Online Culture & Behaviour Unit Guide_2014_final
Content
UNIT
GUIDE
2014/15
Dr.
Anna
Feigenbaum
(unit
leader)
[email protected]
Dr.
Laura
Bunt-‐MacRury
[email protected]
&
Philip
Wilkinson
[email protected]
Online Culture and Behaviour
Tutors:
Online Culture and Behaviour – Unit Guide
INTRODUCTION
This
guide
sets
out
the
aims
and
structure
of
the
unit,
outlines
the
lecture
and
seminar
programme
and
contains
suggested
reading.
The
unit
guide
is
designed
to
help
you
to
plan
your
study
in
this
subject.
However,
the
topics
covered
cannot
be
a
comprehensive
review
of
all
aspects
of
online
culture
and
behaviour,
so
try
to
read
and
think
widely
and
don’t
be
afraid
to
bring
other
perspecLves
into
the
lectures
and
seminars.
We
suggest
that
you
read
through
this
guide
at
the
start
of
the
unit.
In
parLcular
you
should
consider
the
lecture
and
seminar
programme.
You
might
also
think
about
which
books
to
buy
(if
any)
and
you
might
obtain
other
interesLng
arLcles
at
the
start
of
the
unit.
Perhaps
more
importantly,
you
will
benefit
from
consul;ng
this
guide
each
week.
Online
Culture
and
Behaviour
–
Unit
Overview
9:00-‐10:00
Monday
Tuesday
SEMINAR
W403
SEMINAR
W403
Wednesday
LECTURE
BARNES
10:00-‐11:00
11:00-‐12:00
12:00-‐13:00
13:00-‐14:00
2
SEMINAR
W403
SEMINAR
W403
Thursday
Friday
Online Culture and Behaviour – Unit Guide
Wee
k
no.
Seminar
Dates
Seminar
Task
Tutor
Lecture
Dates
Lecture
Topic
Lecturer
1
29th
Sep,
30th
Sep,
1st
Oct
Intro
acLvity
&
Team
formaLon
Anna
2nd
Oct
Unit
introducLon
-‐
From
techno-‐utopias
to
digital
dystopias
Anna,
Laura,
Phil
2
6th
Oct,
7th
Oct,
8th
Oct
Media
Futures
Anna
9th
Oct
Approaches
to
Researching
Online
Culture
and
Behaviour
**Assessment
Briefs**
Laura
&
Anna
3
13th
Oct,
14th
Oct,
15th
Oct
Essay
WriLng
Workshop
&
Online
Research
Methods
Laura
16th
Oct
User
experience
and
web
design
Phil
4
20th
Oct,
21st
Oct,
22nd
Oct
RNLI
Online
Audit
Phil
23rd
Oct
Netnography
for
Audience
and
Consumer
Research
Laura
5
27th
Oct,
28th
Oct,
29th
Oct
Netnography
of
RNLI
Laura
30th
Oct
Individual
Essay
Tutorials
–
bring
essay
outlines
for
feedback
Anna,
Laura,
Phil
Reading
Week
6
10th
Nov,
11th
Nov,
12th
Nov
Film
Screenings
Anna
13th
Nov
Understanding
collaboraLon
online
**Individual
Essay
Due**
Phil
7
17th
Nov,
18th
Nov,
19th
Nov
Online
CollaboraLon
Phil
20th
Nov
Online
gaming
and
play
Phil
8
24th
Nov,
25th
Online
Gaming
Nov,
26th
Nov
Phil
27th
Nov
The
Ethics
of
Algorithms
and
Big
Data
Anna
9
1st
Dec,
2nd
Dec,
3rd
Dec
The
Ethics
of
Algorithms
Anna
4th
Dec
Digital
InLmacies
&
Sexuality
Laura
10
8th
Dec,
9th
Dec,
10th
Dec
Digital
InLmacies
and
Sexuality
Laura
11th
Dec
Group
Tutorials
–
bring
project
proposals
for
feedback
Anna,
Laura,
Phil
11
5th
Jan,
6th
Jan,
7th
Jan
**Group
Presenta;ons**
Anna,
Phil
8th
Jan
**Group
Presenta;ons**
Anna,
Phil
12
12th
Jan,
13th
Jan,
14th
Jan
**Group
Presenta;ons**
Anna,
Laura
15th
Jan
**Group
Presenta;ons**
Anna,
Laura
21st
Jan
Final
Project
Report
hand
in
3
Online Culture and Behaviour – Unit Guide
UNIT
AIMS
To
allow
students
to
further
explore
online
culture
and
behaviour
and
use
this
knowledge
to
support
communicaLon
and
markeLng
acLvity.
The
course
will
consider
emerging
aspects
of
online
behaviour
and
culture
and
examine
ways
in
which
organisaLons
might
respond.
As
a
result
students
will
develop
specialist
skills
in
researching
online
behaviours
and
in
managing
online
communicaLons
strategies
and
campaigns.
UNIT
INTENDED
LEARNING
OUTCOMES
Having
completed
this
unit
the
student
is
expected
to:
1. Demonstrate
a
good
understanding
of
industry
and
academic
research
and
debates
related
to
online
media
culture,
behaviour
and
communicaLon;
2. Have
experience
of
using
contemporary
interacLve
media;
3. Be
able
to
formulate
strategies
for
applying
specialist
techniques
to
research
and
understand
online
cultures
and
behaviours;
4. Understand
ways
of
developing
and
evaluaLng
the
success
of
online
communicaLon
strategies
based
on
insights
into
cultures
and
behaviours.
Required
Texts
Each
week
there
will
be
required
readings
that
the
lectures
and
seminar
acLviLes
will
refer
to,
as
well
as
suggested
further
reading
to
help
with
your
assessments.
While
there
is
no
single
textbook,
The
Routledge
Companion
to
Digital
ConsumpLon
is
an
excellent
starLng
place
on
the
issues
we
will
cover
in
the
unit.
•
Russell
W.
Belk
and
Rosa
Llamas
(eds.)
(2013)
The
Routledge
Companion
to
Digital
Consump4on,
Routledge
-‐
first
chapters
free
as
an
ebook:
hgp://books.google.co.uk/books?
id=EU8bWkejda0C&lpg=PA1919&pg=PA1919#v=onepage&q&f=false)
à
Available
in
full
as
an
ebook
from
BU
With
such
rapid
developments
taking
place
you
will
benefit
from
reading
recent
publicaLons
in
academic
and
professional
journals,
and
following
online
sources.
Throughout
the
unit
you
will
be
asked
to
think
about
online
culture
in
general
and
then
consider
how
these
ideas
might
apply
to
markeLng,
adverLsing
and
PR.
Whereas
your
level
I
unit
was
all
about
‘industry
pracLce’
in
digital
communicaLon,
with
this
unit
you
are
trying
to
move
away
from
what
industry
currently
does
and
think
about
why
it
does
this
(criLcal
approaches)
and
more
important,
what
other
things
might
be
done.
Using
Online
Materials
Consider
semng
up
alerts
for
interacLve
media-‐related
issues
from
the
abstracLng
services
that
the
University
subscribes
to
and
set
up
an
RSS
reader
(like
feedly)
for
news.
There
is
also
a
growing
business
in
easy
reading
books
about
markeLng
and
the
web.
Try
searching
Amazon
for
some.
They
have
Ltles
like
‘ The
Long
Tail’,
‘Wikinomics’,
or
‘Wisdom
of
Crowds’,
‘Crowdsourcing’,
‘Here
Comes
Everyone’,
and
‘Small
is
the
new
big’.
Give
one
a
go
and
see
what
you
think.
Are
they
helpful,
or
just
fad
wriLng
for
internaLonal
business
travelers
to
read
on
the
plane?
These
are
some
peer-‐reviewed
academic
journals
that
focus
on
online
culture
and
behavior:
hgp://jcmc.indiana.edu/
hgp://www.jiad.org/
hgp://nms.sagepub.com/
hgp://con.sagepub.com/
We
will
recommend
reading
to
you,
but
it
is
beger
that
you
try
to
find
your
own
material
and
bring
that
to
the
debates
in
seminars
and
in
your
essays.
Here
are
some
more
sites
worth
going
back
to
from
Lme
to
Lme:
hgp://www.jiad.org/
hgp://www.theregister.co.uk/
hgp://slashdot.org/
4
Online Culture and Behaviour – Unit Guide
hgp://www.stumbleupon.com/
hgp://news.bbc.co.uk/1/hi/programmes/click_online/
hgp://www.iabuk.net/en/1/home.html
hgp://www.theidm.com/
hgp://blogs.forrester.com/markeLng/
hgp://www.imediaconnecLon.com/
hgp://www.nma.co.uk/
hgp://www.imaawards.co.uk/Results.aspx?Year=2008
hgp://searchenginewatch.com/
hgp://www.viralblog.com/about/
hgp://mashable.com/
hgp://www2000.ogsm.vanderbilt.edu/research_papers.htm
hgp://knowyourmeme.com/
Assessment
There
are
2
assessments
for
this
unit
(see
separate
assignment
briefing
sheets).
You
need
to
pass
both
(see
your
course
handbook
for
the
full
assessment
regulaLons).
Individual
Essay
2,500
words,
50%
unit
marks.
You
will
write
a
criLcal
response
essay
on
one
of
the
topics
provided.
See
this
as
an
opportunity
to
research
a
topic
that
interests
you
and
to
develop
an
informed
posiLon
on
it.
Your
essay
must
engage
with
academic,
as
well
as
industry
publicaLons.
You
will
be
rewarded
for
YOUR
insights
and
arguments
even
if
they
are
very
different
from
what
we
will
present
in
lectures
and
seminars.
So
make
sure
that
your
work
represents
what
you
think
(based
on
sound
argumentaLon).
Think
of
the
first
two
learning
objecLves
when
you
consider
this
assignment.
Group
Project
2,500
words,
50%
unit
marks.
You
will
pitch
for
interacLve
media
work
based
on
your
understandings
of
online
culture
and
behavior.
See
this
as
a
chance
to
apply
what
you
are
learning
about
online
culture
to
real
(and
live)
business
problems.
Again,
be
criLcal
in
your
approach
and
try
to
be
innovaLve.
It’s
not
enough
to
argue
that
‘everyone
else
does
this’,
even
if
that
‘everyone
else’
is
good
industry
pracLce
gained
from
industry
experience.
Really
try
to
add
value
by
being
creaLve
and
insighqul.
Remember
that
in
your
analysis
of
the
company
you
might
draw
from
many
other
units
that
you
have
studied.
Think
of
the
last
two
learning
objecLves
when
you
consider
this
assignment.
NOTICE
BOARD
N.B.
You
have
a
fixed
seminar
Lme.
Please
come
to
your
seminar
unless
you
have
asked
to
come
to
a
different
one
in
advance
(for
example
because
of
a
doctor’s
appointment).
N.B.
Email
is
not
a
good
medium
for
discussion
of
complex
issues.
If
you
email,
do
so
with
queries
than
can
be
answered
simply.
We
are
happy
to
set
up
face-‐to-‐face
meeLngs
with
you
and
there
will
also
be
scheduled
tutorial
Lmes
for
each
assessment.
N.B.
Try
to
get
into
the
habit
of
reading
every
week,
but
also
make
notes
of
those
aspects
of
the
course
that
parLcularly
interest
you.
The
reading
lists
we
provide
offer
a
variety
of
perspecLves.
N.B.
Make
sure
that
you
are
present
for
the
group
presentaLon.
If
you
are
absent
without
acceptable
miLgaLng
circumstances
you
may
fail
this
unit
(just
as
if
you
failed
to
turn
up
for
an
exam)
and
you
may
also
significantly
damage
your
team’s
performance.
5
Online Culture and Behaviour – Unit Guide
N.B.
Do
not
rely
on
tutors
being
available
over
Christmas
to
answer
quesLons
about
the
group
presentaLon.
Remember,
tutorials
and
advice
by
email
or
phone
is
only
available
during
term
;me.
6
Online Culture and Behaviour – Unit Guide
Weekly
Schedule
➔ Check
your
emails
and
MyBU
for
informaLon
regularly.
➔ In
most
cases,
seminars
will
be
on
the
topic
of
the
previous
week’s
lecture.
Week
1
Workshop
Task
–
Unit
Introduc;on
and
Group
Forma;on:
In
seminar
you
will
parLcipate
in
a
self-‐survey
to
criLcally
reflect
on
your
own
online
culture
and
behaviour.
This
will
be
accompanied
by
a
group
task
asking
you
to
think
about
surveys
and
self-‐assessments
online.
