted an automatic extension to that week's assignment due date. If you need to attend quiz section in a different timeslot than the one you registered for, please let the TA know.

Websites and Technology Expectations[edit]

There are a number of expectations that you will be able to connect to certain websites. In order to complete this class, I expect you to be able to access and use the following web resources:

  • wiki.communitydata.science — This website will host the syllabus for the course. I expect you to be able to visit it regularly. If you're reading this, you have access.
  • UW's Canvas — We'll be using Canvas for posting announcements, uploading course-restricted files, turning in assignments, and distributing grades, comments, and similar.
  • UW Library Proxy — I'm going to expect that you can use the UW Libraries proxy to access material that UW subscribes to from off campus. You'll need to to get material to read for class.
  • Discord — Discord is a chat system that we'll be using in the course to stay in touch between class and to discuss things asynchronously. It has screensharing and voice chat as well which we are going to use for our case discussions. There is a mobile app as well as a downloadable desktop app that you may find useful but you should be able to do everything you need to while using the web interface version.
  • Panopto — UW uses the video hosting service Panopto which I will be using to share all the lectures and recorded parts for this course.
  • English Wikipedia — Assignments for this course will involve contributing to Wikipedia. This means that you will need to have access to Wikipedia.
  • Google Docs — I'll be using Google Docs to host a series of web forms. This includes the form you'll need to fill out to tell me that you're going to miss class. You will need to be able to access Google to use this.

These websites, in turn, use a range of hosting providers including Amazon Web Services, Google, and Microsoft. As a result, participation in this course requires students to access Internet resources that may not be accessible directly in some places outside of the UW campus. Anybody taking the class must ensure that they can access all Internet resources required for this course reliably and safely. For students who are off-campus temporarily and are in a situation where direct access to these required resources is not possible, UW-IT recommends that students use the official UW VPN, called Husky OnNet VPN. UW-IT advises students to use the VPN with the “All Internet Traffic” option enabled (see the UW Libraries instructions and UW-IT’s FAQs). Doing so will route all incoming and outgoing Internet through UW servers while it is enabled.

Students who are outside the US should be aware that they may be subject to laws, policies and/or technological systems which restrict the use of any VPNs. UW does not guarantee students’ access to UW resources when students are off-campus, and students are responsible for their own compliance with all laws regarding the use of Husky OnNet and all other UW resources. Given that this course is an in-person class, I don't expect this to be a big issue.

Having problems with this checklist? Running into terms you don't understand? We've collected some Frequently Asked Questions and Answers

Discord[edit]

The teaching team will be posting regular messages and answering questions on the class Discord server. If you've got a question about an assignment, this is almost certainly going to be the the fastest and best way to get our attention. One benefit of asking a question on Discord is that others in the class will be able to see our answer to you! Instructions on joining the Discord server are in the Class Setup Checklist.

You'll see that there are a series of channels we've created. If you don't see an obvious place to ask your question, go ahead and ask it in the #general channel.

Note about this Syllabus[edit]

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. I will send an announcement no later than before I 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 I 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 is 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 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[edit]

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[edit]

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 $13 as of December 2021. They also have paperbacks starting at $15 and the Kindle version is $26. 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 six 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[edit]

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. I 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[edit]

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).

Case discussion[edit]

The course relies heavily on the case study method which describes a particular form of instructor-mediated discussion. 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[edit]

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. I will be doing this in each class.

Because I understand that cold calling can be terrifying for some students, I will be circulating a list of questions (labeled "Reading Note" in the syllabus) that we will discuss alongside the weekly announcements (i.e., at least 6 days in advance). I will only cold call to ask questions 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. Although I may also ask questions that I do not distribute ahead of time, I will never cold call when asking these questions.

I have written a computer program that will generate a random list of students each day and I will use this list to randomly cold call students in the class. To try to maintain participation balance, the program will try to ensure that everybody is cold called a similar number of times during the quarter. Although there is always some chance that you will called upon next, you will become less likely to be called upon relative to your classmates each time you are called upon.

Assessment for case study discussion[edit]

I have placed detailed information on case study-based discussion on the case discussion section of my assessment page. This describes both the rubrics I will use to assess your case discussion and how I will compute the final grades in the course.

Papers[edit]

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[edit]

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.

