Soliya offers the opportunity for semester-long dialogue on important issues

Does the widespread and routine collection of student data in ever new and potentially more-invasive forms risk normalizing and numbing students to the potential privacy and security risks?

Data has value; what do we owe students when we collect their data?

Antigonish 2.0: A Way for Higher Ed to Help Save the Web

We will not tolerate design for addiction, deception, or control. We must design tools that we would love our loved ones to use. We must question our intent

hat we have done everything in our power to leave our garden patch a little greener than we found it.

We will open and nourish honest public conversation about the power of technology

our democratic institutions

ethics

technology is consuming

We are builders at heart

We must protect and nurture the potential to do good with it.

The Copenhagen Letter

To everyone who shapes technology today

We must seek to design with those for whom we are designing.

Let us move from human-centered design to humanity-centered design.

This is, fundamentally, about the dream of a public learning commons, where learners are empowered to shape the world as they encounter it.

Knowledge consumption and knowledge creation are not separate but parallel processes, as knowledge is co-constructed, contextualized, cumulative, iterative, and recursive.

Open Pedagogy and Social Justice

It’s all haystack and no needle.

Citizenship as a metaphor for digital engagement reminds us how flawed things are, not how good they could be.

Something is trying to get heard among the metaphorical limitations of language

The experience of belonging is given meaning by those from whom the privilege of belonging has been withheld.

such as which IP addresses go with which zip codes, or it might be more specific information, such as about how well an online marketing or email campaign performed.

the address of the web page you visited before using the Services

Syllabus: EDM510 2016 Summer

rubric for the exercise

I’d like to suggest four goals that are embedded in DoOO. Provide students with the tools and technologies to build out a digital space of their own Help students appreciate how digital identity is formed Provide students with curricular opportunities to use the Web in meaningful ways Push students to understand how the technologies that underpin the Web work, and how that impacts their lives

1000 assignments in the assignment bank and 11 thousand submissions

massive syndication

Students have used UMW Blogs to create literary journals, survey properties around Fredericksburg, build online exhibits, connect with the authors of the works their reading, publish their poetry, develop  in-depth online resources, and, of course, blog.

The first great experiment was UMW Blogs, our institutional blogging system which debuted in fall of 2007. In that nine years, it has had almost 13,000 users and it now contains 11,000 individual WordPress sites.

a perfect storm. We’ve doubled-down on courses and the LMS, we’ve bought into the notion that what technology afforded us for teaching and learning was standardization of experience and pedagogy, and we’ve abandoned the nascent spaces that might have let us continue to explore the Web as a flexible, open, and powerful platform for teaching and learning.

And instead of putting our resources and skills into imagining what those spaces could become for teaching and learning, we began spending a lot of money on learning managements systems and other educational technologies.

But when the LMS goes beyond merely providing administrative and management features and instead is offering features designed (perhaps badly) to build community, share information, and collaborate with others, it is obviously influencing pedagogy.

even if we had decided for centuries that in our schools the course would be how we’d standardize administration of our schools, we didn’t, systematically, believe that courses themselves were standardized

What if the early Web adopters in higher education had imagined Domain of One’s Own instead of Course in a Box?

Domain of One’s Own Building Blocks

balance structured guidance with playfulness and empowerment

Consumption/Creatio

Learning WordPress should not just be about learning WordPress — it should also be about all the tacit lessons that go along with learning how to publish online in an open-source Web application. WordPress should serve as an exemplar with which our students can grapple as a way towards a deeper understanding. The things they learn to do in WordPress are generalizable to other systems and other online spaces: identifying an audience; honing a voice; organizing and architecting an online space; mixing media to create compelling narratives; considering the interplay between design and content; understanding how Web applications work “under the hood” and how databases and scripts interact; adapting sites to consider accessibility and universal design; connecting disparate online spaces so they relate to each other in synthesized whole; adapting a site as it grows and develops in new directions; responding to comments and finding other spaces and sites upon which to comment; learning how search engines rank sites and how those search engine’s algorithms impact the findability of their own site.

not just helping students fix problems but helping them understand why things broke in the first place.

Naming, Building, Breaking, and Knowing

The institutional complement to the PAPI is what we call the University API (UAPI).

Personal API

When I call for each of us to have a domain of our own, I’m not really invoking “ownership” in the way in which Maha suggests the "Domain of One's Own" initiative implies; but I am, I do confess, invoking Virginia Woolf and the importance having the space and safety and security (financially well before technologically) to think and write and be.

How do we resist this? (And resist this, I contend, we must.) We resist through education. Yes. But we also must resist at the level of structure, at the level of systems, at the level of infrastructure.

I’m not so sure it does, or at least that it does in the same way as Bush's vision of an “ownership society”. It seems, rather, that the rest of ed-tech – the LMS, adaptive learning software, predictive analytics, surveillance tech through and through – is built on an ideology of data extraction, outsourcing, and neoliberalism. But the Web – and here I mean the Web as an ideal, to be sure, and less the Web in reality – has a stake in public scholarship and public infrastructure.

In part, I think we resist through education; we help students and scholars understand how new digital technologies work, how these technologies shape and reshape and are shaped by culture, politics, money, and law.

A Domain of One's Own in a Post-Ownership Society

How can WordPress inflect your teaching and research? Let’s look at a couple of examples:

Okay, so here I was in one room with university administrators. I chose the concept I was going to present by three main criteria: a) The concept should scaffold ongoing, constructive and critical discussions around the different ideas of digital pedagogy, identity, teaching and learning among faculty and students. b) I wanted to show ‘proof’ that what I was pitching had worked before elsewhere, that it had been applied. c) Under no circumstances did I want to promote a centralized use of technology that follows ideas of control or restraint. (you may read “LMS” here) Instead, I was looking for something that provided students and educators with agency over their own digital identities and their learning and teaching.

It’s not like a disaster not to own one’s domain. It’s something that makes sense at some stage of One’s digital existence, but not the FIRST step imho.

A funny thing happened on the way to academic integrity. Plagiarism detection software (PDS), like Turnitin, has seized control of student intellectual property. While students who use Turnitin are discouraged from copying other work, the company itself can strip mine and sell student work for profit.

These events transpired while algorithms and echo chambers may have ensured that individuals did not read the same information as their next door neighbor

One of the primary responsibilities of academics is to help create an informed, knowledgeable citizenry

habits of inquiry

#digciz Week 3