Lecture
A
–
Unit
Introduc;on
This
introductory
lecture
will
go
over
the
structure
of
the
unit
and
the
main
quesLons
we
seek
to
raise
and
discuss
together.
You
will
become
familiar
with
the
terms
‘online
culture’
and
‘online
behaviour’,
looking
at
their
history
and
relaLon
to
more
contemporary
noLon
of
social
media.
We
will
discuss
how
the
unit
relates
to
AdverLsing,
MarkeLng
and
PR,
poinLng
you
towards
key
resources
specific
to
your
fields
of
interest.
Leaning
Outcomes:
• To
understand
the
conceptual
categories
of
online
culture
and
online
behaviour
• To
idenLfy
key
online
sources
that
you
can
draw
from
throughout
the
unit
Required
Readings:
From
The
Routledge
Companion
to
Digital
Consump4on-‐
Read
online
1. Rosa
Llamas
and
Russell
Belk
‘Living
in
a
Digital
World’
(chapter
1)
2. Donna
L.
Hoffman,
Thoms
P.
Novak
and
Randy
Stein
‘ The
digital
consumer’
(chapter
3)
3. Technological
Determinism
vs
Social
ConstrucLon
of
Technology
(2009
CommunicaLonista)
hgp://
communicaLonista.wordpress.com/2009/12/16/technological-‐determinism-‐vs-‐social-‐construcLon-‐of-‐
technology/
Further
Reading:
1. Lievrouw
A
&
Livingstone,
S
(2006),
The
handbook
of
new
media,
Sage
2. Shields,
R
(2003),
The
Virtual,
Routledge,
New
York
3. Scholz,
T,
(2013)
Digital
Labor,
Routledge,
New
York
4. Kozinets,
R
(2008),
Technology/Ideology:
How
Ideological
Fields
Influence
Consumers’
Technology
NarraLves,
Journal
of
Consumer
Research,
Vol
34,
April
5. Eccleson
P,
(1999),
‘An
overview
of
the
Internet’,
Interac4ve
Marke4ng,
Vol
1,
No
1,
pp68-‐75
Lecture
B
–
From
Techno-‐utopias
to
Digital
Dystopias
While
some
people
argue
that
new
online
media
technologies
will
bring
happiness
to
everyone,
others
see
them
as
a
decline
of
civilisaLon.
In
this
lecture
we
will
introduce
contemporary
debates
about
online
technology
and
culture,
pumng
them
into
some
historical
context.
Here
we
will
consider
technological
determinism
and
social
determinism.
We
will
look
at
the
depicLon
of
present
and
possible
future
online
media
in
cultural
texts
(films,
novels,
television)
as
a
means
of
exploring
what
our
technological
futures
might
hold.
Through
this
lens
we
will
consider
the
implicaLons
of
future
technologies
for
changes
in
adverLsing,
markeLng
and
PR
communicaLon
pracLces.
Learning
Outcomes
• Understand
the
basic
differences
between
social
construcLon
and
technological
determinism.
• Consider
how
pracLces
may
change
in
the
future
as
digital
technologies
develop
and
think
about
potenLal
implicaLons
for
communicaLons
professionals.
Further
Reading:
7
Online Culture and Behaviour – Unit Guide
1.
2.
3.
4.
Sherry
Turkle
‘IntroducLon’
to
Alone
Together
(Basic
Books
2011)
available
online
see
also:
hgp://
www.alonetogetherbook.com/
Geert
Lovink
‘What
is
the
Social
in
Social
Media?’
(e-‐flux
2012)
hgp://www.e-‐flux.com/journal/what-‐is-‐the-‐social-‐in-‐social-‐media/
MacKenzie,
Donald
and
Wajcman,
Judy,
eds.
(1999)
The
social
shaping
of
technology.
2nd
ed.,
Open
University
Press,
Buckingham,
UK.
ISBN
9780335199136
read
online
Winner,
L.
(1980).
Do
arLfacts
have
poliLcs?.
Daedalus,
121-‐136.
read
online
Week
2
Workshop
Task
-‐
From
Techno-‐utopias
to
Digital
Dystopias:
Predic(ng
the
future
In
your
groups,
pick
an
exisLng
digital
media
technology.
For
example
this
could
be
smartphones,
tablets,
laptops,
Satnavs,
videogames
consoles
etc.,
or
it
could
be
social
networks,
online
shopping,
text
messaging,
video
calls,
etc.
Predict
what
might
change
relaLng
to
your
chosen
area
in
the
next
5
years.
In
parLcular
provide
an
account
of
what
people
will
be
doing
with
these
technologies.
For
example,
will
use
grow,
decline
or
remain
unchanged?
Be
prepared
to
explain
and
jusLfy
your
predicLons,
in
parLcular
by
drawing
on
exisLng
culture
and
behavior
in
relaLon
to
exisLng
technologies
(think
about
theory
too.
What
theories
might
help
with
your
explanaLons?).
Also
consider
what
the
barriers
to
these
changes
might
be.
Lecture
-‐
Approaches
to
Researching
Online
Culture
and
Behaviour
In
this
lecture
we
will
first
idenLfy
the
major
trends
in
online
research
and
the
ethical
concerns
involving
online
research
(i.e.
What
is
the
difference
between
research
tools
as
opposed
to
research
approaches?
Why/how
is
it
necessary
to
gain
consent
or
undergo
an
ethics
review
before
you
begin
your
project?
).
Students
will
then
be
introduced
to
four
major
approaches
to
qualitaLve
online
research.
Finally,
students
will
be
given
a
“real-‐life”
markeLng
problem
from
Disney
and
discuss
how
they
would
use
these
methods
in
drawing
up
a
soluLon.
Learning
Outcomes
• Students
will
be
able
to
define
and
highlight
the
four
major
approaches
to
qualitaLve
online
research.
• Students
will
become
familiar
with
how
to
apply
different
qualitaLve
approaches
to
online
research
to
corproate
case
studies.
Required
Reading:
1. Chapter
1-‐8
(pgs.
1-‐106)
-‐
Hooley,
T.,
Wellens,
J.,
&
Marriog,
J.
(2012).
What
is
Online
Research?:
Using
the
Internet
for
Social
Science
Research.
London:
Bloomsbury
Academic.
(ISBN-‐13:
978-‐1849665247)
Further
Reading:
1. Poynter,
R.
(2010).
The
Handbook
of
Online
and
Social
Media
Research:
Tools
and
Techniques
for
Market
Researchers.
London:
John
Wiley
&
Sons.
(ISBN-‐13:
978-‐0470710401)
8
2.
Hine,
C.,
ed.
(2005).
Virtual
Methods:
Issues
in
Social
Research
on
the
Internet.
Oxford:
Berg
Publishers.
(ISBN-‐13:
978-‐1845200855)
3.
Markham,
A.
N.,
&
Baym,
N.
K.
(Eds.).
(2008).
Internet
Inquiry:
Conversa4ons
About
Method.
London:
Sage.
(ISBN-‐13:
978-‐1412910019)
4.
Wright,
K.
B.
(2005).
Researching
Internet-‐based
populaLons:
Advantages
and
disadvantages
of
online
survey
research,
online
quesLonnaire
authoring
sowware
packages,
and
web
survey
services.
Journal
of
Computer-‐Mediated
CommunicaLon,
10(3),
00-‐00.
5.
Berg,
B.
L.,
&
Lune,
H.
(2004).
QualitaLve
research
methods
for
the
social
sciences
(Vol.
5).
Boston:
Pearson.
Online Culture and Behaviour – Unit Guide
6.
Daniel,
B.
K.
(Ed.).
(2011).
Handbook
of
research
on
methods
and
techniques
for
studying
virtual
communiLes:
Paradigms
and
phenomena.
IGI
Global.
7.
Pagon,
M.
Q.
(2005).
QualitaLve
research.
John
Wiley
&
Sons,
Ltd.
Web
Resources
• Social
Research
Methods
-‐
hgp://www.socialresearchmethods.net
• The
Challenge
of
the
Internet/Survey
Research
Methods
-‐
hgp://www.asc.org.uk/publicaLons/
proceedings/ASC2001Proceedings.pdf#page=15
• SAGE:
Online
Research
Tool
-‐
hgp://srmo.sagepub.com/publicstart?authRejecLon=true
Week
3
Workshop
Task:
Essay
WriLng
Workshop
&
Based
on
the
readings
and
lectures,
come
to
the
seminar
prepared
to
discuss
how
you
would
manage
Disney’s
“problem”
of
audience.
Also,
be
prepared
to
discuss
why
you
would
rule
out
other
approaches.
Lecture
-‐
Understanding
user
experience
and
web
design
This
lecture
will
begin
with
a
brief
overview
of
how
the
internet
works
in
relaLon
to
–
effecLvely
-‐
the
‘passing
of
documents’
around
a
network.
The
original
design
philosophy
in
the
original
concepLon
of
the
World
Wide
Web
will
be
discussed
as
well.
Following
this
a
historical
overview
will
cover
the
development
of
the
Web
from
staLc
web-‐pages
to
media
rich,
web
2.0
experiences.
Awer
the
introducLon,
the
history
of
the
web
and
original
design
principles
will
be
linked
to
the
current
design
trends
in
user
experience
architecture
and
web
design.
User
experience
/
user
interacLon
design
principles
will
be
discussed
in
relaLon
to
designing
websites
for
different
purposes
(online
journalism,
blogging,
retail).
The
importance
of
designing
for
Search
Engine
OpLmizaLon
(SEO)
and
Social
Media
integraLon
will
be
highlighted.
Classic
design
traps
will
be
pointed
out
with
examples,
especially
in
relaLon
to
the
creaLve
vision
vs
technical
pracLcality.
How
user
experience
is
‘captured’
will
also
be
discussed.
Future
design
trends
will
be
speculated
on,
with
a
key
focus
on
the
‘social’
web.
Learning
Outcomes
• Understand
the
difference
between
the
internet
and
the
World
Wide
Web
and
how
the
design
principles
behind
the
World
Wide
Web
led
the
current
manifestaLon
of
the
‘internet’
as
we
know
it.
• Understand
users
navigaLon
strategies,
online
social
presence,
and
shopping
experience
and
implicaLons
of
this
for
making
online
purchases.
• Understand
basic
principles
of
–
and
differences
between
-‐
user
experience
and
user
interacLon
design
including
an
awareness
of
classic
design
principles
/
web
features
and
be
able
to
recognize
these
features.
• Understand
how
user
experience
is
evaluated
and
be
able
to
criLcal
evaluate
websites
with
specific
recommendaLons
for
improvement.
Required
Reading:
1. Chapter
1-‐2
-‐
Garret,
J
(2012).
The
Elements
of
User
Experience:
User-‐Centered
Design
for
the
Web
and
Beyond
-‐
Available
at:
hgp://mblazquez.es/blog-‐ccdoc-‐arquitectura-‐informacion/documentos/
the-‐elements-‐of-‐user-‐experience.pdf
2. Chapter
1
–
2:
Krug,
S.
(2010)
Don’t
Make
Me
Think!
A
Common
Sense
Approach
to
Web
Usability
-‐
2nd
EdiLon
Available
at:
hgp://web-‐profile.com.ua/wp-‐content/uploads/steve-‐krug-‐dont-‐make-‐me-‐think-‐
second-‐ediLon.pdf
3. Andriole,
S.
(2010)
Business
Impact
of
Web
2.0
Technologies.
Available
at:
hgps://organized-‐change-‐
consultancy.wikispaces.com/file/view/Technology+web+2.pdf
9
Online Culture and Behaviour – Unit Guide
Further
Reading:
1. Fogg,
B.
J.
(2009,
April).
A
behavior
model
for
persuasive
design.
In
Proceedings
of
the
4th
internaLonal
Conference
on
Persuasive
Technology
(p.
40).
Available
at:
hgp://bjfogg.com/|m_files/
page4_1.pdf
2. Chapter
7
-‐
Fogg,
B.,
(2002)
Persuasive
technology:
using
computers
to
change
what
we
think
and
do
-‐
Available
as
eBook
through
Bournemouth
University
Library
Catalogue
3. Petrie,
H.,
&
Bevan,
N.
(2009).
The
evaluaLon
of
accessibility,
usability
and
user
experience.
The
universal
access
handbook,
10-‐20.