I 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. I will be able to see this activity and we will help you. I 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[edit]

Task
Create an account and start orientation
Due
Friday January 7
Deliverables
Make contributions in Wikipedia and the class WikiEdu dashboard
  • Complete the WikiEdu training.
  • 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 and then click "Join" to enroll in the course. If you are asked for a passcode, you can enter kxrdelft.
  • Once you are enrolled in the course, you should begin the training modules and complete the first two, Wikipedia policies and Sandboxes, talk pages, and watchlists.
Tips
The biggest pitfall in the past has been failing to enroll in the course. Make sure that you have created an account on https://en.wikipedia.org/ and are logged in. Then follow this link and click "Join".

Wikipedia Task #2[edit]

Tasks
(1) complete Wikipedia orientation; (2) introduce yourself to me and a classmate to practice communication with other editors on Wikipedia using talk pages; (3) choose article topic; (4) evaluate article
Due Date
Friday January 14
Deliverables
Make contributions in Wikipedia and the class WikiEdu dashboard

(1) First, complete the online training topics for week 2 in the the class WikiEdu dashboard.

(2) Second, to practice editing and communicating on Wikipedia, introduce yourself to Mako and at least one classmate on Wikipedia (it can be anybody) using their talk page (not your own talk page!). My username is Benjamin Mako Hill and you can find a list of all of your classmates on the WikiEdu class page.

(3) Third, 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 I strongly 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.

When you're done selecting an article, you'll see that there is a "Choose your article" exercise on the WikiEdu dashboard that will end with you being prompted to fill out a page on Wikipedia with a list of articles you want to work on. You only need to fill out the top option but it might be nice to list a few options in order of preferences. The page will ask for "Evaluation" and "Sources" but we're going to get to this in the next step so you can just leave this blank and just list the articles.

You should also enter the article such that is assigned to you in the WikiEd dashboard.

(4) Fourth, you should evaluate an article. I strongly recommend that you evaluate the article you plan to improve! After following the tutorial material on WikiEd about how to do an evaluation, you'll see that there is a corresponding exercise called "Evaluate Wikipedia" in the WikiEdu dashboard that you should complete.

If you run into any trouble, find me in the Discord well in advance of the deadline!

Wikipedia Task #3[edit]

Task
Compile research and write draft
Due Date
Friday January 21
Deliverables
Make contributions in Wikipedia and the class WikiEdu dashboard
  1. Complete online trainings for week 3
  2. Gather notes and links into an informal bibliography of relevant research.
  3. Write a draft of your article—with citations—in your Wikipedia sandbox. Aim for 2-3 paragraphs.

In order to do these, you will need to make sure you have assigned your article to yourself in the dashboard. Most of you have already done this. If you have not, you'll have to do it before you can proceed. You can do so by (a) going to the WikiEdu course homepage, (b) finding the section entitled My Articles, (c) clicking on Assign myself an article, and (d) entering the article title as shown in Wikipedia and click Assign.

Once you have selected an article to work on, the "My Articles" section will show you a number of steps and links. The two links to focus on right now are collecting your bibliography notes and editing your article in your sandbox, which correspond to the two key tasks above. You will need to:

  1. Add the sources that you've found to the bibliography page which will be created when you click on the "bibliography" link. These are your notes about sources. As a reminder, while academic sources are the "gold standard", match your citations with the content. If your article is about a movie star, you will likely be citing interviews that were published in magazines or on the radio. Try to vary the types of sources and select the more notable ones. Additionally, if you are having difficulty finding sources, reach out to a reference librarian. they are a great resource!
  2. Create a copy of the current page in your sandbox through the following steps:
    1. open the article sandbox and the article itself in two separate tabs
    2. in the article tab click Edit
    3. change to Source editing mode by clicking the pencil icon in the top right
    4. select all of the "wikimarkup" (Article content code) and copy it
    5. click the Create tab on the article sandbox
    6. paste the cloned/copied content over
    7. click "Publish page"
  3. Begin editing, drafting, and generally improving the article sandbox page!

In general, you should refer to the WikiEd Foundation's guide to editing which I've found extremely useful.

