- Aug 2021
We present a version of that syllabus statement here for reuse and/or remixing: Your personal data is valuable and important, which is why it is often collected by the digital tools you use in your educational activities. To better understand how and why your data is collected, the potential risks of this collection, and how to better protect your personal data, consider asking yourself the following questions: What types of personal data do you think are collected through your use of digital tools for educational activities? What value does your personal data have for different contexts and entities? Consider how your data might be valued by your instructor, the institution, yourself, and companies. Who owns your personal data, who can sell it, and who can use it? Do you have concerns about how your personal data can be used? If so, what are they? Are there aspects of your identity or life that you feel would put you in a place of special vulnerability if certain data were known about you or used against you? If after asking yourself these questions you have concerns, I invite you to reach out to me to discuss them. I may not have easy answers to the questions or concerns that you bring to me (often in these matters no one has these answers), but I will happily explore them further with you or find someone more knowledgeable who can help answer your questions.
I'd rather see curriculum time dedicated to activities that actively engage and develop learner 'technical intuition' rather than a legalise terms-and-conditions style (lip service?) syllabus statement – enmesh it in the learning ecosystem.
See: Alix (2018). Technical Intuition: Instincts in a Digital World
There are four dimensions of technical intuition.
To Imagine: An imagination equipped with the information and instincts to conceptualise (good and bad) and suggest (good) technical systems even without the skills of implementing the ideas
To Inquire: An ability to formulate questions that can drive understanding and decision-making, and a clarity on how and where (to what experts) you would need to direct those questions
To Decide: A clarity of how your politics and preferences (both personal and professional) connect to the decisions you can and should make about — and within — digital systems
To Demand: An animated impulse of when to be opinionated, active, and targeted if a system is designed in ways that do not align with our politics and morality
Looking for anyone interested in experimenting with this in their classes.
It should really be a part of any future-focused inter/trans/cross disciplinary courses.