Available
at:
hgp://www.nigelbevan.com/papers/
The_evaluaLon_of_accessibility_usability_and_user_experience.pdf
4. Dix,
A.,
Hooper,
C.,
(2012)
Web
Science
and
Human
Computer
InteracLon:
When
Disciplines
Collide
–
Available
at:
hgps://di.ncl.ac.uk/publicaLons/HCIWebSci.pdf
5. Georgiadis,
C.
K.,
&
Chau,
P.
Y.
(2013).
IntroducLon
to
the
special
issue
on
User
Experience
in
e-‐
Business
Environments.
InformaLon
Systems
and
e-‐Business
Management,
11(2),
185-‐188.
hgp://
link.springer.com/arLcle/10.1007/s10257-‐013-‐0217-‐0#
Web
Resources
• Key
points
in
designing
for
the
web
(Primarily
for
retail)
-‐>
hgp://www.forbes.com/sites/
cherylsnappconner/2014/03/27/25-‐web-‐design-‐Lps-‐to-‐honor-‐25-‐years-‐of-‐the-‐web/
• Designing
for
persuasion
7
principles:
hgp://www.smashingmagazine.com/2010/11/29/persuasion-‐
triggers-‐in-‐web-‐design/#more-‐75443
• “Vague,
but
exciLng…”
-‐
Original
proposal
for
the
World
Wide
Web
by
Tim
Berners-‐Lee
@
CERN
-‐>
hgp://info.cern.ch/Proposal.html
• Learn
from
web
design
‘horror
stories’
-‐
hgp://clientsfromhell.net/tagged/series-‐of-‐tubes
Week
4
Workshop
Task:
In
this
workshop
you
will
take
what
you
learnt
in
the
user
experience
lecture
then
apply
it
to
real
world
examples.
The
first
part
of
the
seminar
will
require
a
comparison
of
two
retailer
websites.
The
remaining
1hr
30mins
will
be
focused
on
evaluaLng
the
RNLI
website
and
their
markeLng
campaigns.
Your
findings
will
be
discussed
in
relaLon
to
industry
insights
and
professional
opinions.
Lecture:
Netnography
for
Audience
and
Consumer
Research
Lecture:
Students
will
be
introduced
to
a
brief
history
of
ethnographic
research
and
develop
a
working
definiLon
of
the
concept
of
ethnography
by
idenLfy
the
six
major
research
tools
used
by
anthropologists.
Student
will
then
develop
an
understanding
of
how
to
employ
these
techniques
to
online
and
consumer
research
plaqorms.
These
techniques
will
be
used
in
developing
ideas
to
study
the
RNLI
live
client.
Learning
Outcomes
• Students
will
be
able
to
understand
a
brief
history
of
ethnographic
research.
• Students
will
learn
to
apply
ethnographic
principles
to
consumer
research.
Required
Reading:
1. Chapter
2
(pgs.
13-‐27)
&
Chapters
4-‐6
(pgs.
52-‐110)
Boellstorff,
T.,
Nardi,
B.,
Pearce,
C.,
&
Taylor,
T.
L.
(2012).
Ethnography
and
Virtual
Worlds:
A
Handbook
of
Method.
PrinceLon:
Princeton
University
Press.
(ISBN-‐13:
978-‐0691149516)
2.
10
Chapters
4-‐6
(pgs.
58-‐117)
Kozinets,
Robert,
V.
(2012)
Netnography:
Doing
Ethnographic
Research
Online.
London:
Sage.
(ISBN-‐13:
978-‐1848606456)
Online Culture and Behaviour – Unit Guide
Further
Reading:
1.
Miller,
D.,
&
Slater,
D.
(2000).
The
Internet:
An
Ethnographic
Approach.
Oxford:
Berg.
(ISBN-‐13:
978-‐1859733899)
2.
Horst,
H.
A.,
&
Miller,
D.,
eds
.
(2013).
Digital
Anthropology.
London:
A&C
Black.
(ISBN-‐13:
978-‐0857852908)
3.
Malinowski,
B.
(2014)
(1924).
Argonauts
of
the
Western
Pacific.
London:
Routeledge.
4.
Evans-‐Pritchard,
E.
E.
(1940).
The
Nuer
(Vol.
940).
Clarendon:
Oxford.
5.
Geertz,
C.
(1973).
The
InterpretaLon
of
Cultures:
Selected
Essays
(Vol.
5019).
New
YorK:
Basic
Books.
6.
Stocking,
G.
W.
(1992).
The
Ethnographer's
Magic
and
Other
Essays
in
the
History
of
Anthropology.
Madison:
University
of
Wisconsin
Press.
7.
Hine,
C.
(2008).
Virtual
ethnography:
Modes,
varieLes,
affordances.
The
SAGE
handbook
of
online
research
methods,
257-‐270.
8.
Garcia,
A.
C.,
Standlee,
A.
I.,
Bechkoff,
J.,
&
Cui,
Y.
(2009).
Ethnographic
approaches
to
the
internet
and
computer-‐mediated
communicaLon.
Journal
of
Contemporary
Ethnography,
38(1),
52-‐84.
9.
Maclaran,
P.,
&
Cagerall,
M.
(2002).
Researching
the
social
web:
markeLng
informaLon
from
virtual
communiLes.
MarkeLng
Intelligence
&
Planning,
20(6),
319-‐326.
10. Wilson,
S.
M.,
&
Peterson,
L.
C.
(2002).
The
anthropology
of
online
communiLes.
Annual
review
of
anthropology,
449-‐467.
11. Daniel,
B.
K.
(Ed.).
(2011).
Handbook
of
research
on
methods
and
techniques
for
studying
virtual
communiLes:
Paradigms
and
phenomena.
IGI
Global.
Web
Resources
• Malinowski
Documentary
on
YouTube:
hgps://www.youtube.com/watch?
v=f22VsAlOwbc&list=PLCB2AE615C42B3BF0
• Digital
Ethnography
Research
Center
hgp://www.digital-‐ethnography.net
• Mediated
Cultures:
hgp://mediatedcultures.net
• Ethnographic
Approaches
to
Digital
Media:
hgp://techstyle.lmc.gatech.edu/wp-‐content/uploads/
2011/11/0000005936-‐annurev.anthro.012809.104945.pdf
Week
5
Workshop
Task:
Based
on
the
readings
and
lectures,
come
to
the
seminar
with
at
least
three
different
ways
in
which
you
might
approach
the
live
client
RNLI
ethnographically.
Also,
brainstorm
other
areas
of
markeLng,
PR,
and
adverLsing
that
could
benefit
from
an
ethnographic
study.
**Individual
Essay
Tutorials
–
bring
essay
outlines
for
feedback**
Week
6
Workshop
Task:
Film
Screenings!
Lecture:
Understanding
collabora;on
online:
blogs,
wikis
and
crowdsourcing
11
Online Culture and Behaviour – Unit Guide
This
lecture
will
open
with
a
top
down
perspecLve
on
online
collaboraLons
with
specific
reference
to
noLons
of
the
‘Social
Web’.
Links
will
be
made
to
the
previous
web
lecture,
discussing
how
the
internet
was
designed
with
free
communicaLon
in
mind
and
how
that
has
led
to
increased
online
collaboraLon.
Online
communiLes
will
be
discussed
in
relaLon
to
the
internet’s
facilitaLon
of
people
with
common
goals
coming
together.
This
will
then
lead
onto
discussing
the
role
of
internet
acLvism
/
hackLvism
/
slackLvism.
Moreover,
a
power
shiw
will
be
presented
in
the
role
of
online
markeLng.
The
power
of
markeLng
has
moved
away
from
tradiLonal
media
companies
to
the
Fashion
Blogger
or
the
Tech
Vlogger.
The
lecture
will
then
follow
this
commercial
orientaLon
towards
online
collaboraLon
tools
are
used
in
the
work
place,
and
how
this
has
changed
corporate
pracLce
-‐
having
access
to
online
emails,
wikis,
Skype
etc.
on
our
phones
-‐whilst
potenLally
working
with
people
around
the
world
has
resulted
in
the
modern
workplace
Moving
away
from
large
corporate
pracLces
the
lecture
will
then
discuss
the
role
of
online
crowdsourcing
and
crowdfunding
plaqorms
have
been
used
by
individuals
to
raise
funds
for
creaLve,
commercial,
and
ironic
projects.
Learning
Outcomes
•
•
•
•
Understand
the
role
of
the
social
web,
how
this
links
with
the
development
of
the
internet,
and
the
common
technologies
that
are
used
in
online
collaboraLon.
Become
familiar
with
common
legal
issues
and
complaints
in
the
use
of
crowdsourcing
and
crowdfunding
plaqorms.
An
introductory
understanding
to
parLcipatory
culture
and
the
rise
of
the
‘prosumer’
Understand
the
concept
of
Computer
Supported
CooperaLve
Work
(CSCW)
and
how
it
has
changed
modern
work
pracLce
Required
Reading:
1.
Grudin,
Jonathan
and
Poltrock,
Steven
(2013):
Computer
Supported
CooperaLve
Work.
In:
Soegaard,
Mads
and
Dam,
Rikke
Friis
(eds.).
"The
Encyclopedia
of
Human-‐Computer
InteracLon,
2nd
Ed.".
Aarhus,
Denmark:
The
InteracLon
Design
FoundaLon.
Available
at
hgps://www.interacLon-‐
design.org/encyclopedia/cscw_computer_supported_cooperaLve_work.html
2.
Chapter
1:
Williams,
D.
(2006)
Wikinomics:
How
Mass
CollaboraLon
Changes
Everything:
Available
through
Bournemouth
University
Further
Reading:
1.
Delwiche,
A.,
(2012)
The
Par4cipatory
Cultures
Handbook
:
Available
through
Bournemouth
University
2.
Mollick,
E.,
(2013)
The
dynamics
of
crowdfunding:
An
exploratory
study
Available
at:
hgp://
www.researchgate.net/publicaLon/
259133171_The_dynamics_of_crowdfunding_An_exploratory_study/file/e0b4952d06e5d46287.pdf
3.
Kleeman,
F.
(2008)
Un(der)paid
Innovators:
The
Commercial
U4liza4on
of
Consumer
Work
through
Crowdsourcing.
Available
at:
hgp://www.sL-‐studies.de/ojs/index.php/sL/arLcle/download/81/62
4.
Poetz,
M.
et
al.
(2012)
The
Value
of
Crowdsourcing:
Can
Users
Really
Compete
with
Professionals
in
Genera4ng
New
Product
Ideas?
Available
at:
hgp://www.wu.ac.at/mm/team/schreier/
94002_20120201_044959_thevalueofcrowdsourcing_jpim.pdf
5.
Mills,
K.
(2003)
Computer-‐Supported
Coopera4ve
Work
–
Available
at:
hgp://w3.antd.nist.gov/~mills/
papers/120008706_ELIS_Batch6_R1.pdf
Web
Resources
• hgp://www.wired.co.uk/news/archive/2013-‐12/28/crowdfunding-‐success-‐stories
• Successful
Kickstarter
=
$50,000
for
Potato
Salad:
hgp://www.forbes.com/sites/johngreathouse/
2014/07/08/potato-‐salad-‐kickstarter-‐campaign-‐raises-‐over-‐41000/
12
Online Culture and Behaviour – Unit Guide
•
•
What
rights
do
Kickstarter
backers
have?
hgp://jipel.law.nyu.edu/2014/04/the-‐oculus-‐riw-‐buyout-‐
outrage-‐what-‐are-‐the-‐rights-‐of-‐kickstarter-‐backers/
Changing
office
spaces:
hgp://www.bbc.co.uk/news/business-‐17081036
hgp://online.wsj.com/news/arLcles/SB10001424052702304818404577349783161465976?
mg=reno64-‐wsj&url=hgp%3A%2F%2Fonline.wsj.com%2FarLcle
%2FSB10001424052702304818404577349783161465976.html
Week
7
Workshop
Task:
During
this
seminar
you
will
parLcipate
in
an
online
collaboraLve
project.
You
will
work
as
a
team
but
you
will
be
working
together
from
different
rooms
using
technologies
typically
used
in
a
modern
workplace.
Following
this
we
will
gather
together
to
reflect
and
discuss
the
experience.
Lecture:
Understanding
gaming
and
online
play
Lecture
This
lecture
will
provide
a
brief
insight
into
the
merging
field
of
game
studies.
The
rise
of
the
video
game
from
niche
hobbyist
interest
to
mainstream
pop-‐culture
staple
will
be
presented.
Paralleling
the
maturing
of
games
as
a
medium,
the
changing
percepLons
of
the
typical
gamer
will
be
discussed
as
will
the
splimng
of
the
hardcore
and
casual
gamer.
