[PPT] - Please pick up a syllabus and a notecard. On one side of the PowerPoint Presentation

SLIDE 1

Welcome to Online Communities & Crowds!

Please pick up a syllabus and a notecard.

On one side of the notecard write:

◮ Your name. ◮ If applicable, what you prefer to be called (pronoun preferences, etc.). ◮ Year in school. ◮ Major(s) or interests. ◮ Registered (or not registered)? ◮ Something you value and/or are proud of that happened over the Summer.

Once you’re done, hold tight (quietly) and start reading the syllabus. We’ll start in a moment.

1 / 34

Welcome to Online Communities & Crowds!

Please pick up a syllabus and a notecard.

On one side of the notecard write: ◮ Your name. ◮ If applicable, what you prefer to be called (pronoun preferences, etc.). ◮ Year in school. ◮ Major(s) or interests. ◮ Registered (or not registered)? ◮ Something you value and/or are proud of that happened over the Summer. Once you’re done, hold tight (quietly) and start reading the syllabus. We’ll start in a moment.

2014-09-24

Online Communities & Crowds Welcome to Online Communities & Crowds!

SLIDE 2

Online Communities & Crowds

[occ] Aaron Shaw aaronshaw@northwestern.edu

Northwestern University Communication Studies 378

September 24, 2014

Online Communities & Crowds

[occ] Aaron Shaw aaronshaw@northwestern.edu

Northwestern University Communication Studies 378

September 24, 2014

2014-09-24

Online Communities & Crowds

SLIDE 3

The teaching team

Aaron Shaw aaronshaw@northwestern.edu Frances Searle 2-142 OH: M/W 3:30-5:30pm (or by appt.) Sneha Narayan snehanarayan@gmail.com Frances Searle 2-419 OH: Th 2-4pm (or by appt.) Please put “[occ]” in the subject line of emails you send us about the course.

The teaching team

Aaron Shaw aaronshaw@northwestern.edu Frances Searle 2-142 OH: M/W 3:30-5:30pm (or by appt.) Sneha Narayan snehanarayan@gmail.com Frances Searle 2-419 OH: Th 2-4pm (or by appt.) Please put “[occ]” in the subject line of emails you send us about the course.

2014-09-24

Online Communities & Crowds

SLIDE 4

The in-class device policy

2014-09-24

Online Communities & Crowds

SLIDE 5

The (gold)fishing game!

◮ Please silence & put away your devices. ◮ Get into a group of 4 people. ◮ Try to be in a group with people you do not already know. ◮ Sneha & I will pass out bowls (“lakes”) of goldfish. ◮ Make sure you have 4x as many fish as people in your group (e.g., 4 people should have 16 fish). ◮ Please do not do anything else with the fish yet.

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The (gold)fishing game!

◮ Please silence & put away your devices. ◮ Get into a group of 4 people. ◮ Try to be in a group with people you do not already know. ◮ Sneha & I will pass out bowls (“lakes”) of goldfish. ◮ Make sure you have 4x as many fish as people in your group (e.g., 4 people should have 16 fish). ◮ Please do not do anything else with the fish yet.

2014-09-24

Online Communities & Crowds The (gold)fishing game!

SLIDE 6

The (gold)fishing game!

Congratulations! You are the legitimately elected leader of a small fishing community... Each group of you shares access to a decent size lake (let’s say somewhere in the mid-western United States), which you all use to catch fish that sustain your individual communities.

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The (gold)fishing game!

Congratulations! You are the legitimately elected leader of a small fishing community... Each group of you shares access to a decent size lake (let’s say somewhere in the mid-western United States), which you all use to catch fish that sustain your individual communities.

2014-09-24

Online Communities & Crowds The (gold)fishing game!

SLIDE 7

The (gold)fishing game!

Congratulations! You are the legitimately elected leader of a small fishing community... Each group of you shares access to a decent size lake (let’s say somewhere in the mid-western United States), which you all use to catch fish that sustain your individual communities.

◮ Individually: make up a name and some attributes of your community. Be sure they reflect your (real) experience and/or identity in some way. Write the name & attributes down on the blank side of your notecard. (1 minute)

6 / 34

The (gold)fishing game!