Because the nuts-and-bolts of completing this is complicated, I've made a short screencast when I taught this class about a year ago that walks through through the process:

  • Note: Rules about copyright and plagiarism still apply in your sandbox -- and your sandbox is not private. Some images (like logos) are not approved for use in the sandboxes, even though they are allowed in the main Wikipedia page! To check your sandbox for this issue, and BEFORE you copy-paste in the article, click each image in the article you're planning to improve. If the image is marked "Fair use" in the media viewer (see an example of what that looks like), you will need to delete the link from your sandbox, and make a plan to re-add it by hand when your article goes live.

Wikipedia Task #4[edit]

Task
Peer review other students' articles
Due Date
Friday January 28
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 and produce a written peer review. If you click on the "Peer review" link next to the assigned review article on your student page in the WikiEd dashboard, you'll see that it pops up a template that will create a sub-page on your classmate's sandbox and prompts you with a bunch of questions. If you do fill out that template, be sure to leave a message on the users talk page so that they know you created the sub-page with your peer review! Using that template will probably be useful but it's not required. What's important is that you engage in the peer review and get your classmate useful feedback. I don't care too much about how you do it.
  • Improve and copy-edit the two reviewed articles by editing them directly to help fix issues, improve sourcing, create a more neutral or encyclopedic tone, etc. Where you see an opportunity to help out, be bold!

Wikipedia Task #5[edit]

Task
Incorporate peer feedback
Due Date
Friday February 4
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[edit]

Task
Make article "live."
Due Date
Friday February 11
Deliverables
Make contributions in Wikipedia

Wikipedia Task #7[edit]

Task
Finalize article and turn in your report -- a reflective essay
Due Date
Sunday February 13
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 -- a reflective 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.

Assessment: Wikipedia Assignment[edit]

I will use the following criteria as a rubric for assessing your work on the contributions made to Wikipedia:

  1. Substantial new article text shows fluency in Wikipedia norms — A student fluent in Wikipedia norms will have created an substantial article or brought an existing article at least one quality class to a higher one in the eyes of most Wikipedia members by adding new encyclopedic text, adhering to policies on tone, adding references for statements from reliable third party sources, and so on.
  2. Peer reviews of other student were thoughtful, critical, and constructive.
  3. Deadlines for tasks #1-7 were met in a way that allowed for the interactive and collaborative aspects of the class (e.g., draft was published to allow for reviews, peer reviews were made on time, article was published live on time, and so on).

Assessment: Wikipedia Reflection Essay[edit]

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?

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.

There's no minimum word count, but I'd suggest you take advantage of the space you're given. Generally speaking, you can say more, be more insightful, demonstrate more fluency (all the things we are assessing) if you use more space.

Your audience is Wikipiedians who may read your report. You don't need to define things to prove to us that you've done the reading. You should define terms if you think that an audience of Wikipedians (who have not taken the class) will be lost/confused otherwise. Use your judgement to make a compelling, well reasoned, and well supported argument.

The intro, body, conclusion format is pretty reliable and useful. But if you feel it's better or more useful to deviate from that as well, that's fine.

Make an argument for why, based on your experience in Wikipedia and what you've learned in the class, things could/should be better and how that might happen. "A description of your experience" is part of that but we're not asking for a trip report. It should be service of the argument and suggestions you are making.

Project 2: Critical Analysis of an Online Community[edit]

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[edit]

Maximum Length
300 words (~1 page double spaced)
Deliverables
Turn in through Canvas
Due Date
Friday February 18

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[edit]

Final Presentation Date
March 7 and 9
Paper Due Date
March 16 @ 11:59pm
Maximum paper length
2,000 words (~8 pages double spaced)
Deliverables

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 final presentation (see instructions on /Final presentations)
  • 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[edit]

I will follow the very detailed grading rubric described on my assessment page. 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:

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

Schedule[edit]

January 3 (Monday): Introduction to the Course[edit]

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
  • Answer your questions about the class

Lectures: (watch before class)

Resources:

Class Meeting (12:30-2:20pm):

  • Class will be devoted to answering questions and helping students with any challenges they face related to complete the course checklist due on Tuesday.
  • Attendance in class entirely optional.
  • Because UW has made the first week of classes remote only, class will be conducted in this Zoom room (link is accessible through Canvas).

January 4 (Tuesday): DUE: Class Checklist[edit]

Required Task: Complete the class setup checklist. This will likely take most of you 30-90 minutes so please plan in advance.

As with most other assignments, you must complete this task by 11:59pm Seattle time.