The
rise
of
educaLonal
games,
serious
games,
and
games
for
social
change
will
be
presented
with
examples.
AdopLng
a
commercial
perspecLve,
the
use
of
games
as
a
means
of
adverLsing
will
be
discussed.
Moreover,
modern
gaming
business
models
will
be
presented
As
it
has
recently
been
established
that
female
gamers
are
now
the
majority,
there
will
be
a
brief
discussion
of
sex,
objecLficaLon,
and
misogyny
in
games
and
gaming
culture.
Following
this
there
will
be
some
speculaLon
over
the
future
of
games
as
it
compares
with
augmented
reality,
virtual
reality,
and
pervasive
games.
Learning
Outcomes
• Understand,
idenLfy
and
criLcally
appraise
the
efficacy
purposeful
games.
• Understand
what
is
meant
by
‘casual’
and
‘hardcore’
gamers.
• Engage
with
key
gaming
debates
regarding
gender,
addicLon,
and
violence
• Become
familiar
with
the
different
business
models
that
are
now
used
and
how
the
gaming
industry
has
moved
from
a
product
to
a
service
industry
Required
Reading:
1. Chapters
1
–
4:
Juul,
J.
(2009).
A
Casual
Revolu4on
–
Available
at:
hgp://marzipa.files.wordpress.com/
2011/08/a-‐casual-‐revoluLon-‐reinvenLng-‐video-‐games-‐and-‐their-‐players.pdf
2. Ochalla,
B.
(2007)
Who
Says
Video
Games
Have
to
be
Fun?
The
Rise
of
Serious
Games
Available
at:
hgp://www.gamasutra.com/view/feature/129891/who_says_video_games_have_to_be_.php
3. Yee,
N.
(2006)
Mo4va4ons
for
play
in
online
games
Available
at:
hgp://www.nickyee.com/pubs/Yee
%20-‐%20MoLvaLons%20(2007).pdf
Further
Reading:
1. Thier,
D.
(2014)
The
Video
Game
Industry
Has
Only
Itself
To
Blame
For
Misogyny
And
Harassment
–
Available
at:
hgp://www.forbes.com/sites/davidthier/2014/09/04/the-‐video-‐game-‐industry-‐has-‐only-‐
itself-‐to-‐blame-‐for-‐misogyny-‐and-‐harassment/
2. Molesworth,
M
&
Denegri-‐Knog,
J
(2008),
The
Playfulness
of
eBay
and
the
ImplicaLons
for
Business
as
a
Game-‐Maker,
Journal
of
MacromarkeLng,
vol
28,
no
4,
369-‐380
[key
reading]
13
Online Culture and Behaviour – Unit Guide
3.
4.
5.
Chapter
3
and
11:
Kline,
S.,
Dyer-‐Witheford,
N.,
&
de
Peuter,
G.
(2003),
Digital
play,
the
interacLon
of
technology,
culture,
and
markeLng.
Montreal,
Canada:
McGill-‐Queen's
University
Press.
Harper,
N.,
2012.
Journey
and
the
art
of
emo4onal
game
design.
Guardian.
Available
at:
hgp://
www.guardian.co.uk/technology/gamesblog/2012/nov/21/journey-‐emoLonal-‐game-‐design
Sotamaa,
O.,
2010.
Game
Achievements,
CollecLng
and
Gaming
Capital.
In:
Mitgutsch,
K..,
Klimmt,
C.
and
RosensLngl,
H.
(Eds.),
Exploring
the
Edges
of
Gaming:
Proceedings
of
The
Vienna
Games
Conference
2008-‐2009.
Vienna:
Braumüller.
Web
Resources
•
Examples
of
games
designed
to
create
social
change:
hgp://www.gamesforchange.org/
• Maximizing
dopamine
release
in
game
play:
hgps://www.youtube.com/watch?v=aKFjoF-‐YO20
Week
8
Workshop
Task:
This
seminar
will
be
broken
into
two
parts.
The
first
part
will
feature
a
discussion
around
key
debates
in
game
playing
including:
Is
the
online
gaming
community
misogynisLc?
Does
violence
in
video
games
make
us
more
violent?
Can
we
get
addicted
to
video
games?
The
second
secLon
of
the
seminar
will
be
a
hands-‐on
look
at
the
future
of
gaming
technology.
Lecture:
The
Ethics
of
Algorithms
&
Digital
Consump;on
This
lecture
will
explore
ethical
and
regulatory
issues
for
online
media
and
assess
the
need
for
legislaLon
and
control.
We
want
you
to
think
carefully
about
which
behaviours
are
‘right’
and
which
are
not.
In
parLcular
we
will
look
at
the
rise
of
algorithms,
machine
learning
and
data
mining
pracLces
to
raise
quesLons
around
consent
and
privacy.
Learning
Objec;ves
• Gain
a
basic
understanding
‘big
data’
and
how
algorithms
shape
our
daily,
digital
lives.
• Become
familiar
with
the
key
ethical
issues
facing
digital
plaqorms
and
services
that
use
algorithms
in
their
markeLng
and
communicaLon.
• Be
able
to
criLcally
evaluate
the
roles
data
and
algorithms
play
in
digital
consumpLon.
Required
Reading:
1. Lev
Manovich
‘ The
Algorithms
of
Our
Lives’
The
Chronicle
of
Higher
Educa4on
Dec
16,
2013
hgp://
chronicle.com/arLcle/The-‐Algorithms-‐of-‐Our-‐Lives-‐/143557/
2. Alice
E.
Marwick
‘How
Your
Data
are
Being
Deeply
Mined
The
New
York
Review
of
Books
Jan
9,
2014
hgp://www.nybooks.com/arLcles/archives/2014/jan/09/how-‐your-‐data-‐are-‐being-‐deeply-‐mined/
3. ChrisLan
Rudder
(2014)
‘IntroducLon’
in
Dataclysm
London:
Fourth
Estate
and
‘We
Experiment
on
Human
Beings!’
OKtrends
July
28,
2014
hgp://blog.okcupid.com/index.php/we-‐experiment-‐on-‐
human-‐beings/
Further
Reading:
1. Philipp
Max
Hartmann,
Mohamed
Zaki,
Niels
Feldmann
and
Andy
Neely
(2014)
“Big
Data
for
Big
Business?
A
Taxonomy
of
Data-‐driven
Business
Models
used
by
Start-‐up
Firms”
Cambridge
Service
Alliance
hgp://www.cambridgeservicealliance.org/uploads/downloadfiles/2014_March_Data
%20Driven%20Business%20Models.pdf
2. Mikkel
Krenchel
and
ChrisLan
Madsbjerg
(2014)
“Your
Big
Data
Is
Worthless
if
You
Don’t
Bring
It
Into
the
Real
World”
Wired
hgp://www.wired.com/2014/04/your-‐big-‐data-‐is-‐worthless-‐if-‐you-‐dont-‐bring-‐
it-‐into-‐the-‐real-‐world/
3. Crawford,
K.,
Gray,
M.
L.,
&
Miltner,
K.
(2014).
Big
Data|
CriLquing
Big
Data:
PoliLcs,
Ethics,
Epistemology|
Special
SecLon
IntroducLon.
InternaLonal
Journal
of
CommunicaLon,
8,
10.
4. Barocas,
S.,
Hood,
S.,
&
Ziewitz,
M.
(2013).
Governing
algorithms:
A
provocaLon
piece.
Available
at
SSRN
2245322
hgp://papers.ssrn.com/sol3/papers.cfm?abstract_id=2245322
14
Online Culture and Behaviour – Unit Guide
5.
6.
7.
Hallinan,
B.,
&
Striphas,
T.
(2014).
Recommended
for
you:
The
Neqlix
Prize
and
the
producLon
of
algorithmic
culture.
New
Media
&
Society,
1461444814538646.
Kushner,
S.
(2013).
The
freelance
translaLon
machine:
Algorithmic
culture
and
the
invisible
industry.
New
Media
&
Society,
15(8),
1241-‐1258.
Hardt,
M.
(2013,
May).
Occupy
Algorithms:
Will
Algorithms
Serve
the
99%?.
In
Response
Paper
for
the
Governing
Algorithms
Conference,
NYU.
hgp://www.mrtz.org/papers/pasquale.pdf
Web
Resources
• Ok
Cupid
blog
hgp://blog.okcupid.com
• Kiss
metrics
blog
hgps://blog.kissmetrics.com/
• PersonalisaLon
Stories
hgp://www.addthis.com/blog/2013/05/23/what-‐is-‐personalizaLon/
#.VCVs62ddXHQ
• Big
Data
Research
hgp://www.journals.elsevier.com/big-‐data-‐research/
• Big
Data
&
Society
hgp://bigdatasoc.blogspot.co.uk/p/big-‐data-‐and-‐society.html
Week
9
Workshop
Task:
In
the
first
part
of
the
seminar
you
will
be
presented
with
an
ethical
scenario
to
analyse.
Based
on
this
analysis,
in
the
second
half
of
seminar
you
will
generate
a
response
to
the
scenario
from
the
perspecLve
of
industry,
a
rights
group
and
a
user/consumer
group.
Lecture:
Digital
In;macies
&
Sexuality
This
lecture
will
introduce
debates
around
the
role
that
digital
technologies
play
in
shaping
our
inLmate
lives
and
sexuality.
We
will
look
at
how
race
and
gender
roles
are
mediated
on
social
networking
sites,
as
well
as
at
how
businesses
both
draw
data
from
our
inLmate
lives,
and
market
sexuality
to
use
on
online
and
social
media
plaqorms.
Learning
Objec;ves
• IdenLfy
at
least
three
arguments
about
how
and
why
(and
if)
social
media
changes
its
users’
inLmate
relaLonships.
• IdenLfy
the
roles
of
race
and
gender
play
in
mediaLng
social
networks
• From
a
business
angle,
idenLfy
“how
all
individuals
are
social
networking
sites”
Required
Reading:
1.
IntroducLon
&
Part
I
(pgs.
1-‐135)
Miller,
D.
(2011).
Tales
from
Facebook.
London:
Polity.
(ISBN-‐13:
978-‐0745652108)
Further
Reading:
1. Boellstorff,
T.
(2010).
Coming
of
Age
in
Second
Life:
An
Anthropologist
Explores
the
Virtually
Human.
Princeton:
Princeton
University
Press.
(ISBN-‐13:
978-‐0691146270)
2. Turkle,
S.
(2013)
Alone
Together.
New
York:
Basic
Books.
(ISBN-‐13:
978-‐0465031467)
3. Marwick,
A.
E.
(2011).
I
tweet
honestly,
I
tweet
passionately:
Twiger
users,
context
collapse,
and
the
imagined
audience.
New
media
&
society,
13(1),
114-‐133.
4. Gardner,
H.,
&
Davis,
K.
(2013).
The
App
GeneraLon:
How
Today's
Youth
Navigate
IdenLty,
InLmacy,
and
ImaginaLon
in
a
Digital
World.
Yale
University
Press.
5. Ellison,
N.
B.,
Steinfield,
C.,
&
Lampe,
C.
(2007).
The
benefits
of
Facebook
“friends:”
Social
capital
and
college
students’
use
of
online
social
network
sites.
Journal
of
Computer-‐Mediated
CommunicaLon,
12(4),
1143-‐1168.
15
Online Culture and Behaviour – Unit Guide
6.
Zhao,
S.,
Grasmuck,
S.,
&
MarLn,
J.
(2008).
IdenLty
construcLon
on
Facebook:
Digital
empowerment
in
anchored
relaLonships.
Computers
in
human
behavior,
24(5),
1816-‐1836.
Web
Resources
•
The
Pedagogy
of
Momus
Technologies:
Facebook,
Privacy,
and
Online
InLmacy
hgp://www.maxvanmanen.com/files/2011/04/2010-‐MomusTechnologies.pdf
•
Is
Facebook
Making
us
Lonely?
hgp://hs.stdoms.org/ourpages/auto/2014/4/2/43816334/Is%20Facebook%20Making%20Us
%20Lonely.pdf
•
Facebook
Ruined
my
Marriage
hgp://surface.syr.edu/cgi/viewcontent.cgi?arLcle=1006&context=ms_thesis
Week
10
Workshop
Task:
Based
on
the
readings
and
lectures,
each
student
will
argue
how
Facebook
has
(or
has
not)
shaped
their
inLmate
relaLonships.
Read
one
of
the
web
resource
arLcles
before
class
and
be
prepared
to
answer
the
quesLon,
“Is
Facebook
Making
us
Lonely?”
