Online Communities & Crowds
Comm Studies 378
My primary objectives for all students taking this course are that you:
- Analyze, discuss, understand, and critically engage with central concepts, examples, and issues relevant to online communities and crowds.
- Experience and apply practical approaches to online participation, collaboration, innovation, teamwork, and collective action.
- Reflect on (assess) and iteratively improve upon your own work and that of your peers in light of the concerns analyzed in class.
- Identify and elaborate original problems and approaches to online collaboration, extending and expanding on the material presented in class.
In order to accomplish these objectives, the course has a fairly wide-ranging syllabus with different kinds of assignments and exercises requiring you to approach online communities and crowds from several different perspectives. At some point, there is a good chance that you will find yourself thinking about an unfamiliar issue in an unfamiliar way. This may not be comfortable or easy, but that is part of the plan, and I hope you'll embrace the challenge.
The course covers four overlapping dimensions of the study of online communities and crowds:
- Foundations: key underlying concepts and narratives.
- Dynamics: issues communities face and solve every day.
- Cases: key examples of online communities and crowds.
- Challenges: deep, hard problems nobody has solved (yet!).
We start with a heavier emphasis on foundations and dynamics then move towards the discussion of more cases and challenges. That said, we will integrate our discussions of these four dimensions throughout the quarter and you should aim to understand them as a (loosely) coherent whole.
The course sessions will follow a mixed format, including some lectures, discussions, group projects, and visits from guest speakers.
Up-to-date information about readings, scheduling, assignments and more can be found on the course website.
Most of the readings are or will be available online. In general, all assignments will be finalized and posted to the course website at least one week before they are due. In other words, make sure to check the course website consistently as things may change. I will plan to communicate changes to you in class and (when appropriate) via email. If you want to complete assignments more than a week in advance, please discuss your plans with me so that I can confirm the assignments with you.
There are no prerequisites for the class. You are expected to perform all the usual activities associated with college-level courses: prepare for, attend, and participate actively in all class sessions; complete assignments in a timely manner; and abide by all applicable norms and policies.
You will be asked to submit the following, all of which will be evaluated as part of your grade for the course (percentage in parentheses):
- Group discussion question writeups (15%).
- Experiential assignments portfolio (20%).
- Peer assessment portfolio (15%).
- Critical community analysis #1 (5%).
- Final project (critical community analysis #2) proposal (5%).
- Final project (critical community analysis #2) (20%).
Brief descriptions of these assignments are provided in the following section. Additional details including deadlines will be provided via the course website and in class.
An additional 20% of your final grade will evaluate your participation and overall engagement with the course material. As part of this, you are required to meet with Sneha Narayan, the Teaching Assistant for the course, at least once before the final project proposal is due. My strong recommendation is that you meet with Sneha sooner rather than later -- both because she'll have helpful feedback and because her schedule will undoubtedly fill up closer to the deadline (when it will be too late for you to take full advantage of her advice anyway). Sneha's office hours will be Thursdays, 2-4pm (or by appoitment) in Frances Searle 2-419. You can contact her at email@example.com.
In general, you should plan to submit all your assignments via Canvas. Since Canvas is new at Northwestern and it might prove difficult/annoying to use, you can always also email your assignments to the teaching team if you encounter any technical difficulties or uncertainties.
Many of these assignments either obligate or allow you to work in teams. Whenever you collaborate with one or more of your peers on an assignment, you are required to include the names of your collaborators on the assignment at the time you hand it in. In some cases, all individuals will be asked to submit their own copy of the assignment even when they have collaborators.
When emailing either member of the teaching team about anything related to the course, please put "[occ]" in the subject line. We both get a lot of email and this will help us stay on top of it.
Additional details will be provided about the Friday lab sessions in class. Please note that many of the activities in the lab sessions will require (or at least be much easier with) a networked computing device with a decent size keyboard (e.g., laptop or tablet). We are working on securing access to additional devices, so if you need one, please contact a member of the teaching team.
The Group Discussion Question Responses are brief (~200-300 word) written responses to several discussion questions that you will co-author with a group of peers at several points throughout the quarter. These will usually be due before Monday classes. They are intended to facilitate critical reflection and engagement with the course material.
The Experiential Assignments Portfolio includes the output of four experiential assignments (several to-be completed in groups) as well as (individually) written responses to reflection questions about your experiences. The four assignments include: creating a tutorial on WikiHow; writing and publishing a Wikipedia article; two in-class teamwork challenges; and performing crowd work/volunteering on DuoLingo and Zooniverse.
The Peer Assessment Portfolio contains several different peer assessment assignments that you will complete throughout the quarter. In general, these will involve you providing written assessments and feedback on the work of your peers.
Critical Community Analysis #1 takes the form of a short (about 1000 words) written analysis of a particular dynamic or problem in a particular community (both to-be-assigned by the teaching team) in which you describe the community, how the dynamic/problem works, and propose improvements or solutions based on material discussed in class. You will have about 48 hours to complete this assignment.
Final Project, a.k.a. Critical Community Analysis #2 consists of an original research paper of no more than 2000 words that also includes relevant citations and sources (which do not need to be counted in the word total). The objective is for you to analyze a particular puzzle or dynamic in the context of a specific community that you observe, participate in, and/or care about. You should aim to (a) describe the community; (b) explain how and why the community illustrates or engages with the puzzle or dynamic; and (c) explain how you would apply insights from the class to improve the community's approach to the puzzle or dynamic. You will have several opportunities throughout the quarter to develop your project ideas, discuss them, and receive feedback on them. This includes the Final Project Proposal, which will consist of a short (about 500 words) written description of the community you plan to analyze, some discussion of why you care about it, as well as the reasons you believe it would present an important site for critical analysis and engagement with the themes of the course. Final projects are due by 5pm on Tuesday, December 9, 2014.