Editing Online Communities (UW COM481 Winter 2023)
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==NOT YET COMPLETE== | |||
Don't take anything in this syllabus as the plan yet -- Kaylea is still working on it! | |||
:'''COM481A: Online Communities''' - Department of Communication | :'''COM481A: Online Communities''' - Department of Communication | ||
:'''Instructor:''' [https://kayleachampion.com/ Kaylea Champion] / Messages via Discord or Canvas preferred or if necessary [mailto:kaylea@uw.edu kaylea@uw.edu] | :'''Instructor:''' [https://kayleachampion.com/ Kaylea Champion] / Messages via Discord or Canvas preferred or if necessary [mailto:kaylea@uw.edu kaylea@uw.edu] | ||
:'''Course Websites''': | |||
:'''Course | :* 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 Canvas for [https://canvas.uw.edu/courses/ | :* [https://forms.google.com/J245FSzRRGVkgnBM7 Course absence form]: It is important to tell me if you are not coming to class at least one hour before class begins. | ||
:* 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/ | :* 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]. | ||
:* [https:// | |||
:* For the Wikipedia assignments, we will use this [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_( | |||
:* 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? | :* 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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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. | 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 | 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: | 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: | ||
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* Demonstrate an ability to critically apply the theories from the course to the evaluation of a real online community of your choice. | * Demonstrate an ability to critically apply the theories from the course to the evaluation of a real online community of your choice. | ||
* Engage with the course material and compellingly present your own ideas and reflections in writing and orally. | * Engage with the course material and compellingly present your own ideas and reflections in writing and orally. | ||
<div style="float:right;" class="toclimit-3">__TOC__</div> | <div style="float:right;" class="toclimit-3">__TOC__</div> | ||
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The '''asynchronous elements of this course''' include two parts: | The '''asynchronous elements of this course''' include two parts: | ||
# All readings, recorded lectures/slides, tutorials, and assignments | # All readings, recorded lectures/slides, tutorials, and assignments. | ||
# Conversation and discussion that happens in the group Discord server over the course of the week. | # 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 | 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. 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 two weekly class meetings and | 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. | ||
Each session is scheduled to run for a maximum of 110 minutes | 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: | ||
# Discuss and work through any questions or challenges you encounter in the materials assigned for that day. | |||
# 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 for you to ask your questions | ||
# Time to work on your assignments with immediate help at hand | # Time to work on your assignments with immediate help at hand | ||
Attending | 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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* [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://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/ | * [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. | ||
* [https://discord.com/ 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. 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 | * [https://discord.com/ 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. | ||
* [https://www.panopto.com Panopto] — UW uses the video hosting service Panopto which I will be using to share all the lectures and recorded parts for this course. | * [https://www.panopto.com Panopto] — UW uses the video hosting service Panopto which I will be using to share all the lectures and recorded parts for this course. | ||
<!-- * [https://zoom.us Zoom] — UW strongly recommends that all courses be conducted in Zoom so I will be following their advice. Our case studies will involve Zoom.--> | <!-- * [https://zoom.us Zoom] — UW strongly recommends that all courses be conducted in Zoom so I will be following their advice. Our case studies will involve Zoom.--> | ||
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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 [https://itconnect.uw.edu/connect/uw-networks/about-husky-onnet/use-husky-onnet/ Husky OnNet VPN]. UW-IT advises students to use the VPN with the “All Internet Traffic” option enabled (see the [https://www.lib.washington.edu/help/connect/husky-onnet UW Libraries instructions] and [https://itconnect.uw.edu/connect/uw-networks/about-husky-onnet/faqs/ UW-IT’s FAQs]). Doing so will route all incoming and outgoing Internet through UW servers while it is enabled. | 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 [https://itconnect.uw.edu/connect/uw-networks/about-husky-onnet/use-husky-onnet/ Husky OnNet VPN]. UW-IT advises students to use the VPN with the “All Internet Traffic” option enabled (see the [https://www.lib.washington.edu/help/connect/husky-onnet UW Libraries instructions] and [https://itconnect.uw.edu/connect/uw-networks/about-husky-onnet/faqs/ 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 [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 in-person, 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 == | |||
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 [https://canvas.uw.edu/courses/1545809/pages/class-setup-checklist 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 == | == Note about this Syllabus == | ||
You should expect this syllabus to be a dynamic document | 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 | * 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 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/ | * 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 six week period. The goal is to make sure that you have | 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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The assignments in this class are designed to give you an opportunity to try your hand at using the conceptual material taught in the class. There will be no exams or quizzes. | The assignments in this class are designed to give you an opportunity to try your hand at using the conceptual material taught in the class. There will be no exams or quizzes. | ||