**Group
Presenta;on
Tutorials**
Week
11
&
Week
12
16
**Group
Presenta;ons**
GUIDE
2014/15
Dr.
Anna
Feigenbaum
(unit
leader)
[email protected]
Dr.
Laura
Bunt-‐MacRury
[email protected]
&
Philip
Wilkinson
[email protected]
Online Culture and Behaviour
Tutors:
Online Culture and Behaviour – Unit Guide
INTRODUCTION
This
guide
sets
out
the
aims
and
structure
of
the
unit,
outlines
the
lecture
and
seminar
programme
and
contains
suggested
reading.
The
unit
guide
is
designed
to
help
you
to
plan
your
study
in
this
subject.
However,
the
topics
covered
cannot
be
a
comprehensive
review
of
all
aspects
of
online
culture
and
behaviour,
so
try
to
read
and
think
widely
and
don’t
be
afraid
to
bring
other
perspecLves
into
the
lectures
and
seminars.
We
suggest
that
you
read
through
this
guide
at
the
start
of
the
unit.
In
parLcular
you
should
consider
the
lecture
and
seminar
programme.
You
might
also
think
about
which
books
to
buy
(if
any)
and
you
might
obtain
other
interesLng
arLcles
at
the
start
of
the
unit.
Perhaps
more
importantly,
you
will
benefit
from
consul;ng
this
guide
each
week.
Online
Culture
and
Behaviour
–
Unit
Overview
9:00-‐10:00
Monday
Tuesday
SEMINAR
W403
SEMINAR
W403
Wednesday
LECTURE
BARNES
10:00-‐11:00
11:00-‐12:00
12:00-‐13:00
13:00-‐14:00
2
SEMINAR
W403
SEMINAR
W403
Thursday
Friday
Online Culture and Behaviour – Unit Guide
Wee
k
no.
Seminar
Dates
Seminar
Task
Tutor
Lecture
Dates
Lecture
Topic
Lecturer
1
29th
Sep,
30th
Sep,
1st
Oct
Intro
acLvity
&
Team
formaLon
Anna
2nd
Oct
Unit
introducLon
-‐
From
techno-‐utopias
to
digital
dystopias
Anna,
Laura,
Phil
2
6th
Oct,
7th
Oct,
8th
Oct
Media
Futures
Anna
9th
Oct
Approaches
to
Researching
Online
Culture
and
Behaviour
**Assessment
Briefs**
Laura
&
Anna
3
13th
Oct,
14th
Oct,
15th
Oct
Essay
WriLng
Workshop
&
Online
Research
Methods
Laura
16th
Oct
User
experience
and
web
design
Phil
4
20th
Oct,
21st
Oct,
22nd
Oct
RNLI
Online
Audit
Phil
23rd
Oct
Netnography
for
Audience
and
Consumer
Research
Laura
5
27th
Oct,
28th
Oct,
29th
Oct
Netnography
of
RNLI
Laura
30th
Oct
Individual
Essay
Tutorials
–
bring
essay
outlines
for
feedback
Anna,
Laura,
Phil
Reading
Week
6
10th
Nov,
11th
Nov,
12th
Nov
Film
Screenings
Anna
13th
Nov
Understanding
collaboraLon
online
**Individual
Essay
Due**
Phil
7
17th
Nov,
18th
Nov,
19th
Nov
Online
CollaboraLon
Phil
20th
Nov
Online
gaming
and
play
Phil
8
24th
Nov,
25th
Online
Gaming
Nov,
26th
Nov
Phil
27th
Nov
The
Ethics
of
Algorithms
and
Big
Data
Anna
9
1st
Dec,
2nd
Dec,
3rd
Dec
The
Ethics
of
Algorithms
Anna
4th
Dec
Digital
InLmacies
&
Sexuality
Laura
10
8th
Dec,
9th
Dec,
10th
Dec
Digital
InLmacies
and
Sexuality
Laura
11th
Dec
Group
Tutorials
–
bring
project
proposals
for
feedback
Anna,
Laura,
Phil
11
5th
Jan,
6th
Jan,
7th
Jan
**Group
Presenta;ons**
Anna,
Phil
8th
Jan
**Group
Presenta;ons**
Anna,
Phil
12
12th
Jan,
13th
Jan,
14th
Jan
**Group
Presenta;ons**
Anna,
Laura
15th
Jan
**Group
Presenta;ons**
Anna,
Laura
21st
Jan
Final
Project
Report
hand
in
3
Online Culture and Behaviour – Unit Guide
UNIT
AIMS
To
allow
students
to
further
explore
online
culture
and
behaviour
and
use
this
knowledge
to
support
communicaLon
and
markeLng
acLvity.
The
course
will
consider
emerging
aspects
of
online
behaviour
and
culture
and
examine
ways
in
which
organisaLons
might
respond.
As
a
result
students
will
develop
specialist
skills
in
researching
online
behaviours
and
in
managing
online
communicaLons
strategies
and
campaigns.
UNIT
INTENDED
LEARNING
OUTCOMES
Having
completed
this
unit
the
student
is
expected
to:
1. Demonstrate
a
good
understanding
of
industry
and
academic
research
and
debates
related
to
online
media
culture,
behaviour
and
communicaLon;
2. Have
experience
of
using
contemporary
interacLve
media;
3. Be
able
to
formulate
strategies
for
applying
specialist
techniques
to
research
and
understand
online
cultures
and
behaviours;
4. Understand
ways
of
developing
and
evaluaLng
the
success
of
online
communicaLon
strategies
based
on
insights
into
cultures
and
behaviours.
Required
Texts
Each
week
there
will
be
required
readings
that
the
lectures
and
seminar
acLviLes
will
refer
to,
as
well
as
suggested
further
reading
to
help
with
your
assessments.
While
there
is
no
single
textbook,
The
Routledge
Companion
to
Digital
ConsumpLon
is
an
excellent
starLng
place
on
the
issues
we
will
cover
in
the
unit.
•
Russell
W.
Belk
and
Rosa
Llamas
(eds.)
(2013)
The
Routledge
Companion
to
Digital
Consump4on,
Routledge
-‐
first
chapters
free
as
an
ebook:
hgp://books.google.co.uk/books?
id=EU8bWkejda0C&lpg=PA1919&pg=PA1919#v=onepage&q&f=false)
à
Available
in
full
as
an
ebook
from
BU
With
such
rapid
developments
taking
place
you
will
benefit
from
reading
recent
publicaLons
in
academic
and
professional
journals,
and
following
online
sources.
Throughout
the
unit
you
will
be
asked
to
think
about
online
culture
in
general
and
then
consider
how
these
ideas
might
apply
to
markeLng,
adverLsing
and
PR.
Whereas
your
level
I
unit
was
all
about
‘industry
pracLce’
in
digital
communicaLon,
with
this
unit
you
are
trying
to
move
away
from
what
industry
currently
does
and
think
about
why
it
does
this
(criLcal
approaches)
and
more
important,
what
other
things
might
be
done.
Using
Online
Materials
Consider
semng
up
alerts
for
interacLve
media-‐related
issues
from
the
abstracLng
services
that
the
University
subscribes
to
and
set
up
an
RSS
reader
(like
feedly)
for
news.
There
is
also
a
growing
business
in
easy
reading
books
about
markeLng
and
the
web.
Try
searching
Amazon
for
some.
They
have
Ltles
like
‘ The
Long
Tail’,
‘Wikinomics’,
or
‘Wisdom
of
Crowds’,
‘Crowdsourcing’,
‘Here
Comes
Everyone’,
and
‘Small
is
the
new
big’.
Give
one
a
go
and
see
what
you
think.
Are
they
helpful,
or
just
fad
wriLng
for
internaLonal
business
travelers
to
read
on
the
plane?
These
are
some
peer-‐reviewed
academic
journals
that
focus
on
online
culture
and
behavior:
hgp://jcmc.indiana.edu/
hgp://www.jiad.org/
hgp://nms.sagepub.com/
hgp://con.sagepub.com/
We
will
recommend
reading
to
you,
but
it
is
beger
that
you
try
to
find
your
own
material
and
bring
that
to
the
debates
in
seminars
and
in
your
essays.
Here
are
some
more
sites
worth
going
back
to
from
Lme
to
Lme:
hgp://www.jiad.org/
hgp://www.theregister.co.uk/
hgp://slashdot.org/
4
Online Culture and Behaviour – Unit Guide
hgp://www.stumbleupon.com/
hgp://news.bbc.co.uk/1/hi/programmes/click_online/
hgp://www.iabuk.net/en/1/home.html
hgp://www.theidm.com/
hgp://blogs.forrester.com/markeLng/
hgp://www.imediaconnecLon.com/
hgp://www.nma.co.uk/
hgp://www.imaawards.co.uk/Results.aspx?Year=2008
hgp://searchenginewatch.com/
hgp://www.viralblog.com/about/
hgp://mashable.com/
hgp://www2000.ogsm.vanderbilt.edu/research_papers.htm
hgp://knowyourmeme.com/
Assessment
There
are
2
assessments
for
this
unit
(see
separate
assignment
briefing
sheets).
You
need
to
pass
both
(see
your
course
handbook
for
the
full
assessment
regulaLons).
Individual
Essay
2,500
words,
50%
unit
marks.
You
will
write
a
criLcal
response
essay
on
one
of
the
topics
provided.
See
this
as
an
opportunity
to
research
a
topic
that
interests
you
and
to
develop
an
informed
posiLon
on
it.
Your
essay
must
engage
with
academic,
as
well
as
industry
publicaLons.
You
will
be
rewarded
for
YOUR
insights
and
arguments
even
if
they
are
very
different
from
what
we
will
present
in
lectures
and
seminars.
So
make
sure
that
your
work
represents
what
you
think
(based
on
sound
argumentaLon).
Think
of
the
first
two
learning
objecLves
when
you
consider
this
assignment.
Group
Project
2,500
words,
50%
unit
marks.
You
will
pitch
for
interacLve
media
work
based
on
your
understandings
of
online
culture
and
behavior.
See
this
as
a
chance
to
apply
what
you
are
learning
about
online
culture
to
real
(and
live)
business
problems.
Again,
be
criLcal
in
your
approach
and
try
to
be
innovaLve.
It’s
not
enough
to
argue
that
‘everyone
else
does
this’,
even
if
that
‘everyone
else’
is
good
industry
pracLce
gained
from
industry
experience.
Really
try
to
add
value
by
being
creaLve
and
insighqul.
Remember
that
in
your
analysis
of
the
company
you
might
draw
from
many
other
units
that
you
have
studied.
Think
of
the
last
two
learning
objecLves
when
you
consider
this
assignment.
NOTICE
BOARD
N.B.
You
have
a
fixed
seminar
Lme.
Please
come
to
your
seminar
unless
you
have
asked
to
come
to
a
different
one
in
advance
(for
example
because
of
a
doctor’s
appointment).
N.B.
is
not
a
good
medium
for
discussion
of
complex
issues.
If
you
email,
do
so
with
queries
than
can
be
answered
simply.
We
are
happy
to
set
up
face-‐to-‐face
meeLngs
with
you
and
there
will
also
be
scheduled
tutorial
Lmes
for
each
assessment.
N.B.
Try
to
get
into
the
habit
of
reading
every
week,
but
also
make
notes
of
those
aspects
of
the
course
that
parLcularly
interest
you.
The
reading
lists
we
provide
offer
a
variety
of
perspecLves.
N.B.
Make
sure
that
you
are
present
for
the
group
presentaLon.
If
you
are
absent
without
acceptable
miLgaLng
circumstances
you
may
fail
this
unit
(just
as
if
you
failed
to
turn
up
for
an
exam)
and
you
may
also
significantly
damage
your
team’s
performance.
5
Online Culture and Behaviour – Unit Guide
N.B.
Do
not
rely
on
tutors
being
available
over
Christmas
to
answer
quesLons
about
the
group
presentaLon.
Remember,
tutorials
and
advice
by
or
phone
is
only
available
during
term
;me.
6
Online Culture and Behaviour – Unit Guide
Weekly
Schedule
➔ Check
your
emails
and
MyBU
for
informaLon
regularly.
➔ In
most
cases,
seminars
will
be
on
the
topic
of
the
previous
week’s
lecture.
Week
1
Workshop
Task
–
Unit
Introduc;on
and
Group
Forma;on:
In
seminar
you
will
parLcipate
in
a
self-‐survey
to
criLcally
reflect
on
your
own
online
culture
and
behaviour.
This
will
be
accompanied
by
a
group
task
asking
you
to
think
about
surveys
and
self-‐assessments
online.
