59 Matching Annotations
  1. Nov 2018
    1. 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?

      What happens if we turn this around - given a widespread and routine data collection culture which normalizes and numbs students to risk as early as K-8, what are our responsibilities (and strategies) to educate around this culture? And how do our institutional practices relate to that educational mission?

  2. Oct 2018
    1. Data has value; what do we owe students when we collect their data?

      It would behoove us to be clear about all the "we"s that collect student data: from teachers, to depts, to institutions, to software vendors, to accreditors, to govt agencies, to third parties that harvest data from these other "we"s. Perhaps our first duty is to help students understand the constellation of data collection and sharing they (and we all) participate in, so they can start understanding and be better prepared to make informed choices.

  3. Dec 2017
  4. Oct 2017
    1. 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

      It seems that there are some forces we want to counteract, namely technologies that capitalize on addiction, deception or control. Some opposing intentions might be:

      1. developing user agency and attentional awareness
      2. supporting understanding of evolving systems
      3. democratization
  5. Sep 2017
    1. hat we have done everything in our power to leave our garden patch a little greener than we found it.

      Here's another thing that really frustrates me about this letter, as much as I might agree with its broad brushstroke approach to advocating certain values - one of the most specific examples is an analogy (our garden patch)! I recognize that brevity was an authorial choice throughout, and that many specific examples were not included... so it's odd, to me, that an analogy was included rather than an example from an organization, or from the literature, or from history, or...

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

      How? Not only does this letter lack specific recommendations for much of anything, including such public conversation, the limitations of this letter as noted by others - written online, written in English - already constrain notions of equitable participation. That being said, it is both awesome and a bit meta that this group of reader-annotators has taken it upon themselves to "build" (dare I say) one version of that public conversation using the open annotation platform Hypothesis - well done!

    3. Thanks to Maha Bali for organizing this public annotation of an important text. As Maha mentioned briefly at the end of her blog post, the theme of this text and digciz conversation connects nicely with the 2017-18 Marginal Syllabus theme of Writing Our Civic Futures. For those who don't know, the Marginal Syllabus convenes and sustains conversations about issues of equity in teaching, learning, and education. Writing Our Civic Futures invites educators - and those who care about education, like students - to a year of social reading, collaborative web annotation, and public conversation that explores our civic imaginations and literacy landscapes. As civic engagement changes and evolves, Writing Our Civic Futures will consider implications for connected learning and teaching. Click here to learn more about Writing Our Civic Futures and the Marginal Syllabus. As you read and annotate this text, you're invited to tag your annotations with "marginalsyllabus" (as I've done, below). And we'll be sure to add The Copenhagen Letter to a list of complementary syllabus texts featured on the Marginal Syllabus website.

    4. our democratic institutions

      Does this mean our Governments? And when so many Governments shut down the internet to try and cease control over the flow of information, are these bodies really acting in the best interest of the people?

    5. ethics

      Throughout history ethics takes time for society to figure out... think about the the Hippocratic Oath and the Nuremberg Code in the medical context. Then slavery and so on... ethics seem to come as a result of societal behaviours, not before.

    6. technology is consuming

      I think this is a bold statement to make; technology itself doesn't consume anything, right? We consume technology and as information technology is being used more ubiquitously for half the world's population, this is where these issues come about.

    7. We are builders at heart

      Maker Movement reference here.

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

      Always .. although this sometimes collides with "business models" of private industry, where much of the innovation takes place. This is the conundrum of the tech world: companies seeks to maximize profits while users seek to find new ways to make their lives better. Richer, but not in monetary terms. Is the answer that governments invest more in technology? (seems doubtful that would work in this day and age).

    9. The Copenhagen Letter

      Curious as to the origins of the letter itself ... where did it originate from? Who "wrote" it? What's the context here?