Unless otherwise noted, all assignments are due at the end of the day (i.e., 11:59pm on the day they are listed as being due | Unless otherwise noted, all assignments are due at the end of the day (i.e., 11:59pm on the day they are listed as being due). | ||
=== Case discussion === | === Case discussion === | ||
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==== Assessment for case study discussion ==== | ==== Assessment for case study discussion ==== | ||
I have placed detailed information on case study-based discussion on [[User: | I have placed detailed information on case study-based discussion on [[User:Benjamin Mako Hill/Assessment#Case Discussion|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 === | === Papers === | ||
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You will hand in two papers in this class. In both cases, I will ask you to connect something you have experience or knowledge about to course material. | You will hand in two papers in this class. In both cases, I will ask you to connect something you have experience or knowledge about to course material. | ||
The "Writing Rubric" section of [[User: | The "Writing Rubric" section of [[User:Benjamin Mako Hill/Assessment|the detailed page on assessment]] gives the rubric I will use to evaluate these papers. | ||
=== Project 1: Contributing to Wikipedia === | === Project 1: Contributing to Wikipedia === | ||
In the first project, you will be asked to learn about Wikipedia, its norms, rules, and processes. With this knowledge, you will all be asked to research and | 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 [https://wikiedu.org/ the Wiki Education Foundation (WikiEdu)] to help you learn how to participate in Wikipedia. Every Friday during this first component of this class, there will be a assignment due that corresponds to one step in the process of getting involved in Wikipedia. Most weeks this will involve completing learning modules and assignments in a website put together by WikiEdu. These Wikipedia participation assignments won't be synced up with the theory, but they will provide with you lots of opportunity to reflect on the theoretical work we are covering. | I will use material from [https://wikiedu.org/ the Wiki Education Foundation (WikiEdu)] to help you learn how to participate in Wikipedia. Every Friday during this first component of this class, there will be a assignment due that corresponds to one step in the process of getting involved in Wikipedia. Most weeks this will involve completing learning modules and assignments in a website put together by WikiEdu. These Wikipedia participation assignments won't be synced up with the theory, but they will provide with you lots of opportunity to reflect on the theoretical work we are covering. | ||
Although only Task #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 ==== | ==== Wikipedia Task #1 ==== | ||
;Task: Create an account and start orientation | ;Task: Create an account and start orientation | ||
;Due: Friday January 7 | ;Due: Friday January 7 | ||
;Deliverables: | ;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard] | ||
* Complete the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_( | * 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_( | * 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_( | ;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 using talk pages; (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_( | ;Deliverables: Make contributions in Wikipedia and [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_( | '''(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 | '''(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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<!-- You should fill out [https://en.wikipedia.org/wiki/Special:MyPage/Choose_an_Article?veaction=edit&preload=Template:Dashboard.wikiedu.org_choose_article this form which will justify your selection in a new "private" page on Wikipedia].---> | <!-- You should fill out [https://en.wikipedia.org/wiki/Special:MyPage/Choose_an_Article?veaction=edit&preload=Template:Dashboard.wikiedu.org_choose_article this form which will justify your selection in a new "private" page on Wikipedia].---> | ||
You should also enter the article such that is assigned to you in the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_( | You should also enter the article such that is assigned to you in the [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022)/https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022)/students/overview 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. <!-- The exercise will have walk you through filling out [https://en.wikipedia.org/wiki/Special:MyPage/Evaluate_an_Article?veaction=edit&preload=Template:Dashboard.wikiedu.org_evaluate_article this form which will allow you to post your evaluation in a new "private" page on Wikipedia] (you can use this link if the exercise doesn't work for you but don't need to do this if the dashboard works). --> | '''(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. <!-- The exercise will have walk you through filling out [https://en.wikipedia.org/wiki/Special:MyPage/Evaluate_an_Article?veaction=edit&preload=Template:Dashboard.wikiedu.org_evaluate_article this form which will allow you to post your evaluation in a new "private" page on Wikipedia] (you can use this link if the exercise doesn't work for you but don't need to do this if the dashboard works). --> | ||
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;Task: Compile research and write draft | ;Task: Compile research and write draft | ||
;Due Date: Friday January | ;Due Date: Friday January 21 | ||
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_( | ;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard] | ||
# Complete online trainings for week 3 | # Complete online trainings for week 3 | ||
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# Write a draft of your article—with citations—in your Wikipedia sandbox. Aim for 2-3 paragraphs. | # 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 [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_( | 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''. | ||