Lecture
A
–
Unit
Introduc;on
This
introductory
lecture
will
go
over
the
structure
of
the
unit
and
the
main
quesLons
we
seek
to
raise
and
discuss
together.
You
will
become
familiar
with
the
terms
‘online
culture’
and
‘online
behaviour’,
looking
at
their
history
and
relaLon
to
more
contemporary
noLon
of
social
media.
We
will
discuss
how
the
unit
relates
to
AdverLsing,
MarkeLng
and
PR,
poinLng
you
towards
key
resources
specific
to
your
fields
of
interest.
Leaning
Outcomes:
• To
understand
the
conceptual
categories
of
online
culture
and
online
behaviour
• To
idenLfy
key
online
sources
that
you
can
draw
from
throughout
the
unit
Required
Readings:
From
The
Routledge
Companion
to
Digital
Consump4on-‐
Read
online
1. Rosa
Llamas
and
Russell
Belk
‘Living
in
a
Digital
World’
(chapter
1)
2. Donna
L.
Hoffman,
Thoms
P.
Novak
and
Randy
Stein
‘ The
digital
consumer’
(chapter
3)
3. Technological
Determinism
vs
Social
ConstrucLon
of
Technology
(2009
CommunicaLonista)
hgp://
communicaLonista.wordpress.com/2009/12/16/technological-‐determinism-‐vs-‐social-‐construcLon-‐of-‐
technology/
Further
Reading:
1. Lievrouw
A
&
Livingstone,
S
(2006),
The
handbook
of
new
media,
Sage
2. Shields,
R
(2003),
The
Virtual,
Routledge,
New
York
3. Scholz,
T,
(2013)
Digital
Labor,
Routledge,
New
York
4. Kozinets,
R
(2008),
Technology/Ideology:
How
Ideological
Fields
Influence
Consumers’
Technology
NarraLves,
Journal
of
Consumer
Research,
Vol
34,
April
5. Eccleson
P,
(1999),
‘An
overview
of
the
Internet’,
Interac4ve
Marke4ng,
Vol
1,
No
1,
pp68-‐75
Lecture
B
–
From
Techno-‐utopias
to
Digital
Dystopias
While
some
people
argue
that
new
online
media
technologies
will
bring
happiness
to
everyone,
others
see
them
as
a
decline
of
civilisaLon.
In
this
lecture
we
will
introduce
contemporary
debates
about
online
technology
and
culture,
pumng
them
into
some
historical
context.
Here
we
will
consider
technological
determinism
and
social
determinism.
We
will
look
at
the
depicLon
of
present
and
possible
future
online
media
in
cultural
texts
(films,
novels,
television)
as
a
means
of
exploring
what
our
technological
futures
might
hold.
Through
this
lens
we
will
consider
the
implicaLons
of
future
technologies
for
changes
in
adverLsing,
markeLng
and
PR
communicaLon
pracLces.
Learning
Outcomes
• Understand
the
basic
differences
between
social
construcLon
and
technological
determinism.
• Consider
how
pracLces
may
change
in
the
future
as
digital
technologies
develop
and
think
about
potenLal
implicaLons
for
communicaLons
professionals.
Further
Reading:
7
Online Culture and Behaviour – Unit Guide
1.
2.
3.
4.
Sherry
Turkle
‘IntroducLon’
to
Alone
Together
(Basic
Books
2011)
available
online
see
also:
hgp://
www.alonetogetherbook.com/
Geert
Lovink
‘What
is
the
Social
in
Social
Media?’
(e-‐flux
2012)
hgp://www.e-‐flux.com/journal/what-‐is-‐the-‐social-‐in-‐social-‐media/
MacKenzie,
Donald
and
Wajcman,
Judy,
eds.
(1999)
The
social
shaping
of
technology.
2nd
ed.,
Open
University
Press,
Buckingham,
UK.
ISBN
9780335199136
read
online
Winner,
L.
(1980).
Do
arLfacts
have
poliLcs?.
Daedalus,
121-‐136.
read
online
Week
2
Workshop
Task
-‐
From
Techno-‐utopias
to
Digital
Dystopias:
Predic(ng
the
future
In
your
groups,
pick
an
exisLng
digital
media
technology.
For
example
this
could
be
smartphones,
tablets,
laptops,
Satnavs,
videogames
consoles
etc.,
or
it
could
be
social
networks,
online
shopping,
text
messaging,
video
calls,
etc.
Predict
what
might
change
relaLng
to
your
chosen
area
in
the
next
5
years.
In
parLcular
provide
an
account
of
what
people
will
be
doing
with
these
technologies.
For
example,
will
use
grow,
decline
or
remain
unchanged?
Be
prepared
to
explain
and
jusLfy
your
predicLons,
in
parLcular
by
drawing
on
exisLng
culture
and
behavior
in
relaLon
to
exisLng
technologies
(think
about
theory
too.
What
theories
might
help
with
your
explanaLons?).
Also
consider
what
the
barriers
to
these
changes
might
be.
Lecture
-‐
Approaches
to
Researching
Online
Culture
and
Behaviour
In
this
lecture
we
will
first
idenLfy
the
major
trends
in
online
research
and
the
ethical
concerns
involving
online
research
(i.e.
What
is
the
difference
between
research
tools
as
opposed
to
research
approaches?
Why/how
is
it
necessary
to
gain
consent
or
undergo
an
ethics
review
before
you
begin
your
project?
).
Students
will
then
be
introduced
to
four
major
approaches
to
qualitaLve
online
research.
Finally,
students
will
be
given
a
“real-‐life”
markeLng
problem
from
Disney
and
discuss
how
they
would
use
these
methods
in
drawing
up
a
soluLon.
Learning
Outcomes
• Students
will
be
able
to
define
and
highlight
the
four
major
approaches
to
qualitaLve
online
research.
• Students
will
become
familiar
with
how
to
apply
different
qualitaLve
approaches
to
online
research
to
corproate
case
studies.
Required
Reading:
1. Chapter
1-‐8
(pgs.
1-‐106)
-‐
Hooley,
T.,
Wellens,
J.,
&
Marriog,
J.
(2012).
What
is
Online
Research?:
Using
the
Internet
for
Social
Science
Research.
London:
Bloomsbury
Academic.
(ISBN-‐13:
978-‐1849665247)
Further
Reading:
1. Poynter,
R.
(2010).
The
Handbook
of
Online
and
Social
Media
Research:
Tools
and
Techniques
for
Market
Researchers.
London:
John
Wiley
&
Sons.
(ISBN-‐13:
978-‐0470710401)
8
2.
Hine,
C.,
ed.
(2005).
Virtual
Methods:
Issues
in
Social
Research
on
the
Internet.
Oxford:
Berg
Publishers.
(ISBN-‐13:
978-‐1845200855)
3.
Markham,
A.
N.,
&
Baym,
N.
K.
(Eds.).
(2008).
Internet
Inquiry:
Conversa4ons
About
Method.
London:
Sage.
(ISBN-‐13:
978-‐1412910019)
4.
Wright,
K.
B.
(2005).
Researching
Internet-‐based
populaLons:
Advantages
and
disadvantages
of
online
survey
research,
online
quesLonnaire
authoring
sowware
packages,
and
web
survey
services.
Journal
of
Computer-‐Mediated
CommunicaLon,
10(3),
00-‐00.
5.
Berg,
B.
L.,
&
Lune,
H.
(2004).
QualitaLve
research
methods
for
the
social
sciences
(Vol.
5).
Boston:
Pearson.
Online Culture and Behaviour – Unit Guide
6.
Daniel,
B.
K.
(Ed.).
(2011).
Handbook
of
research
on
methods
and
techniques
for
studying
virtual
communiLes:
Paradigms
and
phenomena.
IGI
Global.
7.
Pagon,
M.
Q.
(2005).
QualitaLve
research.
John
Wiley
&
Sons,
Ltd.
Web
Resources
• Social
Research
Methods
-‐
hgp://www.socialresearchmethods.net
• The
Challenge
of
the
Internet/Survey
Research
Methods
-‐
hgp://www.asc.org.uk/publicaLons/
proceedings/ASC2001Proceedings.pdf#page=15
• SAGE:
Online
Research
Tool
-‐
hgp://srmo.sagepub.com/publicstart?authRejecLon=true
Week
3
Workshop
Task:
Essay
WriLng
Workshop
&
Based
on
the
readings
and
lectures,
come
to
the
seminar
prepared
to
discuss
how
you
would
manage
Disney’s
“problem”
of
audience.
Also,
be
prepared
to
discuss
why
you
would
rule
out
other
approaches.
Lecture
-‐
Understanding
user
experience
and
web
design
This
lecture
will
begin
with
a
brief
overview
of
how
the
internet
works
in
relaLon
to
–
effecLvely
-‐
the
‘passing
of
documents’
around
a
network.
The
original
design
philosophy
in
the
original
concepLon
of
the
World
Wide
Web
will
be
discussed
as
well.
Following
this
a
historical
overview
will
cover
the
development
of
the
Web
from
staLc
web-‐pages
to
media
rich,
web
2.0
experiences.
Awer
the
introducLon,
the
history
of
the
web
and
original
design
principles
will
be
linked
to
the
current
design
trends
in
user
experience
architecture
and
web
design.
User
experience
/
user
interacLon
design
principles
will
be
discussed
in
relaLon
to
designing
websites
for
different
purposes
(online
journalism,
blogging,
retail).
The
importance
of
designing
for
Search
Engine
OpLmizaLon
(SEO)
and
Social
Media
integraLon
will
be
highlighted.
Classic
design
traps
will
be
pointed
out
with
examples,
especially
in
relaLon
to
the
creaLve
vision
vs
technical
pracLcality.
How
user
experience
is
‘captured’
will
also
be
discussed.
Future
design
trends
will
be
speculated
on,
with
a
key
focus
on
the
‘social’
web.
Learning
Outcomes
• Understand
the
difference
between
the
internet
and
the
World
Wide
Web
and
how
the
design
principles
behind
the
World
Wide
Web
led
the
current
manifestaLon
of
the
‘internet’
as
we
know
it.
• Understand
users
navigaLon
strategies,
online
social
presence,
and
shopping
experience
and
implicaLons
of
this
for
making
online
purchases.
• Understand
basic
principles
of
–
and
differences
between
-‐
user
experience
and
user
interacLon
design
including
an
awareness
of
classic
design
principles
/
web
features
and
be
able
to
recognize
these
features.
• Understand
how
user
experience
is
evaluated
and
be
able
to
criLcal
evaluate
websites
with
specific
recommendaLons
for
improvement.
Required
Reading:
1. Chapter
1-‐2
-‐
Garret,
J
(2012).
The
Elements
of
User
Experience:
User-‐Centered
Design
for
the
Web
and
Beyond
-‐
Available
at:
hgp://mblazquez.es/blog-‐ccdoc-‐arquitectura-‐informacion/documentos/
the-‐elements-‐of-‐user-‐experience.pdf
2. Chapter
1
–
2:
Krug,
S.
(2010)
Don’t
Make
Me
Think!
A
Common
Sense
Approach
to
Web
Usability
-‐
2nd
EdiLon
Available
at:
hgp://web-‐profile.com.ua/wp-‐content/uploads/steve-‐krug-‐dont-‐make-‐me-‐think-‐
second-‐ediLon.pdf
3. Andriole,
S.
(2010)
Business
Impact
of
Web
2.0
Technologies.
Available
at:
hgps://organized-‐change-‐
consultancy.wikispaces.com/file/view/Technology+web+2.pdf
9
Online Culture and Behaviour – Unit Guide
Further
Reading:
1. Fogg,
B.
J.
(2009,
April).
A
behavior
model
for
persuasive
design.
In
Proceedings
of
the
4th
internaLonal
Conference
on
Persuasive
Technology
(p.
40).
Available
at:
hgp://bjfogg.com/|m_files/
page4_1.pdf
2. Chapter
7
-‐
Fogg,
B.,
(2002)
Persuasive
technology:
using
computers
to
change
what
we
think
and
do
-‐
Available
as
eBook
through
Bournemouth
University
Library
Catalogue
3. Petrie,
H.,
&
Bevan,
N.
(2009).
The
evaluaLon
of
accessibility,
usability
and
user
experience.
The
universal
access
handbook,
10-‐20.
Available
at:
hgp://www.nigelbevan.com/papers/
The_evaluaLon_of_accessibility_usability_and_user_experience.pdf
4. Dix,
A.,
Hooper,
C.,
(2012)
Web
Science
and
Human
Computer
InteracLon:
When
Disciplines
Collide
–
Available
at:
hgps://di.ncl.ac.uk/publicaLons/HCIWebSci.pdf
5. Georgiadis,
C.