Congratulations! You are the legitimately elected leader of a small fishing community... Each group of you shares access to a decent size lake (let’s say somewhere in the mid-western United States), which you all use to catch fish that sustain your individual communities. ◮ Individually: make up a name and some attributes of your community. Be sure they reflect your (real) experience and/or identity in some way. Write the name & attributes down on the blank side of your notecard. (1 minute)

2014-09-24

Online Communities & Crowds The (gold)fishing game!

SLIDE 8

The (gold)fishing game!

Congratulations! You are the legitimately elected leader of a small fishing community... Each group of you shares access to a decent size lake (let’s say somewhere in the mid-western United States), which you all use to catch fish that sustain your individual communities.

◮ Individually: make up a name and some attributes of your community. Be sure they reflect your (real) experience and/or identity in some way. Write the name & attributes down on the blank side of your notecard. (1 minute) ◮ Now, introduce your (actual) self and your (made up) fishing community to your fellow leaders. Make sure to explain the meaning of the community name and/or

attributes. (5 minutes)

6 / 34

The (gold)fishing game!

Congratulations! You are the legitimately elected leader of a small fishing community... Each group of you shares access to a decent size lake (let’s say somewhere in the mid-western United States), which you all use to catch fish that sustain your individual communities. ◮ Individually: make up a name and some attributes of your community. Be sure they reflect your (real) experience and/or identity in some way. Write the name & attributes down on the blank side of your notecard. (1 minute) ◮ Now, introduce your (actual) self and your (made up) fishing community to your fellow leaders. Make sure to explain the meaning of the community name and/or

attributes. (5 minutes)

2014-09-24

Online Communities & Crowds The (gold)fishing game!

SLIDE 9

The (gold)fishing game!

How to play:

◮ Each round you may draw up to 4 fish from the “lake” to feed your community.

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The (gold)fishing game!

How to play:

◮ Each round you may draw up to 4 fish from the “lake” to feed your community.

2014-09-24

Online Communities & Crowds The (gold)fishing game!

SLIDE 10

The (gold)fishing game!

How to play:

◮ Each round you may draw up to 4 fish from the “lake” to feed your community. ◮ When we say so, write down the number of fish you would like to draw. Do not let the

ther community leaders see your number. Coordinating with other community

leaders is not allowed.

7 / 34

The (gold)fishing game!

How to play:

◮ Each round you may draw up to 4 fish from the “lake” to feed your community. ◮ When we say so, write down the number of fish you would like to draw. Do not let the

ther community leaders see your number. Coordinating with other community

leaders is not allowed.

2014-09-24

Online Communities & Crowds The (gold)fishing game!

SLIDE 11

The (gold)fishing game!

How to play:

◮ Each round you may draw up to 4 fish from the “lake” to feed your community. ◮ When we say so, write down the number of fish you would like to draw. Do not let the

ther community leaders see your number. Coordinating with other community

leaders is not allowed. ◮ Once everyone has written a number, you may reveal your numbers and draw the number of fish your wrote down from the lake.

7 / 34

The (gold)fishing game!

How to play:

◮ Each round you may draw up to 4 fish from the “lake” to feed your community. ◮ When we say so, write down the number of fish you would like to draw. Do not let the

ther community leaders see your number. Coordinating with other community

leaders is not allowed. ◮ Once everyone has written a number, you may reveal your numbers and draw the number of fish your wrote down from the lake.

2014-09-24

Online Communities & Crowds The (gold)fishing game!

SLIDE 12

The (gold)fishing game!

How to play:

◮ Each round you may draw up to 4 fish from the “lake” to feed your community. ◮ When we say so, write down the number of fish you would like to draw. Do not let the

ther community leaders see your number. Coordinating with other community

leaders is not allowed. ◮ Once everyone has written a number, you may reveal your numbers and draw the number of fish your wrote down from the lake. ◮ After you have drawn your fish from the lake, your individual community must “eat” 2

f the fish you possess in order to survive. You may store any extra fish in your

possession for the future.

7 / 34

The (gold)fishing game!

How to play:

◮ Each round you may draw up to 4 fish from the “lake” to feed your community. ◮ When we say so, write down the number of fish you would like to draw. Do not let the

ther community leaders see your number. Coordinating with other community

leaders is not allowed. ◮ Once everyone has written a number, you may reveal your numbers and draw the number of fish your wrote down from the lake. ◮ After you have drawn your fish from the lake, your individual community must “eat” 2

f the fish you possess in order to survive. You may store any extra fish in your

possession for the future.