    10. To everyone who shapes technology today

      what about those who don't have the capacity to be shaping technology today? what is their role? where is their voice? (no document can include EVERYbody, but it's worth noting who is not being addressed or included in this document)

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

      but this entails recognizing the power those who are able to "design" have (because of their technical competence, social clout, financial ability, or time availability), and perhaps questioning how inclusive our design practices are. Just because one person feels the design is good for others doesn't mean it is... how much participation in design decisions is there?

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

      I love this statement. It made me reflect on the difference between human and humanity, and whether they mean thinking about the social/collective rather than the individual, and how the word "humanity" implies a value orientation, whereas "human" seems to be value-neutral.

  6. Jul 2017
    1. This is, fundamentally, about the dream of a public learning commons, where learners are empowered to shape the world as they encounter it.

      On open enabling the public learning commons.

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

      Education as the consumption AND creation of knowledge.

    3. Open Pedagogy and Social Justice
    1. It’s all haystack and no needle.

      Focus on making needles, not on making needles easier to find.

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

      Yes, and digital citizenship structured not only by attention economy commercial interests, but also by the nationstates that structure meatspace citizenship (eg, blocking, surveilling, cyberwarring), infrastructural commercial interests (eg, carriers, ISPs, web/data services providers, etc), the military industrial complex that underwrote the Internet to start with, etc, etc.

    2. Something is trying to get heard among the metaphorical limitations of language
    3. The experience of belonging is given meaning by those from whom the privilege of belonging has been withheld.

      Reminds me of poststructuralist ideas about how signification works in general: meaning is generated by what is left out.

    1. 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.

      Again this raises questions for me: why do they want this kind of data? How is location data helpful to them? Why are they interested in marketing campaigns? Maybe to market their own service, or for something else?

      What I'm reading so far raises the following general point for me: it would be useful if policies like these not only said what they collect, but also why, for what purposes. That does come up below, of course, but such statements are always pretty vague--things like: "to make our services better," or "to improve user experience," or stuff like that that means very little.

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

      does this only apply if you access it on the web? Not sure how it could be done if you're using an app on desktop or mobile...

    1. rubric for the exercise

      rubric for evaluating edtech tools with critical digital literacies

    2. 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

      DoOO's 4 goals: tools, identity, experience, culture/community

    3. 1000 assignments in the assignment bank and 11 thousand submissions

      ds106: syndicated: 1K assignments and 11K submissions

    4. massive syndication

      syndication as connection

    5. 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.

      examples of student uses of DoOO

    6. 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.

      UMW blogs: 13K users, 11K blogs

    7. 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.

      The perfect storm that led us away from DoOO to course in a box

    8. 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.

      on disinvestment in tilde spaces as proto DoOO and investment into LMS and commercial edtech

    9. 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.

      LMS reaching into course containers to influence pedagogy

    10. 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

      agreement of courses as standardized container didn't also mean agreement on standardizing content of course containers

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

      time for a "man in the high castle" alternative reality

    1. balance structured guidance with playfulness and empowerment

      agency as a balance between guidance and freedom

    2. Consumption/Creatio

      consumption vs creation; relate to agency

    3. 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.

      WP and digital skills

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

      learning from mistakes

    5. Naming, Building, Breaking, and Knowing

      pushing beyond the pragmatics of DoOO

    1. 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.

      on "owning" a domain

    2. 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.

      the necessity of understanding and infrastructure in resistance

    3. 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.

      neoliberal edtech vs public web infrastructure

    4. 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.

      justification for "opening" digital with literacy, skills, education

    5. A Domain of One's Own in a Post-Ownership Society
  7. Jun 2017
    1. 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.

      three criteria for digital infrastructure that supports digital citizenship/literacy/identity/pedagogy

    1. 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.

      questions about the right moment for domain ownership in digital literacy in relation to knowledge, skills, resources

    1. 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.
  8. Apr 2017
    1. These events transpired while algorithms and echo chambers may have ensured that individuals did not read the same information as their next door neighbor

      Micro-targeting is the way of the future for advertising anything - how do we push back?

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

      We need this to be at the front of more highered institutions!

  9. Mar 2017
  10. Jul 2016