K.,
&
Chau,
P.
Y.
(2013).
IntroducLon
to
the
special
issue
on
User
Experience
in
e-‐
Business
Environments.
InformaLon
Systems
and
e-‐Business
Management,
11(2),
185-‐188.
hgp://
link.springer.com/arLcle/10.1007/s10257-‐013-‐0217-‐0#
Web
Resources
• Key
points
in
designing
for
the
web
(Primarily
for
retail)
-‐>
hgp://www.forbes.com/sites/
cherylsnappconner/2014/03/27/25-‐web-‐design-‐Lps-‐to-‐honor-‐25-‐years-‐of-‐the-‐web/
• Designing
for
persuasion
7
principles:
hgp://www.smashingmagazine.com/2010/11/29/persuasion-‐
triggers-‐in-‐web-‐design/#more-‐75443
• “Vague,
but
exciLng…”
-‐
Original
proposal
for
the
World
Wide
Web
by
Tim
Berners-‐Lee
@
CERN
-‐>
hgp://info.cern.ch/Proposal.html
• Learn
from
web
design
‘horror
stories’
-‐
hgp://clientsfromhell.net/tagged/series-‐of-‐tubes
Week
4
Workshop
Task:
In
this
workshop
you
will
take
what
you
learnt
in
the
user
experience
lecture
then
apply
it
to
real
world
examples.
The
first
part
of
the
seminar
will
require
a
comparison
of
two
retailer
websites.
The
remaining
1hr
30mins
will
be
focused
on
evaluaLng
the
RNLI
website
and
their
markeLng
campaigns.
Your
findings
will
be
discussed
in
relaLon
to
industry
insights
and
professional
opinions.
Lecture:
Netnography
for
Audience
and
Consumer
Research
Lecture:
Students
will
be
introduced
to
a
brief
history
of
ethnographic
research
and
develop
a
working
definiLon
of
the
concept
of
ethnography
by
idenLfy
the
six
major
research
tools
used
by
anthropologists.
Student
will
then
develop
an
understanding
of
how
to
employ
these
techniques
to
online
and
consumer
research
plaqorms.
These
techniques
will
be
used
in
developing
ideas
to
study
the
RNLI
live
client.
Learning
Outcomes
• Students
will
be
able
to
understand
a
brief
history
of
ethnographic
research.
• Students
will
learn
to
apply
ethnographic
principles
to
consumer
research.
Required
Reading:
1. Chapter
2
(pgs.
13-‐27)
&
Chapters
4-‐6
(pgs.
52-‐110)
Boellstorff,
T.,
Nardi,
B.,
Pearce,
C.,
&
Taylor,
T.
L.
(2012).
Ethnography
and
Virtual
Worlds:
A
Handbook
of
Method.
PrinceLon:
Princeton
University
Press.
(ISBN-‐13:
978-‐0691149516)
2.
10
Chapters
4-‐6
(pgs.
58-‐117)
Kozinets,
Robert,
V.
(2012)
Netnography:
Doing
Ethnographic
Research
Online.
London:
Sage.
(ISBN-‐13:
978-‐1848606456)
Online Culture and Behaviour – Unit Guide
Further
Reading:
1.
Miller,
D.,
&
Slater,
D.
(2000).
The
Internet:
An
Ethnographic
Approach.
Oxford:
Berg.
(ISBN-‐13:
978-‐1859733899)
2.
Horst,
H.
A.,
&
Miller,
D.,
eds
.
(2013).
Digital
Anthropology.
London:
A&C
Black.
(ISBN-‐13:
978-‐0857852908)
3.
Malinowski,
B.
(2014)
(1924).
Argonauts
of
the
Western
Pacific.
London:
Routeledge.
4.
Evans-‐Pritchard,
E.
E.
(1940).
The
Nuer
(Vol.
940).
Clarendon:
Oxford.
5.
Geertz,
C.
(1973).
The
InterpretaLon
of
Cultures:
Selected
Essays
(Vol.
5019).
New
YorK:
Basic
Books.
6.
Stocking,
G.
W.
(1992).
The
Ethnographer's
Magic
and
Other
Essays
in
the
History
of
Anthropology.
Madison:
University
of
Wisconsin
Press.
7.
Hine,
C.
(2008).
Virtual
ethnography:
Modes,
varieLes,
affordances.
The
SAGE
handbook
of
online
research
methods,
257-‐270.
8.
Garcia,
A.
C.,
Standlee,
A.
I.,
Bechkoff,
J.,
&
Cui,
Y.
(2009).
Ethnographic
approaches
to
the
internet
and
computer-‐mediated
communicaLon.
Journal
of
Contemporary
Ethnography,
38(1),
52-‐84.
9.
Maclaran,
P.,
&
Cagerall,
M.
(2002).
Researching
the
social
web:
markeLng
informaLon
from
virtual
communiLes.
MarkeLng
Intelligence
&
Planning,
20(6),
319-‐326.
10. Wilson,
S.
M.,
&
Peterson,
L.
C.
(2002).
The
anthropology
of
online
communiLes.
Annual
review
of
anthropology,
449-‐467.
11. Daniel,
B.
K.
(Ed.).
(2011).
Handbook
of
research
on
methods
and
techniques
for
studying
virtual
communiLes:
Paradigms
and
phenomena.
IGI
Global.
Web
Resources
• Malinowski
Documentary
on
YouTube:
hgps://www.youtube.com/watch?
v=f22VsAlOwbc&list=PLCB2AE615C42B3BF0
• Digital
Ethnography
Research
Center
hgp://www.digital-‐ethnography.net
• Mediated
Cultures:
hgp://mediatedcultures.net
• Ethnographic
Approaches
to
Digital
Media:
hgp://techstyle.lmc.gatech.edu/wp-‐content/uploads/
2011/11/0000005936-‐annurev.anthro.012809.104945.pdf
Week
5
Workshop
Task:
Based
on
the
readings
and
lectures,
come
to
the
seminar
with
at
least
three
different
ways
in
which
you
might
approach
the
live
client
RNLI
ethnographically.
Also,
brainstorm
other
areas
of
markeLng,
PR,
and
adverLsing
that
could
benefit
from
an
ethnographic
study.
**Individual
Essay
Tutorials
–
bring
essay
outlines
for
feedback**
Week
6
Workshop
Task:
Film
Screenings!
Lecture:
Understanding
collabora;on
online:
blogs,
wikis
and
crowdsourcing
11
Online Culture and Behaviour – Unit Guide
This
lecture
will
open
with
a
top
down
perspecLve
on
online
collaboraLons
with
specific
reference
to
noLons
of
the
‘Social
Web’.
Links
will
be
made
to
the
previous
web
lecture,
discussing
how
the
internet
was
designed
with
free
communicaLon
in
mind
and
how
that
has
led
to
increased
online
collaboraLon.
Online
communiLes
will
be
discussed
in
relaLon
to
the
internet’s
facilitaLon
of
people
with
common
goals
coming
together.
This
will
then
lead
onto
discussing
the
role
of
internet
acLvism
/
hackLvism
/
slackLvism.
Moreover,
a
power
shiw
will
be
presented
in
the
role
of
online
markeLng.
The
power
of
markeLng
has
moved
away
from
tradiLonal
media
companies
to
the
Fashion
Blogger
or
the
Tech
Vlogger.
The
lecture
will
then
follow
this
commercial
orientaLon
towards
online
collaboraLon
tools
are
used
in
the
work
place,
and
how
this
has
changed
corporate
pracLce
-‐
having
access
to
online
emails,
wikis,
Skype
etc.
on
our
phones
-‐whilst
potenLally
working
with
people
around
the
world
has
resulted
in
the
modern
workplace
Moving
away
from
large
corporate
pracLces
the
lecture
will
then
discuss
the
role
of
online
crowdsourcing
and
crowdfunding
plaqorms
have
been
used
by
individuals
to
raise
funds
for
creaLve,
commercial,
and
ironic
projects.
Learning
Outcomes
•
•
•
•
Understand
the
role
of
the
social
web,
how
this
links
with
the
development
of
the
internet,
and
the
common
technologies
that
are
used
in
online
collaboraLon.
Become
familiar
with
common
legal
issues
and
complaints
in
the
use
of
crowdsourcing
and
crowdfunding
plaqorms.
An
introductory
understanding
to
parLcipatory
culture
and
the
rise
of
the
‘prosumer’
Understand
the
concept
of
Computer
Supported
CooperaLve
Work
(CSCW)
and
how
it
has
changed
modern
work
pracLce
Required
Reading:
1.
Grudin,
Jonathan
and
Poltrock,
Steven
(2013):
Computer
Supported
CooperaLve
Work.
In:
Soegaard,
Mads
and
Dam,
Rikke
Friis
(eds.).
"The
Encyclopedia
of
Human-‐Computer
InteracLon,
2nd
Ed.".
Aarhus,
Denmark:
The
InteracLon
Design
FoundaLon.
Available
at
hgps://www.interacLon-‐
design.org/encyclopedia/cscw_computer_supported_cooperaLve_work.html
2.
Chapter
1:
Williams,
D.
(2006)
Wikinomics:
How
Mass
CollaboraLon
Changes
Everything:
Available
through
Bournemouth
University
Further
Reading:
1.
Delwiche,
A.,
(2012)
The
Par4cipatory
Cultures
Handbook
:
Available
through
Bournemouth
University
2.
Mollick,
E.,
(2013)
The
dynamics
of
crowdfunding:
An
exploratory
study
Available
at:
hgp://
www.researchgate.net/publicaLon/
259133171_The_dynamics_of_crowdfunding_An_exploratory_study/file/e0b4952d06e5d46287.pdf
3.
Kleeman,
F.
(2008)
Un(der)paid
Innovators:
The
Commercial
U4liza4on
of
Consumer
Work
through
Crowdsourcing.
Available
at:
hgp://www.sL-‐studies.de/ojs/index.php/sL/arLcle/download/81/62
4.
Poetz,
M.
et
al.
(2012)
The
Value
of
Crowdsourcing:
Can
Users
Really
Compete
with
Professionals
in
Genera4ng
New
Product
Ideas?
Available
at:
hgp://www.wu.ac.at/mm/team/schreier/
94002_20120201_044959_thevalueofcrowdsourcing_jpim.pdf
5.
Mills,
K.
(2003)
Computer-‐Supported
Coopera4ve
Work
–
Available
at:
hgp://w3.antd.nist.gov/~mills/
papers/120008706_ELIS_Batch6_R1.pdf
Web
Resources
• hgp://www.wired.co.uk/news/archive/2013-‐12/28/crowdfunding-‐success-‐stories
• Successful
Kickstarter
=
$50,000
for
Potato
Salad:
hgp://www.forbes.com/sites/johngreathouse/
2014/07/08/potato-‐salad-‐kickstarter-‐campaign-‐raises-‐over-‐41000/
12
Online Culture and Behaviour – Unit Guide
•
•
What
rights
do
Kickstarter
backers
have?
hgp://jipel.law.nyu.edu/2014/04/the-‐oculus-‐riw-‐buyout-‐
outrage-‐what-‐are-‐the-‐rights-‐of-‐kickstarter-‐backers/
Changing
office
spaces:
hgp://www.bbc.co.uk/news/business-‐17081036
hgp://online.wsj.com/news/arLcles/SB10001424052702304818404577349783161465976?
mg=reno64-‐wsj&url=hgp%3A%2F%2Fonline.wsj.com%2FarLcle
%2FSB10001424052702304818404577349783161465976.html
Week
7
Workshop
Task:
During
this
seminar
you
will
parLcipate
in
an
online
collaboraLve
project.
You
will
work
as
a
team
but
you
will
be
working
together
from
different
rooms
using
technologies
typically
used
in
a
modern
workplace.
Following
this
we
will
gather
together
to
reflect
and
discuss
the
experience.
Lecture:
Understanding
gaming
and
online
play
Lecture
This
lecture
will
provide
a
brief
insight
into
the
merging
field
of
game
studies.
The
rise
of
the
video
game
from
niche
hobbyist
interest
to
mainstream
pop-‐culture
staple
will
be
presented.
Paralleling
the
maturing
of
games
as
a
medium,
the
changing
percepLons
of
the
typical
gamer
will
be
discussed
as
will
the
splimng
of
the
hardcore
and
casual
gamer.
The
rise
of
educaLonal
games,
serious
games,
and
games
for
social
change
will
be
presented
with
examples.
AdopLng
a
commercial
perspecLve,
the
use
of
games
as
a
means
of
adverLsing
will
be
discussed.
Moreover,
modern
gaming
business
models
will
be
presented
As
it
has
recently
been
established
that
female
gamers
are
now
the
majority,
there
will
be
a
brief
discussion
of
sex,
objecLficaLon,
and
misogyny
in
games
and
gaming
culture.
Following
this
there
will
be
some
speculaLon
over
the
future
of
games
as
it
compares
with
augmented
reality,
virtual
reality,
and
pervasive
games.
Learning
Outcomes
• Understand,
idenLfy
and
criLcally
appraise
the
efficacy
purposeful
games.
• Understand
what
is
meant
by
‘casual’
and
‘hardcore’
gamers.
• Engage
with
key
gaming
debates
regarding
gender,
addicLon,
and
violence
• Become
familiar
with
the
different
business
models
that
are
now
used
and
how
the
gaming
industry
has
moved
from
a
product
to
a
service
industry
Required
Reading:
1. Chapters
1
–
4:
Juul,
J.
(2009).
A
Casual
Revolu4on
–
Available
at:
hgp://marzipa.files.wordpress.com/
2011/08/a-‐casual-‐revoluLon-‐reinvenLng-‐video-‐games-‐and-‐their-‐players.pdf
2. Ochalla,
B.
(2007)
Who
Says
Video
Games
Have
to
be
Fun?
The
Rise
of
Serious
Games
Available
at:
hgp://www.gamasutra.com/view/feature/129891/who_says_video_games_have_to_be_.php
3. Yee,
N.
(2006)
Mo4va4ons
for
play
in
online
games
Available
at:
hgp://www.nickyee.com/pubs/Yee
%20-‐%20MoLvaLons%20(2007).pdf
Further
Reading:
1. Thier,
D.
(2014)
The
Video
Game
Industry
Has
Only
Itself
To
Blame
For
Misogyny
And
Harassment
–
Available
at:
hgp://www.forbes.com/sites/davidthier/2014/09/04/the-‐video-‐game-‐industry-‐has-‐only-‐
itself-‐to-‐blame-‐for-‐misogyny-‐and-‐harassment/
2. Molesworth,
M
&
Denegri-‐Knog,
J
(2008),
The
Playfulness
of
eBay
and
the
ImplicaLons
for
Business
as
a
Game-‐Maker,
Journal
of
MacromarkeLng,
vol
28,
no
4,
369-‐380
[key
reading]
13
Online Culture and Behaviour – Unit Guide
3.
4.
5.
Chapter
3
and
11:
Kline,
S.,
Dyer-‐Witheford,
N.,
&
de
Peuter,
G.
(2003),
Digital
play,
the
interacLon
of
technology,
culture,
and
markeLng.
Montreal,
Canada:
McGill-‐Queen's
University
Press.
Harper,
N.,
2012.
Journey
and
the
art
of
emo4onal
game
design.
Guardian.
Available
at:
hgp://
www.guardian.co.uk/technology/gamesblog/2012/nov/21/journey-‐emoLonal-‐game-‐design
Sotamaa,
O.,
2010.
Game
Achievements,
CollecLng
and
Gaming
Capital.
In:
Mitgutsch,
K..,
Klimmt,
C.
and
RosensLngl,
H.
(Eds.),
Exploring
the
Edges
of
Gaming:
Proceedings
of
The
Vienna
Games
Conference
2008-‐2009.
Vienna:
Braumüller.
Web
Resources
•
Examples
of
games
designed
to
create
social
change:
hgp://www.gamesforchange.org/
• Maximizing
dopamine
release
in
game
play:
hgps://www.youtube.com/watch?v=aKFjoF-‐YO20
Week
8
Workshop
Task:
This
seminar
will
be
broken
into
two
parts.
The
first
part
will
feature
a
discussion
around
key
debates
in
game
playing
including:
Is
the
online
gaming
community
misogynisLc?
Does
violence
in
video
games
make
us
more
violent?
Can
we
get
addicted
to
video
games?
The
second
secLon
of
the
seminar
will
be
a
hands-‐on
look
at
the
future
of
gaming
technology.
Lecture:
The
Ethics
of
Algorithms
&
Digital
Consump;on
This
lecture
will
explore
ethical
and
regulatory
issues
for
online
media
and
assess
the
need
for
legislaLon
and
control.
We
want
you
to
think
carefully
about
which
behaviours
are
‘right’
and
which
are
not.
In
parLcular
we
will
look
at
the
rise
of
algorithms,
machine
learning
and
data
mining
pracLces
to
raise
quesLons
around
consent
and
privacy.
Learning
Objec;ves
• Gain
a
basic
understanding
‘big
data’
and
how
algorithms
shape
our
daily,
digital
lives.
• Become
familiar
with
the
key
ethical
issues
facing
digital
plaqorms
and
services
that
use
algorithms
in
their
markeLng
and
communicaLon.
• Be
able
to
criLcally
evaluate
the
roles
data
and
algorithms
play
in
digital
consumpLon.
Required
Reading:
1. Lev
Manovich
‘ The
Algorithms
of
Our
Lives’
The
Chronicle
of
Higher
Educa4on
Dec
16,
2013
hgp://
chronicle.com/arLcle/The-‐Algorithms-‐of-‐Our-‐Lives-‐/143557/
2. Alice
E.
Marwick
‘How
Your
Data
are
Being
Deeply
Mined
The
New
York
Review
of
Books
Jan
9,
2014
hgp://www.nybooks.com/arLcles/archives/2014/jan/09/how-‐your-‐data-‐are-‐being-‐deeply-‐mined/
3. ChrisLan
Rudder
(2014)
‘IntroducLon’
in
Dataclysm
London:
Fourth
Estate
and
‘We
Experiment
on
Human
Beings!’
OKtrends
July
28,
2014
hgp://blog.okcupid.com/index.php/we-‐experiment-‐on-‐
human-‐beings/
Further
Reading:
1. Philipp
Max
Hartmann,
Mohamed
Zaki,
Niels
Feldmann
and
Andy
Neely
(2014)
“Big
Data
for
Big
Business?
A
Taxonomy
of
Data-‐driven
Business
Models
used
by
Start-‐up
Firms”
Cambridge
Service
Alliance
hgp://www.cambridgeservicealliance.org/uploads/downloadfiles/2014_March_Data
%20Driven%20Business%20Models.pdf
2. Mikkel
Krenchel
and
ChrisLan
Madsbjerg
(2014)
“Your
Big
Data
Is
Worthless
if
You
Don’t
Bring
It
Into
the
Real
World”
Wired
hgp://www.wired.com/2014/04/your-‐big-‐data-‐is-‐worthless-‐if-‐you-‐dont-‐bring-‐
it-‐into-‐the-‐real-‐world/
3. Crawford,
K.,
Gray,
M.
L.,
&
Miltner,
K.
(2014).
Big
Data|
CriLquing
Big
Data:
PoliLcs,
Ethics,
Epistemology|
Special
SecLon
IntroducLon.
InternaLonal
Journal
of
CommunicaLon,
8,
10.
4. Barocas,
S.,
Hood,
S.,
&
Ziewitz,
M.
(2013).
Governing
algorithms:
A
provocaLon
piece.
Available
at
SSRN
2245322
hgp://papers.ssrn.com/sol3/papers.cfm?abstract_id=2245322
14
Online Culture and Behaviour – Unit Guide
5.
6.
7.
Hallinan,
B.,
&
Striphas,
T.
(2014).
Recommended
for
you:
The
Neqlix
Prize
and
the
producLon
of
algorithmic
culture.
New
Media
&
Society,
1461444814538646.
Kushner,
S.
(2013).
The
freelance
translaLon
machine:
Algorithmic
culture
and
the
invisible
industry.
New
Media
&
Society,
15(8),
1241-‐1258.
Hardt,
M.
(2013,
May).
Occupy
Algorithms:
Will
Algorithms
Serve
the
99%?.
In
Response
Paper
for
the
Governing
Algorithms
Conference,
NYU.
hgp://www.mrtz.org/papers/pasquale.pdf
Web
Resources
• Ok
Cupid
blog
hgp://blog.okcupid.com
• Kiss
metrics
blog
hgps://blog.kissmetrics.com/
• PersonalisaLon
Stories
hgp://www.addthis.com/blog/2013/05/23/what-‐is-‐personalizaLon/
#.VCVs62ddXHQ
• Big
Data
Research
hgp://www.journals.elsevier.com/big-‐data-‐research/
• Big
Data
&
Society
hgp://bigdatasoc.blogspot.co.uk/p/big-‐data-‐and-‐society.html
Week
9
Workshop
Task:
In
the
first
part
of
the
seminar
you
will
be
presented
with
an
ethical
scenario
to
analyse.
Based
on
this
analysis,
in
the
second
half
of
seminar
you
will
generate
a
response
to
the
scenario
from
the
perspecLve
of
industry,
a
rights
group
and
a
user/consumer
group.
Lecture:
Digital
In;macies
&
Sexuality
This
lecture
will
introduce
debates
around
the
role
that
digital
technologies
play
in
shaping
our
inLmate
lives
and
sexuality.
We
will
look
at
how
race
and
gender
roles
are
mediated
on
social
networking
sites,
as
well
as
at
how
businesses
both
draw
data
from
our
inLmate
lives,
and
market
sexuality
to
use
on
online
and
social
media
plaqorms.
Learning
Objec;ves
• IdenLfy
at
least
three
arguments
about
how
and
why
(and
if)
social
media
changes
its
users’
inLmate
relaLonships.
• IdenLfy
the
roles
of
race
and
gender
play
in
mediaLng
social
networks
• From
a
business
angle,
idenLfy
“how
all
individuals
are
social
networking
sites”
Required
Reading:
1.
IntroducLon
&
Part
I
(pgs.
1-‐135)
Miller,
D.
(2011).
Tales
from
Facebook.
London:
Polity.
(ISBN-‐13:
978-‐0745652108)
Further
Reading:
1. Boellstorff,
T.
(2010).
Coming
of
Age
in
Second
Life:
An
Anthropologist
Explores
the
Virtually
Human.
Princeton:
Princeton
University
Press.
(ISBN-‐13:
978-‐0691146270)
2. Turkle,
S.
(2013)
Alone
Together.
New
York:
Basic
Books.
(ISBN-‐13:
978-‐0465031467)
3. Marwick,
A.
E.
(2011).
I
tweet
honestly,
I
tweet
passionately:
Twiger
users,
context
collapse,
and
the
imagined
audience.
New
media
&
society,
13(1),
114-‐133.
4. Gardner,
H.,
&
Davis,
K.
(2013).
The
App
GeneraLon:
How
Today's
Youth
Navigate
IdenLty,
InLmacy,
and
ImaginaLon
in
a
Digital
World.
Yale
University
Press.
5. Ellison,
N.
B.,
Steinfield,
C.,
&
Lampe,
C.
(2007).
The
benefits
of
“friends:”
Social
capital
and
college
students’
use
of
online
social
network
sites.
Journal
of
Computer-‐Mediated
CommunicaLon,
12(4),
1143-‐1168.
15
Online Culture and Behaviour – Unit Guide
6.
Zhao,
S.,
Grasmuck,
S.,
&
MarLn,
J.
(2008).
IdenLty
construcLon
on
Facebook:
Digital
empowerment
in
anchored
relaLonships.
Computers
in
human
behavior,
24(5),
1816-‐1836.
Web
Resources
•
The
Pedagogy
of
Momus
Technologies:
Facebook,
Privacy,
and
Online
InLmacy
hgp://www.maxvanmanen.com/files/2011/04/2010-‐MomusTechnologies.pdf
•
Is
Making
us
Lonely?
hgp://hs.stdoms.org/ourpages/auto/2014/4/2/43816334/Is%20Facebook%20Making%20Us
%20Lonely.pdf
•
Ruined
my
Marriage
hgp://surface.syr.edu/cgi/viewcontent.cgi?arLcle=1006&context=ms_thesis
Week
10
Workshop
Task:
Based
on
the
readings
and
lectures,
each
student
will
argue
how
has
(or
has
not)
shaped
their
inLmate
relaLonships.
Read
one
of
the
web
resource
arLcles
before
class
and
be
prepared
to
answer
the
quesLon,
“Is
Making
us
Lonely?”
**Group
Presenta;on
Tutorials**
Week
11
&
Week
12
16
**Group
Presenta;ons**