2014-09-24

Online Communities & Crowds The (gold)fishing game!

SLIDE 13

The (gold)fishing game!

How to play:

◮ Each round you may draw up to 4 fish from the “lake” to feed your community. ◮ When we say so, write down the number of fish you would like to draw. Do not let the

ther community leaders see your number. Coordinating with other community

leaders is not allowed. ◮ Once everyone has written a number, you may reveal your numbers and draw the number of fish your wrote down from the lake. ◮ After you have drawn your fish from the lake, your individual community must “eat” 2

f the fish you possess in order to survive. You may store any extra fish in your

possession for the future. ◮ After the round is complete (and every community has eaten their fish), the remaining fish in the lake will “reproduce” (i.e., we double the number of fish in your bowl).

7 / 34

The (gold)fishing game!

How to play:

◮ Each round you may draw up to 4 fish from the “lake” to feed your community. ◮ When we say so, write down the number of fish you would like to draw. Do not let the

ther community leaders see your number. Coordinating with other community

leaders is not allowed. ◮ Once everyone has written a number, you may reveal your numbers and draw the number of fish your wrote down from the lake. ◮ After you have drawn your fish from the lake, your individual community must “eat” 2

f the fish you possess in order to survive. You may store any extra fish in your

possession for the future. ◮ After the round is complete (and every community has eaten their fish), the remaining fish in the lake will “reproduce” (i.e., we double the number of fish in your bowl).

2014-09-24

Online Communities & Crowds The (gold)fishing game!

SLIDE 14

The (gold)fishing game!

How to play:

◮ Each round you may draw up to 4 fish from the “lake” to feed your community. ◮ When we say so, write down the number of fish you would like to draw. Do not let the

ther community leaders see your number. Coordinating with other community

leaders is not allowed. ◮ Once everyone has written a number, you may reveal your numbers and draw the number of fish your wrote down from the lake. ◮ After you have drawn your fish from the lake, your individual community must “eat” 2

f the fish you possess in order to survive. You may store any extra fish in your

possession for the future. ◮ After the round is complete (and every community has eaten their fish), the remaining fish in the lake will “reproduce” (i.e., we double the number of fish in your bowl). ◮ Every community needs 2 fish to maintain their health and survive. A community that has only 1 fish to eat at the end of a round is considered “starving.” If you get to the end of a round and you have no fish to “eat,” your community “dies.”

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The (gold)fishing game!

How to play:

◮ Each round you may draw up to 4 fish from the “lake” to feed your community. ◮ When we say so, write down the number of fish you would like to draw. Do not let the

ther community leaders see your number. Coordinating with other community

leaders is not allowed. ◮ Once everyone has written a number, you may reveal your numbers and draw the number of fish your wrote down from the lake. ◮ After you have drawn your fish from the lake, your individual community must “eat” 2

f the fish you possess in order to survive. You may store any extra fish in your

possession for the future. ◮ After the round is complete (and every community has eaten their fish), the remaining fish in the lake will “reproduce” (i.e., we double the number of fish in your bowl). ◮ Every community needs 2 fish to maintain their health and survive. A community that has only 1 fish to eat at the end of a round is considered “starving.” If you get to the end of a round and you have no fish to “eat,” your community “dies.”

2014-09-24

Online Communities & Crowds The (gold)fishing game!

SLIDE 15

The (gold)fishing game!

How to play:

◮ Each round you may draw up to 4 fish from the “lake” to feed your community. ◮ When we say so, write down the number of fish you would like to draw. Do not let the

ther community leaders see your number. Coordinating with other community

leaders is not allowed. ◮ Once everyone has written a number, you may reveal your numbers and draw the number of fish your wrote down from the lake. ◮ After you have drawn your fish from the lake, your individual community must “eat” 2

f the fish you possess in order to survive. You may store any extra fish in your

possession for the future. ◮ After the round is complete (and every community has eaten their fish), the remaining fish in the lake will “reproduce” (i.e., we double the number of fish in your bowl). ◮ Every community needs 2 fish to maintain their health and survive. A community that has only 1 fish to eat at the end of a round is considered “starving.” If you get to the end of a round and you have no fish to “eat,” your community “dies.”

Questions? Ready to play?

7 / 34

The (gold)fishing game!