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 collecting your bibliography notes and editing your article in your sandbox, which correspond to the two key tasks above. You will need to: | ||
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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' | 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: | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1ba4498f-53a8-4216-a3fe-ae22003aec55 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. | * 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. | ||
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==== Wikipedia Task #4 ==== | ==== Wikipedia Task #4 ==== | ||
;Task: Peer review other students' articles | ;Task: Peer review other students' articles | ||
;Due Date: Friday January | ;Due Date: Friday January 28 | ||
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_( | ;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_( | * 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 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. | * 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 [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]! | * 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]! | ||
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==== Wikipedia Task #5 ==== | ==== Wikipedia Task #5 ==== | ||
;Task: Incorporate peer feedback | ;Task: Incorporate peer feedback | ||
;Due Date: Friday February | ;Due Date: Friday February 4 | ||
;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_( | ;Deliverables: Make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard] | ||
* Respond to your peer review. Consider their suggestions and decide whether they makes your work more accurate and complete. | * Respond to your peer review. Consider their suggestions and decide whether they makes your work more accurate and complete. | ||
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;Due Date: Friday February 11 | ;Due Date: Friday February 11 | ||
;Deliverables: Make contributions in Wikipedia | ;Deliverables: Make contributions in Wikipedia | ||
* | |||
* Move sandbox articles into the "(Article)" name space by following the instruction in [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * 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 [[/Wikipedia task 6]]. | |||
==== Wikipedia Task #7 ==== | ==== Wikipedia Task #7 ==== | ||
;Task: | ;Task: Finalize article and turn in your report -- a reflective essay | ||
;Due Date: Sunday February 13 | ;Due Date: Sunday February 13 | ||
;Deliverables: | ;Deliverables: | ||
:*Turn in report as subpage of your Wikipedia userpage and turn in the URL [https://canvas.uw.edu/courses/ | * As always, make contributions in Wikipedia and [https://dashboard.wikiedu.org/courses/University_of_Washington/Online_Communities_(Winter_2022) the class WikiEdu dashboard] | ||
; | :*Finish article in Wikipedia and turn in a URL to the finished article [https://canvas.uw.edu/courses/1545809/assignments/6879165 in Canvas]. | ||
:*Turn in report as subpage of your Wikipedia userpage and turn in the URL [https://canvas.uw.edu/courses/1545809/assignments/6879166 in Canvas]. | |||
;Maximum length for report: 1000 words (~4 pages double spaced) | |||
Turn your report -- | 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.''' | ||
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I will use the following criteria as a rubric for assessing your work on the contributions made to Wikipedia: | I will use the following criteria as a rubric for assessing your work on the contributions made to Wikipedia: | ||
# Substantial new article text shows fluency in Wikipedia norms — A student fluent in Wikipedia norms will have created | # 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. | ||
# Peer reviews of other student were thoughtful, critical, and constructive. | # Peer reviews of other student were thoughtful, critical, and constructive. | ||
# 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). | # 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 | ==== Assessment: Wikipedia Reflection Essay ==== | ||
In addition to finishing up your Wikipedia article, everybody should turn in a report reflecting on your experience contributing to Wikipedia in light of your experience and the course material and, most importantly, offering advice to the Wikimedia Foundation and the Wikipedia Community on how to improve their community. I want you all to treat this as a dress rehearsal for your final projects. | In addition to finishing up your Wikipedia article, everybody should turn in a report reflecting on your experience contributing to Wikipedia in light of your experience and the course material and, most importantly, offering advice to the Wikimedia Foundation and the Wikipedia Community on how to improve their community. I want you all to treat this as a dress rehearsal for your final projects. | ||
Your report will be evaluated, first and foremost, on the degree to which it provides useful, informed, and actionable advice to the Wikipedia community and the Wikimedia Foundation. It will also be evaluated on the degree to which you engage with the course material. See the [[User: | Your report will be evaluated, first and foremost, on the degree to which it provides useful, informed, and actionable advice to the Wikipedia community and the Wikimedia Foundation. It will also be evaluated on the degree to which you engage with the course material. See the [[User:Benjamin Mako Hill/Assessment | writing rubric]] for details on my expectations in terms of the content of the papers. A successful essay will do the following things: | ||
# Provide detailed, concrete, and actionable advice to the Wikipedia community and the Wikimedia Foundation. What should Wikipedia think about doing? What should they think about changing? | # Provide detailed, concrete, and actionable advice to the Wikipedia community and the Wikimedia Foundation. What should Wikipedia think about doing? What should they think about changing? | ||
# Comment directly on your experience in Wikipedia. | # Comment directly on your experience in Wikipedia. What did you do and what did you learn? | ||
# 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? | # 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? | ||
# If possible, reflect on what parts of the theories or concepts we covered applied or didn't. You don't have to take everything taught in the course for granted. What would you change or add based on your experience? What is unique or different about Wikipedia? | # If possible, reflect on what parts of the theories or concepts we covered applied or didn't. You don't have to take everything taught in the course for granted. What would you change or add based on your experience? What is unique or different about Wikipedia? | ||
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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. | 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 | 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. | 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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==== Community Identification==== | ==== Community Identification==== | ||