January 5 (Wednesday): Motivation (Part I)[edit]

Lectures: (watch before class)

Resources:

Required Reading:

Optional Reading:

  • BSOC, Chapter 1, pg 1-17

January 7 (Friday): Section & Wikipedia Task #1 DUE[edit]

Details are on the section of this page describing the assignment.

Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours.

We discussed strategies for learning the material in this course. If you're feeling overwhelmed, frustrated, or confused, take a look at the document summarizing our discussion.

January 10 (Monday): Motivation (Part II)[edit]

Lectures: (watch before class)

Resources:

Required Readings:

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

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

January 12 (Wednesday): Commitment (Part I)[edit]

Lectures: (watch before class)

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 14 (Friday): Section & Wikipedia Task #2 DUE[edit]

Details on the assignment are on the section of this page describing the assignment.


Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours.

A template to help you think about how to improve an article is posted here. An article you know how to improve is a great choice for the next phase of this project, where you'll put your plan into practice! [requires Canvas access]

January 17 (Monday): NO CLASS[edit]

The class will not be meeting in observation of Martin Luther King, Jr. day.

January 19 (Wednesday): Commitment (Part II)[edit]

Lectures: (watch before class)

Resources:

Required Readings:

January 21 (Friday): Section & DUE: Wikipedia Task #3[edit]

Details on the assignment are on the section of this page describing the assignment.

Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours.

The slides for section are posted here. [Requires Canvas Access]

January 24 (Monday): Norms and Regulation (Part I)[edit]

Lectures: (watch before class)

Resources:

Required Readings:

January 26 (Wednesday): Norms and Regulation (Part II)[edit]

Lectures: (watch before class)

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 from UW libraries]

Optional Readings:

January 28 (Friday): Section: DUE: Wikipedia Task #4[edit]

Details on the assignment are on the section of this page describing the assignment.

Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours.

Slides from section are on canvas.

January 31 (Monday): Newcomers (Part I)[edit]

Lectures: (watch before class)

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 (scroll down to see more) 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 from UW libraries] [Available free online]

Optional Readings:

February 2 (Wednesday): Newcomers (Part II)[edit]

Lectures: (watch before class)

Resources:

Required Readings:

February 4 (Friday): Section & DUE: Wikipedia Task #5[edit]

Details on the assignment are on the section of this page describing the assignment.

Sections will be working through the Wikipedia assignments due at the end of the day. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours.

Slides from section are on Canvas.

February 7 (Monday): Creating New Communities (Part I)[edit]

Lectures: (watch before class)

Resources:

Required Readings:

Optional Readings:

February 9 (Wednesday): Creating New Communities (Part II)[edit]

Lectures: (watch before class)

Resources:

Required Readings:

Optional Readings:

February 11 (Friday): Section & DUE: Wikipedia Task #6[edit]

Details are on the section of this page describing the assignment.

Sections will be working through the Wikipedia assignments due this weekend. Attendance is optional but strongly encouraged. If you attend section, the due date will be extended by 24 hours.

Slides from Section are on canvas.

Kaylea also shared a strategy guide that might help you get started or keep moving if you are stuck with the writing assignment.

February 13 (Sunday): DUE: Wikipedia Task #7[edit]

Details are on the section of this page describing the assignment.

February 14 (Monday): Wikipedia Assigment Debrief[edit]

In the first part of class we'll talk about the assignments. In the second part of class, we'll talk about the case.

Resources:


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 16 (Wednesday): Hacker Communities[edit]

Resources:

Lectures: (watch before class)

Required Readings:

Optional Readings:

February 18 (Friday): NO SECTION & DUE: Community Identification[edit]

Details are on the #Community Identification section of this page.

February 21 (Monday): NO CLASS[edit]

The class will not be meeting in observation of Presidents day.

February 23 (Wednesday): Building Community on TikTok[edit]

Guest:

  • Hunter Brown

Resources:

Required Readings:


Today, we'll have an interview and question and answer session with Class of 2021 UW Department of Communication student (and COM 481 alumni) Hunter Brown. Hunter Brown posted his first video to TikTok in late December 2019 and started COM481 (then called 482) 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 680,000 people in just over two years.

Read 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.