How to play:

◮ Each round you may draw up to 4 fish from the “lake” to feed your community. ◮ When we say so, write down the number of fish you would like to draw. Do not let the

ther community leaders see your number. Coordinating with other community

leaders is not allowed. ◮ Once everyone has written a number, you may reveal your numbers and draw the number of fish your wrote down from the lake. ◮ After you have drawn your fish from the lake, your individual community must “eat” 2

f the fish you possess in order to survive. You may store any extra fish in your

possession for the future. ◮ After the round is complete (and every community has eaten their fish), the remaining fish in the lake will “reproduce” (i.e., we double the number of fish in your bowl). ◮ Every community needs 2 fish to maintain their health and survive. A community that has only 1 fish to eat at the end of a round is considered “starving.” If you get to the end of a round and you have no fish to “eat,” your community “dies.” Questions? Ready to play?

2014-09-24

Online Communities & Crowds The (gold)fishing game!

SLIDE 16

What happened?

2014-09-24

Online Communities & Crowds

SLIDE 17

Why did communities start dying?

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Online Communities & Crowds

SLIDE 18

Who survived? Why?

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Online Communities & Crowds

SLIDE 19

Everyone could have survived. What individual-level strategy would have produced this outcome?

2014-09-24

Online Communities & Crowds

SLIDE 20

Based on this experience...

...what conclusions might you draw about:

◮ human nature & motivation?

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Based on this experience...

...what conclusions might you draw about:

◮ human nature & motivation?

2014-09-24

Online Communities & Crowds Based on this experience...

Check time. Should be around 2:40 or so.

SLIDE 21

Based on this experience...

...what conclusions might you draw about:

◮ human nature & motivation? ◮ the sustainability of large-scale cooperation?

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Based on this experience...

...what conclusions might you draw about:

◮ human nature & motivation? ◮ the sustainability of large-scale cooperation?

2014-09-24

Online Communities & Crowds Based on this experience...

Check time. Should be around 2:40 or so.

SLIDE 22

Based on this experience...

...what conclusions might you draw about:

◮ human nature & motivation? ◮ the sustainability of large-scale cooperation? ◮ how to best organize & allocate shared resources (“public goods”)?

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Based on this experience...

...what conclusions might you draw about:

◮ human nature & motivation? ◮ the sustainability of large-scale cooperation? ◮ how to best organize & allocate shared resources (“public goods”)?

2014-09-24

Online Communities & Crowds Based on this experience...

Check time. Should be around 2:40 or so.

SLIDE 23

Why do your answers to these questions matter? What does this have to do with

nline communities & crowds?

Why should you spend 10 weeks studying this stuff?

Why do your answers to these questions matter? What does this have to do with

nline communities & crowds?

Why should you spend 10 weeks studying this stuff?

2014-09-24

Online Communities & Crowds

This course is essentially an extrended argument against the most obvious (and traditional) responses to this sort of public goods game (which we’ll talk about more next week). We focus on the Internet and online communities. Why do they matter to this kind of public goods dilemma? Why should they matter to you and why are they worth ten weeks of your undergraduate education?

SLIDE 24

Let’s start with me.

Aaron Shaw Assistant Professor, Communication Studies Northwestern University Faculty Associate Berkman Center for Internet & Society Harvard University Ph.D. (Sociology), UC Berkeley. Research Interests: Collective action online, peer production, organizations, mobilization, empirical research methods.

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Let’s start with me.

Aaron Shaw Assistant Professor, Communication Studies Northwestern University Faculty Associate Berkman Center for Internet & Society Harvard University Ph.D. (Sociology), UC Berkeley. Research Interests: Collective action online, peer production, organizations, mobilization, empirical research methods.

2014-09-24

Online Communities & Crowds Let’s start with me.

SLIDE 25

But I didn’t start out this way...

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Online Communities & Crowds

SLIDE 26

I started out in and around New York...

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I started out in and around New York...

2014-09-24

Online Communities & Crowds I started out in and around New York...

SLIDE 27

Usually on a bicycle of some sort...

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Usually on a bicycle of some sort...

2014-09-24

Online Communities & Crowds Usually on a bicycle of some sort...

SLIDE 28

In fact, I was a serial bicycle thief!

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In fact, I was a serial bicycle thief!

2014-09-24

Online Communities & Crowds In fact, I was a serial bicycle thief!

SLIDE 29

Eventually, I got my own bicycles...

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Eventually, I got my own bicycles...

2014-09-24

Online Communities & Crowds Eventually, I got my own bicycles...

SLIDE 30

And today I ride bicycles just about anywhere I can

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And today I ride bicycles just about anywhere I can

2014-09-24

Online Communities & Crowds And today I ride bicycles just about anywhere I can

SLIDE 31

I even help other people ride and fix bicycles

Working with Chris at The Recyclery last night!

http://therecyclery.org

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I even help other people ride and fix bicycles

Working with Chris at The Recyclery last night!

http://therecyclery.org

2014-09-24

Online Communities & Crowds I even help other people ride and fix bicycles

Sharing (skills, bicycles, ideas) is really important to me. So why all the sharing? Why does that matter?

SLIDE 32

In between, I spent a lot of time in school in Silicon Valley

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In between, I spent a lot of time in school in Silicon Valley

2014-09-24

Online Communities & Crowds In between, I spent a lot of time in school in Silicon Valley

SLIDE 33

...and on the other side of the Bay Area too

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...and on the other side of the Bay Area too

2014-09-24

Online Communities & Crowds ...and on the other side of the Bay Area too

SLIDE 34

Let’s go back to Stanford, though...

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Let’s go back to Stanford, though...

2014-09-24

Online Communities & Crowds Let’s go back to Stanford, though...

Funny thing was, when I first arrived out there in 1999, I hated the whole silicon valley

thing. To give you an idea of how long ago that was & how different things were, the

first day of my freshman orientation some little startup company was handing out free t-shirts to all of us. They were white t-shirts with a logo that had way too many colors...that company was Google, which had just spun out of a Stanford computer science Master’s thesis project... Then (and maybe again right now) Internet technology was really all about money for a lot of people. Many of my peers just wanted to take CS classes and go to work for a company that would pay them a lot. It didn’t seem to me that they cared very much about people or about working on really hard, important problems that could improve people’s lives. I found that kind of sad and alienating and so I took about 2 years off after my second year. When I finally graduated from Stanford (in 2005) the speaker at the last commencement ceremony I attended was another tech industry guy you might have heard of...

SLIDE 35

Steve Jobs

“Stay hungry. Stay foolish.”

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Steve Jobs

“Stay hungry. Stay foolish.”

2014-09-24

Online Communities & Crowds Steve Jobs

Apparently, this was Jobs’ big takeaway message that day. I’ll be honest, I don’t remember a lot of what he said. I know he talked about the benefits of having dropped

ut of college (that resonated for me). Mostly I remember being very hot out in the sun
n the football field in a black cap & gown. I re-read the speech recently, though (after

Sneha suggested it while we were preparing for this course), and sure enough, the last few paragraphs and this last big takeaway message were drawn from his experience with a pretty entrepreneurial group of counterculture technologists, many of whom played a big role in creating the Internet, personal computing, and the World Wide Web as we know them today. The point of all this is that even for Steve Jobs, the Internet and life was about way more than getting people to buy more stuff on iTunes. It was really about a set of

ideals. A spirit of creativity and engagement with the world in the interests of making it

(and yourself) better off in the long run. At the end of the day, it was this kind of thing that drew me into learning more about the Internet and the things that people did

nline.

SLIDE 36

Stanford and the origins of the Internet

SRI’s “Internet Van,” site of the first three-way internetworked transmission (1977, SRI, cc-by-sa 3.0).

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Stanford and the origins of the Internet

SRI’s “Internet Van,” site of the first three-way internetworked transmission (1977, SRI, cc-by-sa 3.0).

2014-09-24

Online Communities & Crowds Stanford and the origins of the Internet

This was where the first message was sent across an Internet.

SLIDE 37

Stanford and the origins of the Internet

Diagram of the first internetworked connection (1976, SRI, cc-by-sa 3.0).

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Stanford and the origins of the Internet

Diagram of the first internetworked connection (1976, SRI, cc-by-sa 3.0).

2014-09-24

Online Communities & Crowds Stanford and the origins of the Internet

Here’s a diagram of that first network. A handful of computers at big Universities and government research offices (all funded by defense spending during the Cold War) connected by satellites, and radios, and phone lines and using some weird new file transfer protocol to make messages go back and forth between them. The interesting bit about this system is that it was really designed to be robust to the failure of any single point. That is, any one node could break, go down, blow up, whatever, and the rest of the network would continue working just fine because the whole thing really only dependended on all the machines agreeing to use the same protocol to transfer messages (we’ll talk about this more on Friday). The network is “dumb” insofar as the content of messages don’t matter. All that matters is that they are “labelled” and circulated using the same protocol. This remains a very powerful idea and one that is really all about collaboration, communication, and sharing.

SLIDE 38

The information superhighway is born!

2014-09-24

Online Communities & Crowds The information superhighway is born!

We’ll talk a little more about some of the things that happened after that, but needless to say, once the network grew and people really started using it (along with those personal computers Jobs and his buddies were busy building), the whole nature of communication started to change. People could talk and share and exchange and store information in ways that really had not existed at a similar scale or speed before.

SLIDE 39

Knowledge production and sharing change forever

2014-09-24

Online Communities & Crowds Knowledge production and sharing change forever

Arguably the biggest and most incredible illustration of what these “dumb protocols” have facilitated is Wikipedia. You probably know Wikipedia as “the encyclopedia you can’t cite in school assignments” (how many? That’s about to change in this class). Wikipedia is the world’s largest and most accessed free (as in cost and as in the rights to access and reuse) knowledge resource. It has been entirely written by unpaid

volunteers. Without a boss telling them what to do. Without a government standing
ver everyone and threatening them if they start vandalizing the entry on unicorns or

start taking too many fish out of the lake. For people all around the world, it costs nothing to access and you can use it for whatever purpose you want. And, most important of all, you can edit it too. This is much bigger than iTunes or IPOs. This might be as big as it gets. This is part of a really tough, problem (knowledge sharing, storage, and access) that humans (humans!) have been trying to solve for centuries (millenia!). I’m here to tell you that this website written and largely maintained by *volunteers* is the best we’ve done. So we had better figure out how the hell it works, where it might break, and what we can do to improve on it in the future. Once we do, we better start telling everyone we know because this kind of thing might really be useful in ways we haven’t even thought of yet.

SLIDE 40

Course Organization

Four dimensions of [occ]

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Course Organization

Four dimensions of [occ]

2014-09-24

Online Communities & Crowds Course Organization

SLIDE 41

Course Organization

Four dimensions of [occ]

◮ Foundations: key underlying concepts and narratives.

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Course Organization

Four dimensions of [occ]

◮ Foundations: key underlying concepts and narratives.

2014-09-24

Online Communities & Crowds Course Organization

SLIDE 42

Course Organization

Four dimensions of [occ]

◮ Foundations: key underlying concepts and narratives. ◮ Dynamics: issues communities face and solve every day.

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Course Organization

Four dimensions of [occ]

◮ Foundations: key underlying concepts and narratives. ◮ Dynamics: issues communities face and solve every day.

2014-09-24

Online Communities & Crowds Course Organization

SLIDE 43

Course Organization

Four dimensions of [occ]

◮ Foundations: key underlying concepts and narratives. ◮ Dynamics: issues communities face and solve every day. ◮ Cases: key examples of online communities and crowds.

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Course Organization

Four dimensions of [occ]

◮ Foundations: key underlying concepts and narratives. ◮ Dynamics: issues communities face and solve every day. ◮ Cases: key examples of online communities and crowds.

2014-09-24

Online Communities & Crowds Course Organization

SLIDE 44

Course Organization

Four dimensions of [occ]

◮ 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!).

30 / 34

Course Organization

Four dimensions of [occ]

◮ 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!).

2014-09-24

Online Communities & Crowds Course Organization

SLIDE 45

Learning Objectives

My primary objectives for all students taking this course are that you:

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Learning Objectives

My primary objectives for all students taking this course are that you:

2014-09-24

Online Communities & Crowds Learning Objectives

SLIDE 46

Learning Objectives

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.

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Learning Objectives

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.

2014-09-24

Online Communities & Crowds Learning Objectives

SLIDE 47

Learning Objectives

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.

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Learning Objectives

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.

2014-09-24

Online Communities & Crowds Learning Objectives

SLIDE 48

Learning Objectives

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.

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Learning Objectives

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.

2014-09-24

Online Communities & Crowds Learning Objectives

SLIDE 49

Learning Objectives

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.

31 / 34

Learning Objectives

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.

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Online Communities & Crowds Learning Objectives

SLIDE 50

Logistics

◮ Policies.

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Logistics

◮ Policies.

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Online Communities & Crowds Logistics

SLIDE 51

Logistics

◮ Policies. ◮ Requirements & assignments (and Canvas).

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Logistics

◮ Policies. ◮ Requirements & assignments (and Canvas).

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Online Communities & Crowds Logistics

SLIDE 52

Logistics

◮ Policies. ◮ Requirements & assignments (and Canvas). ◮ Website & schedule.

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Logistics

◮ Policies. ◮ Requirements & assignments (and Canvas). ◮ Website & schedule.

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Online Communities & Crowds Logistics

SLIDE 53

Logistics

◮ Policies. ◮ Requirements & assignments (and Canvas). ◮ Website & schedule. ◮ Labs.

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Logistics

◮ Policies. ◮ Requirements & assignments (and Canvas). ◮ Website & schedule. ◮ Labs.

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Online Communities & Crowds Logistics

SLIDE 54

Logistics

◮ Policies. ◮ Requirements & assignments (and Canvas). ◮ Website & schedule. ◮ Labs. ◮ Guests.

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Logistics

◮ Policies. ◮ Requirements & assignments (and Canvas). ◮ Website & schedule. ◮ Labs. ◮ Guests.

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Online Communities & Crowds Logistics

SLIDE 55

Logistics

◮ Policies. ◮ Requirements & assignments (and Canvas). ◮ Website & schedule. ◮ Labs. ◮ Guests. ◮ Contacting the teaching team (OH and email).

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Logistics

◮ Policies. ◮ Requirements & assignments (and Canvas). ◮ Website & schedule. ◮ Labs. ◮ Guests. ◮ Contacting the teaching team (OH and email).

2014-09-24

Online Communities & Crowds Logistics

SLIDE 56

Questions?

(also, please hand-in your notecards) Questions?

(also, please hand-in your notecards)

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Online Communities & Crowds

SLIDE 57

For Friday:

◮ Readings (about the Internet) and the WELL.

For Friday:

◮ Readings (about the Internet) and the WELL.

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Online Communities & Crowds

SLIDE 58

For Friday:

◮ Readings (about the Internet) and the WELL. ◮ (Optional) watch a few videos: a panel discussion of the WELL and Steve Jobs’ 2005 Stanford commencement address.

For Friday:

◮ Readings (about the Internet) and the WELL. ◮ (Optional) watch a few videos: a panel discussion of the WELL and Steve Jobs’ 2005 Stanford commencement address.

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Online Communities & Crowds

SLIDE 59

For Friday:

◮ Readings (about the Internet) and the WELL. ◮ (Optional) watch a few videos: a panel discussion of the WELL and Steve Jobs’ 2005 Stanford commencement address. ◮ Arrive and start on time.

For Friday:

◮ Readings (about the Internet) and the WELL. ◮ (Optional) watch a few videos: a panel discussion of the WELL and Steve Jobs’ 2005 Stanford commencement address. ◮ Arrive and start on time.

2014-09-24

Online Communities & Crowds

SLIDE 60

For Friday:

◮ Readings (about the Internet) and the WELL. ◮ (Optional) watch a few videos: a panel discussion of the WELL and Steve Jobs’ 2005 Stanford commencement address. ◮ Arrive and start on time. ◮ Contact the teaching team if you have any questions, issues, or concerns.

For Friday:

◮ Readings (about the Internet) and the WELL. ◮ (Optional) watch a few videos: a panel discussion of the WELL and Steve Jobs’ 2005 Stanford commencement address. ◮ Arrive and start on time. ◮ Contact the teaching team if you have any questions, issues, or concerns.

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Online Communities & Crowds

SLIDE 61

For Friday:

◮ Readings (about the Internet) and the WELL. ◮ (Optional) watch a few videos: a panel discussion of the WELL and Steve Jobs’ 2005 Stanford commencement address. ◮ Arrive and start on time. ◮ Contact the teaching team if you have any questions, issues, or concerns.

Thanks and see you soon!

For Friday:

◮ Readings (about the Internet) and the WELL. ◮ (Optional) watch a few videos: a panel discussion of the WELL and Steve Jobs’ 2005 Stanford commencement address. ◮ Arrive and start on time. ◮ Contact the teaching team if you have any questions, issues, or concerns.

Thanks and see you soon!

2014-09-24

Online Communities & Crowds