;Maximum Length: 300 words (~1 page double spaced) | ;Maximum Length: 300 words (~1 page double spaced) | ||
;Deliverables: Turn in [https://canvas.uw.edu/courses/ | ;Deliverables: Turn in [https://canvas.uw.edu/courses/1545809/assignments/6879162 through Canvas] | ||
;Due Date: Friday February 18 | ;Due Date: Friday February 18 | ||
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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. | 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 ==== | ==== Final Projects: Critical Analysis of Online Community ==== | ||
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;Deliverables: | ;Deliverables: | ||
:*Details on final presentations including due dates, instructions, and dropboxes are on [[/Final presentations]] | :*Details on final presentations including due dates, instructions, and dropboxes are on [[/Final presentations]] | ||
:*Turn in copy of paper [https://canvas.uw.edu/courses/ | :*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: | ||
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Each project should include: (a) the description of the community you have identified (you are welcome to borrow from your Community Identification assignment), (b) a description of how you would use the course concepts to change and improve the community. | Each project should include: (a) the description of the community you have identified (you are welcome to borrow from your Community Identification assignment), (b) a description of how you would use the course concepts to change and improve the community. | ||
You will be evaluated on the degree to which you have demonstrated that you understand and have engaged with the course material and not on specifics of your community. I want you to reflect on what parts of theory we covered apply or do not. What does the community do right according to what you've learned? What might it do differently in the future based on what you've read? What did the course and readings not teach that they should have? | You will be evaluated on the degree to which you have demonstrated that you understand and have engaged with the course material and not on specifics of your community. I want you to reflect on what parts of theory we covered apply or do not. What does the community do right according to what you've learned? What might it do differently in the future based on what you've read? What did the course and readings not teach that they should have? | ||
A successful project will tell a compelling story and will engage with, and improve upon, the course material to teach an audience that includes me, your classmates, and students taking this class in future years, how to take advantage of online communities more effectively. The very best papers will give us all a new understanding of some aspect of course material and change the way I teach some portion of this course in the future. | |||
=== Grading === | === Grading === | ||
I will follow the very detailed grading rubric described on [[User: | I will follow the very detailed grading rubric described on [[User:Benjamin Mako Hill/Assessment|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% | * Case discussion: 30% | ||
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== Schedule == | == Schedule == | ||
=== January 3 ( | === January 3 (Monday): Introduction to the Course === | ||
'''Goals for the day:''' | '''Goals for the day:''' | ||
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* Review the course objectives and requirements | * Review the course objectives and requirements | ||
* Answer your questions about the class | * Answer your questions about the class | ||
* | |||
'''Lectures:''' (watch ''before'' class) | |||
* [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=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=6a0c6b5b-92c4-4135-b3e0-ae08006541e4 Welcome to COM 481 (Part 1/4): Overview] [15m16s] | |||
* [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=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=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://uw. | * [https://canvas.uw.edu/files/85680349/download?download_frd=1 Lecture Slides for Introduction] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/85680356/download?download_frd=1 Lecture Slides for Syllabus 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) | |||
'''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 [https://canvas.uw.edu/courses/1545809/external_tools/95443 in this Zoom room] (link is accessible through Canvas). | |||
=== January 4 ( | === January 4 (Tuesday): DUE: Class Checklist === | ||
'''Required Task:''' Complete [https://canvas.uw.edu/courses/ | '''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. | ||
As with most other assignments, you must complete this task by 11:59pm Seattle time. | As with most other assignments, you must complete this task by 11:59pm Seattle time. | ||
=== January 5 ( | === January 5 (Wednesday): Motivation (Part I) === | ||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=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=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= | * [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] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [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/files/ | * [https://canvas.uw.edu/files/85680350/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/86385856/download?download_frd=1 Case Boards] (Requires Canvas access) | |||
* [https://canvas.uw.edu/files/ | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=88ca0bc5-964f-4730-8c36-ae1900b251dc Class Video Recording] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
'''Required Reading:''' | '''Required Reading:''' | ||
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* [[#Component 1: The Theory and Practice of Online Communities|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-canvas|https://canvas.uw.edu/files/ | * [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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* [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 1, pg 1-17 | * [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 1, pg 1-17 | ||
=== January | === January 7 (Friday): Section & Wikipedia Task #1 DUE === | ||
Details are on the [[#Wikipedia Task #1|section of this page describing the assignment]]. | Details are on the [[#Wikipedia Task #1|section of this page describing the assignment]]. | ||
If you're feeling overwhelmed, frustrated, or confused, [https://canvas.uw.edu/files/86275865/download?download_frd=1| take a look at the document | 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 ( | === January 10 (Monday): Motivation (Part II) === | ||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=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= | * [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= | * [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/files/ | * [https://canvas.uw.edu/files/85702766/download?download_frd=1 Reading Note #1] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/85680351/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/86410310/download?download_frd=1 Case Boards] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [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:''' | ||
Line 453: | Line 466: | ||
* [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}} | ||
=== January 12 (Wednesday): Commitment (Part I) === | |||
=== January 12 ( | |||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=48b294a1-cf47-4449-86d4-ad020185f7ae Commitment (Part 1/6): Introduction and Identity] [18m06s] | ||
* [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= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bb134374-caf4-4b98-a200-ad020185f725 Commitment (Part 3/6): Normative and needs-based] [19m01s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/85702781/download?download_frd=1 Reading Note #2] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/85680352/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://canvas.uw.edu/files/86566501/download?download_frd=1 Case Boards] (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:''' | ||
Line 483: | Line 485: | ||
* [[#Component 1: The Theory and Practice of Online Communities|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 | 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] [https://www.reddit.com/r/aww/ /r/aww] — "Things that make you go AWW! -- like puppies, bunnies, babies, and so on..." | * [Case] [https://www.reddit.com/r/aww/ /r/aww] — "Things that make you go AWW! -- like puppies, bunnies, babies, and so on..." | ||
* [Case] [https://www.reddit.com/r/udub/ /r/udub] — "the unofficial subreddit of the University of Washington" | * [Case] [https://www.reddit.com/r/udub/ /r/udub] — "the unofficial subreddit of the University of Washington" | ||
* [Case] [https://www.reddit.com/r/SeattleWA/ /r/SeattleWA] — "the active Reddit community for Seattle, Washington and the Puget Sound area" | * [Case] [https://www.reddit.com/r/SeattleWA/ /r/SeattleWA] — "the active Reddit community for Seattle, Washington and the Puget Sound area" | ||
* [Case] [https://www.reddit.com/r/ | * [Case] [https://www.reddit.com/r/nosleep/ /r/NoSleep] — "a place for authors to share their original horror stories" | ||
* [Case] [https://www.reddit.com/r/ | * [Case] [https://www.reddit.com/r/CasualPizzaCats/ /r/CasualPizzaCats] — a World of Warcraft guild | ||
=== 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 | === January 19 (Wednesday): Commitment (Part II) === | ||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7b45810f-1288-434a-a149-ad020185f695 Commitment (Part 4/6): Group Size] [24m24s] | ||
* [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= | * [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] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/85702781/download?download_frd=1 Reading Note #2] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/85680354/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/86809537/download?download_frd=1 Case Boards] (Requires Canvas access) | |||
* [https://canvas.uw.edu/files/ | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=fb87d86f-ee78-472c-9db6-ae23013d9087 Class Video Recording] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* [[#Component 1: The Theory and Practice of Online Communities|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. | ||
* [Case] | * [Case] Constine, Josh. 2018. “[http://social.techcrunch.com/2018/04/13/free-the-social-graph/ Facebook Shouldn’t Block You from Finding Friends on Competitors].” TechCrunch (blog). April 13, 2018. | ||
* [Case] Bankston, Kevin. 2018. “[https://www.newamerica.org/weekly/edition-211/how-we-can-free-our-facebook-friends/ How We Can ‘Free’ Our Facebook Friends].” New America. June 28, 2018. | |||
* [Case] Hill, Benjamin Mako. 2012. “[https://mako.cc/copyrighteous/why-facebooks-network-effects-are-overrated Why Facebook’s Network Effects Are Overrated].” Copyrighteous (blog). June 4, 2012. | |||
=== January | === 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. | |||
The slides for section are posted [https://canvas.uw.edu/files/87076259/download?download_frd=1 here]. [Requires Canvas Access] | |||
=== January 24 (Monday): Norms and Regulation (Part I) === | |||
'''Lectures:''' (watch ''before'' class) | |||
* [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=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=b1fef3d2-60f3-417a-9787-ae22001b78d1 Norms and Regulation (Part 3/7): Descriptive norms] [18m54s] | |||
* [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:''' | |||
* [https://canvas.uw.edu/files/86734577/download?download_frd=1 Reading Note #3] (Requires Canvas access) | |||
* [https:// | * [https://canvas.uw.edu/files/86722976/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/86997724/download?download_frd=1 Case Boards] (Requires Canvas access) | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=473e035a-6b7f-41c0-849f-ae28002d646e Class Video Recording] (Requires Canvas access) | |||
'''Required Readings:''' | |||
* [[#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] [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.) | ||
Line 577: | Line 565: | ||
** [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) | ||
=== January | === 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= | * [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=b100d238-600d-4ffc-9e87-ae22001b7ab5 Norms and Regulation (Part 6/7): Responses] [22m05s] | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [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://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
* [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/files/ | * [https://canvas.uw.edu/files/86734577/download?download_frd=1 Reading Note #3] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/86722973/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [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=08e10d40-9864-4bbd-b33d-ae2e011880c4 Class Video Recording] (Requires Canvas access) | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* [[#Component 1: The Theory and Practice of Online Communities|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 | * [Case] [http://slashdot.org/ Slashdot]: Spend 5-10 minutes to visit the homepage, look at a story you think is interesting, and read several of the comments, paying specific attention to the rating system. | ||
* [Case] [https://web.archive.org/web/20170505192310/https://beta.slashdot.org/faq/mod-metamod.shtml Slashdot Moderation FAQ], 2017 (Internet Archive Copy) | |||
* [Case] Lampe, Cliff, and Paul Resnick. 2004. “Slash(Dot) and Burn: Distributed Moderation in a Large Online Conversation Space.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 543–550. CHI ’04. New York, NY: ACM. https://doi.org/10.1145/985692.985761. {{avail-uw|https://doi.org/10.1145/985692.985761}} | |||
* [Case | |||
* [Case | |||
'''Optional Readings:''' | '''Optional Readings:''' | ||
* Know Your Meme, 2014, [http://knowyourmeme.com/memes/rules-of-the-internet Rules of the Internet] | * Know Your Meme, 2014, [http://knowyourmeme.com/memes/rules-of-the-internet Rules of the Internet] | ||
* 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}} | |||
=== 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. | |||
=== January | Slides from section are [https://canvas.uw.edu/files/88036583/download?download_frd=1| on canvas]. | ||
=== January 31 (Monday): Newcomers (Part I) === | |||
'''Lectures:''' (watch ''before'' class) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=52a0d72f-6126-48ef-bca8-ae23015f2980 Newcomers (Part 1/6): Introduction] [11m53s] | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [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= | * [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/files/ | * [https://canvas.uw.edu/files/87076041/download?download_frd=1 Reading Note #4] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/86925402/download?download_frd=1Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [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= | * [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:''' | ||
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* [[#Component 1: The Theory and Practice of Online Communities|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. 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. | ||
* [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. {{avail-uw|https://doi.org/10.1145/2531602.2531721}} {{avail-free|https://crowston.syr.edu/sites/crowston.syr.edu/files/paper_revised%20copy%20to%20post.pdf}} | * [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. {{avail-uw|https://doi.org/10.1145/2531602.2531721}} {{avail-free|https://crowston.syr.edu/sites/crowston.syr.edu/files/paper_revised%20copy%20to%20post.pdf}} | ||
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* 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}} | ||
=== | === February 2 (Wednesday): Newcomers (Part II) === | ||
'''Lectures:''' (watch ''before'' class) | |||
* [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=d0a77fda-c7be-4d0f-b982-ae23015f27fd Newcomers (Part 5/6): Retaining new users] [14m00s] | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=dd113a9a-8dc2-48cc-8238-ae23015f2a51 Newcomers (Part 6/6): Concluding thoughts] [14m02s] | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/87076041/download?download_frd=1 Reading Note #4] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/86925400/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [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=bfa90776-0235-40ea-ab65-ae310002c5b7 Class Video Recording] (Requires Canvas access) | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | |||
'''Required Readings:''' | '''Required Readings:''' | ||
* [[#Component 1: The Theory and Practice of Online Communities|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] 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] | |||
* [ | |||
'' | |||
=== February | === 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]]. | 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. | |||
Slides from section are [https://canvas.uw.edu/files/88036624/download?download_frd=1|posted on Canvas]. | |||
=== 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= | * [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= | * [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= | * [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/files/ | * [https://canvas.uw.edu/files/87335933/download?download_frd=1 Reading Note #5] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=87316056 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [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= | * [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:''' | ||
Line 732: | Line 678: | ||
* [Case] [https://area51.stackexchange.com/ Area 51] (Click through and explore 5-6 proposals at different stages) | * [Case] [https://area51.stackexchange.com/ Area 51] (Click through and explore 5-6 proposals at different stages) | ||
* [Case] [https://area51.stackexchange.com/faq Area 51 FAQ] | * [Case] [https://area51.stackexchange.com/faq Area 51 FAQ] | ||
'''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. | |||
=== 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= | * [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/files/ | * [https://canvas.uw.edu/files/87335933/download?download_frd=1 Reading Note #5] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/courses/1545809/files/folder/Slides?preview=87316056 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [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= | * [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:''' | ||
Line 754: | Line 701: | ||
* [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}} | ||
* [Case] You should spend at least 20 minutes browsing the [https://www.openhumans.org/ Open Humans website] including [https://www.openhumans.org/about/ their about page], [http://blog.openhumans.org/ their blog], [https://www.openhumans.org/community-guidelines/ their community guidelines], and so on. Whatever you need to speak confidently about how they can more effectively build a community! | * [Case] You should spend at least 20 minutes browsing the [https://www.openhumans.org/ Open Humans website] including [https://www.openhumans.org/about/ their about page], [http://blog.openhumans.org/ their blog], [https://www.openhumans.org/community-guidelines/ their community guidelines], and so on. Whatever you need to speak confidently about how they can more effectively build a community! | ||
'''Optional Readings:''' | '''Optional Readings:''' | ||
Line 762: | Line 706: | ||
* Hill, Benjamin Mako. [http://mako.cc/academic/hill-almost_wikipedia-DRAFT.pdf Almost Wikipedia], 2013. | * Hill, Benjamin Mako. [http://mako.cc/academic/hill-almost_wikipedia-DRAFT.pdf Almost Wikipedia], 2013. | ||
=== February | === February 11 (Friday): Section & DUE: Wikipedia Task #6 === | ||
Details are on the [[#Wikipedia Task #6|section of this page describing the assignment]]. | Details are on the [[#Wikipedia Task #6|section of this page describing the assignment]]. | ||
=== February | 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 [https://canvas.uw.edu/files/88036657/download?download_frd=1|posted on canvas]. | |||
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. | |||
=== 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]]. | ||
=== February 14 ( | === 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. | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | |||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/87751668/download?download_frd=1 Reading Note #6] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/88111794/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [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=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. | |||
--> | |||
'''Required Readings:''' | '''Required Readings:''' | ||
Line 794: | Line 746: | ||
* 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}} | ||
=== February 16 ( | === February 16 (Wednesday): Hacker Communities === | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/87751668/download?download_frd=1 Reading Note #6] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [https://canvas.uw.edu/files/87751744/download?download_frd=1 Lecture Slides] (Requires Canvas access) | ||
* [https://canvas.uw.edu/files/ | * [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= | * [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) | '''Lectures:''' (watch ''before'' class) | ||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id= | * [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= | * [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= | * [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:''' | '''Required Readings:''' | ||
* [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] 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 [https://chdk.fandom.com/wiki/CHDK | * [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:''' | ||
Line 826: | Line 771: | ||
* 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. “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]] | * 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 | * 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 | === 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. | ||
=== February 21 (Monday): NO CLASS === | |||
The class will not be meeting in observation of Presidents day. | |||
=== February | === February 23 (Wednesday): Building Community on TikTok === | ||
''' | '''Guest:''' | ||
* Hunter Brown | |||
'''Resources:''' | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=a4f919f3-2c98-4ce7-9b53-ae460050955a Class Video Recording] (Requires Canvas access) | |||
''' | '''Required Readings:''' | ||
* 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}} | |||
* [https://www.tiktok.com/@hunterkaimi @hunterkaimi on TikTok] | |||
''' | <!-- | ||
'''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. | |||
=== February 25 (Friday): NO SECTION === | |||
=== February 28 (Monday): Anonymity and Identifiability in Online Communities === | |||
'''Guest Lecturer:''' [https://kayleachampion.com/ Kaylea Champion] | |||
''' | '''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) | |||
'''Lectures:''' (watch ''before'' class) | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3d587ff5-d662-43ac-90db-ae45001970d2 Anonymity in Communication Studies: Overview and History] [13m] | |||
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4d79d872-48ce-4580-85e4-ae46001502c7 Anonymity and Facets of Identifiability] [10m30s] | |||
* [https://youtube.com/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:''' | |||
* 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}} | |||
''' | '''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] | |||
<!--- Interactions Between Communities {{tentative}} | |||
''' | '''Guest Lecturer:''' | ||
* https:// | * [https://teblunthuis.cc/ Nathan TeBlunthuis] | ||
'''Lectures:''' (watch ''before'' class) | |||
* | * [Ecology of Online Communities] [52m54s] {{forthcoming}} | ||
'''Resources:''' | |||
' | * [Week 9 Reading Note] (Requires Canvas access) {{forthcoming}} | ||
* Nathan TeBlunthuis' [Lecture Slides] (Requires Canvas access) {{forthcoming}} | |||
* [Case Boards] (Requires Canvas access) {{forthcoming}} | |||
* [Class/Case Screencast] (Requires Canvas access) {{forthcoming}} | |||
* | ''' Readings:''' | ||
* Zhu, Haiyi, Jilin Chen, Tara Matthews, Aditya Pal, Hernan Badenes, and Robert E. Kraut. 2014. “Selecting an Effective Niche: An Ecological View of the Success of Online Communities.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI ’14), 301–310. New York, New York: ACM. https://doi.org/10.1145/2556288.2557348. {{avail-uw|https://doi.org/10.1145/2556288.2557348}} | |||
* [Case] Sharp, Nathan. 2019. “It’s Facebook Official, Dating Is Here.” About Facebook (blog). September 5, 2019. https://about.fb.com/news/2019/09/facebook-dating/. | |||
* [Case] Information on other online dating services that existed before Facebook including: | |||
** [https://en.wikipedia.org/wiki/Comparison_of_online_dating_services Comparison of online data services] [Wikipedia] | |||
** '''Match.com''' [[:wikipedia:Match.com|Match.com Wikipedia article]]; [https://www.match.com/help/aboutus.aspx?lid=4 About Match.com] | |||
** '''Tinder''' — [[:wikipedia:Tinder (app)|Tinder]]; [https://blog.gotinder.com/?locale=en Tinder Blog] | |||
** '''Hinge''' — [[:wikipedia:Hinge (app)|Hinge Wikipedia article]]; [https://hingeapp.zendesk.com/hc/en-us/categories/360001659533-Getting-Started Hinge Getting Started FAQ] | |||
** '''Grindr''' — [[:wikipedia:Grindr|Grindr Wikipedia article]]; [https://hingeapp.zendesk.com/hc/en-us/categories/360001659533-Getting-Started Hinge Getting Started FAQ] | |||
** '''OkCupid''' — [[:wikipedia:OkCupid|OkCupid Wikipedia article]]; [https://www.okcupid.com/about OkCupid About Page] | |||
** '''JSwipe''' — [[:wikipedia:JSwipe|JSwipe Wikipedia article]]; [https://jswipeapp.com/ JSwipe website] | |||
* | '''Optional Readings:''' | ||
* Zhu, Haiyi, Robert E. Kraut, and Aniket Kittur. 2014. “The Impact of Membership Overlap on the Survival of Online Communities.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 281–290. CHI ’14. New York, NY: ACM. https://doi.org/10.1145/2556288.2557213. {{avail-uw|https://doi.org/10.1145/2556288.2557213}} | |||
:'''Note:''' This is an alternate reading for the required reading by Zhu et al. (2014) above. If you've already the this one, you do ''not'' need to read this the required reading. If you have not read either, you should read the one above. | |||
----> | |||
=== | === March 2 (Wednesday): Small Communities and Founders === | ||
''' | '''Guest Lecturers:''' | ||
* [https://www.sohyeonhwang.com/ Sohyeon Hwang] (Northwestern University) | |||
* [https://jeremydfoote.com/ Prof. Jeremy D. Foote] (Purdue University) | |||
* [https://www. | |||
* [https:// | |||
'''Resources''' | '''Resources:''' | ||
* [https://canvas.uw.edu/files/ | * [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) | ||
* [https:// | * [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bff4cdeb-3f70-4b91-b367-ae45009840ac Why do people join small online communities?] [9m53s] | ||
* [https:// | * [https://youtube.com/OAQUTcIlB_U Understanding Online Community Founders (Part 1/3): Introduction] [6m37s] (On YouTube) | ||
* | * [https://youtube.com/jx6soCZKWTU Understanding Online Community Founders (Part 2/3): Introduction] [23m38s] (On YouTube) | ||
* | * [https://youtube.com/1mfHrAEZTlY Understanding Online Community Founders (Part 3/3): Introduction] [10m17s] (On YouTube) | ||
'''Required Readings''' | |||
* [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, 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}}. | |||
'''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 7 ( | === March 4 (Friday): NO SECTION === | ||
=== March 7 (Monday): No Class Meeting: Spend Time Watching and Giving Feedback on Presentations === | |||
<!-- | <!-- | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/courses/ | * [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. | ||
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'''No readings.''' The final classes will be devoted entirely to presentations. | '''No readings.''' The final classes will be devoted entirely to presentations. | ||
=== March 9 ( | === March 9 (Wednesday): No Class Meeting: Spend Time Watching and Giving Feedback on Presentations === | ||
<!-- | <!-- | ||
'''Resources:''' | '''Resources:''' | ||
* [https://canvas.uw.edu/courses/ | * [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. | ||
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'''No readings.''' The final classes will be devoted entirely to presentations. | '''No readings.''' The final classes will be devoted entirely to presentations. | ||
=== March 16 ( | === 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. | Details are on the [[#Final Projects: Critical Analysis of Online Community]] section of this page. | ||
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* [https://canvas.uw.edu/files/33600343/download?download_frd=1 Week 8 Reading Note] (Requires Canvas access) | * [https://canvas.uw.edu/files/33600343/download?download_frd=1 Week 8 Reading Note] (Requires Canvas access) | ||
* [https://canvas.uw.edu/courses/ | * [https://canvas.uw.edu/courses/1545809/files/33628104/download?wrap=1 Lecture Slides] (Requires Canvas access) | ||
'''Required Readings:''' | '''Required Readings:''' | ||
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* Agapie, E., & Monroy-Hernández, A. (2015). [http://arxiv.org/abs/1507.01300 Eventful: Crowdsourcing Local News Reporting]. arXiv:1507.01300 [Cs]. | * Agapie, E., & Monroy-Hernández, A. (2015). [http://arxiv.org/abs/1507.01300 Eventful: Crowdsourcing Local News Reporting]. arXiv:1507.01300 [Cs]. | ||
--> | |||
== Administrative Notes == | |||
=== Teaching and learning in a pandemic === | |||
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. | |||
:<div style="font-size: 80%; font-style: italic">This text is borrowed and adapted from [[Statistics and Statistical Programming (Fall 2020)|Aaron Shaw's statistics course]].</div> | |||
=== 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. If you need to miss class for any reason, please fill out the course absence form so that we know you are not coming and do not include you in our cold call list. In the event of an absence, you are responsible for obtaining class notes, handouts, assignments, etc. | |||
There are many students who have eagerly requested to join the class, but there are not enough seats. I want to include as many students in the class as possible, we will automatically drop anyone who misses the first two class sessions and try to replace them with unenrolled students who do attend. This is consistent with college policy and with the course description in the catalog. | |||
=== Devices in Class === | |||
Electronic devices (e.g., phones, tablets, laptops) are '''not''' 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]. | ||
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 === | |||
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 === | === Religious Accommodations === | ||
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=== Disability Resources === | === Disability Resources === | ||
If you have already established accommodations with Disability Resources for Students (DRS), please communicate your approved accommodations | 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. | 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. | ||
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== Credit and Notes == | == Credit and Notes == | ||
This will be the | 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 (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]] |