February 25 (Friday): NO SECTION[edit]

February 28 (Monday): Anonymity and Identifiability in Online Communities[edit]

Guest Lecturer: Kaylea Champion

Resources:

Lectures: (watch before class)

Required Readings:

  • Andrea Forte, Nazanin Andalibi, and Rachel Greenstadt. 2017. Privacy, Anonymity, and Perceived Risk in Open Collaboration: A Study of Tor Users and Wikipedians. In Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing (CSCW '17). Association for Computing Machinery, New York, NY, USA, 1800–1811. DOI:https://doi.org/10.1145/2998181.2998273 [Available from UW libraries]

Optional Readings


March 2 (Wednesday): Small Communities and Founders[edit]

Guest Lecturers:

Resources:

Lectures: (watch before class)

Required Readings

Optional Readings:

  • Kraut, Robert E., and Andrew T. Fiore. 2014. “The Role of Founders in Building Online Groups.” In Proceedings of the 17th ACM Conference on Computer Supported Cooperative Work & Social Computing, 722–32. CSCW ’14. Baltimore, Maryland, USA: ACM. https://doi.org/10.1145/2531602.2531648. [Available from UW libraries]
  • Foote, Jeremy D., & Contractor, Noshir. (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. [Available free online].

March 4 (Friday): NO SECTION[edit]

March 7 (Monday): No Class Meeting: Spend Time Watching and Giving Feedback on Presentations[edit]

Resources:

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

March 9 (Wednesday): No Class Meeting: Spend Time Watching and Giving Feedback on Presentations[edit]

Resources:

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

March 11 (Friday): NO SECTION[edit]

March 16 (Wednesday): DUE: Final Projects[edit]

Details are on the #Final Projects: Critical Analysis of Online Community section of this page.


Administrative Notes[edit]

Teaching and learning in a pandemic[edit]

The COVID-19 pandemic will impact this course in various ways, some of them obvious and tangible and others harder to pin down. On the obvious and tangible front, we have things like a mix of remote, synchronous, and asynchronous instruction and the fact that many of us will not be anywhere near campus or each other this year. These will reshape our collective "classroom" experience in major ways.

On the "harder to pin down" side, many of us may experience elevated levels of exhaustion, stress, uncertainty and distraction. We may need to provide unexpected support to family, friends, or others in our communities. I have personally experienced all of these things at various times over the past six months and I expect that some of you have too. It is a difficult time.

I believe it is important to acknowledge these realities of the situation and create the space to discuss and process them in the context of our class throughout the quarter. As your instructor and colleague, I commit to do my best to approach the course in an adaptive, generous, and empathetic way. I will try to be transparent and direct with you throughout—both with respect to the course material as well as the pandemic and the university's evolving response to it. I ask that you try to extend a similar attitude towards everyone in the course. When you have questions, feedback, or concerns, please try to share them in an appropriate way. If you require accommodations of any kind at any time (directly related to the pandemic or not), please contact the teaching team.

This text is borrowed and adapted from Aaron Shaw's statistics course.

Your Presence in Class[edit]

As detailed in section on case studies and in my detailed page on assessment, your homework in the class is to prepare for cases and case discussion is an important way that I will assess learning. 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[edit]

Electronic devices (e.g., phones, tablets, laptops) are not 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.

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 as device-allowed, please ask me. I will always point out explicitly in class if it's OK to use devices.

Except during parts of class when I explicitly invite device usage — I ask that you refrain from using your laptops, tablets, phones, and pretty much any (digital) device with a screen.

Office Hours[edit]

The best way to get in touch with me about issues in class will in the Discord server via asychronous messages sent to one of the text channels. This is preferable because any questions you have can be answered in a way that is visible to others in the class.

We will hold synchronous, in-person, office hours once a week:

Kaylea's office hour: 1 hour before hour the start of class on Wednesdays (i.e., 12-1pm for the immediate future)
Mako's office hour: 12:30-1:30pm on Tuesdays

These meetings will be in the "Office Hours" voice channel on Discord.

If my planned office hours do not work for you, please contact me in the Discord server or over email to arrange a meeting at another time.

Religious Accommodations[edit]

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[edit]

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[edit]

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[edit]

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.

Mental Health[edit]

Your mental health is important. If you are feeling distressed, anxious, depressed, or in any way struggling with your emotional and psychological wellness, please know that you are not alone. College can be a profoundly difficult time for many of us.

Resources are available for you:

Other Student Support[edit]

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[edit]

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: