I wonder how many educators and learners have read Turnitin's T&Cs?

Does enabling profiteering align with a 'learners-first' or students as partners philosophies / approach?

See: S. Spelic (2017, December 1). Provocation for #TowardsOpenness at #OEB17 Towards Openness (3:16).

Paraphrase:

Designing a learning environment which has the aim of suppressing marginalised communities:

(i) Centre the curriculum and all learning around my needs, what I think is important, what I value, and skip the rest, because I’m not good at them, I don’t really like them, so anyone who is particularly good at those things might not find a lot of success in my class and might not enjoy my class so much

(ii) Punitive evaluation system to weed out those who do not meet my idea of what a great X looks like and how that person should behave so that means that if there’s someone who is excellent in A, B, C, that person will probably not succeed in my learning environment by design

(iii) Criteria for success, kept a secret, students like me would get it, other students not not, they’d struggle, find it difficult and unpleasant

Meyer (1991). Star Trek VI:The Undiscovered Country (video snippet).

Valeris: Four hundred years ago on the planet Earth, workers, who felt their livelihood threatened by automation, flung their wooden shoes called Sabo into the machines to stop them... hence the word sabotage.

Gentile's Giving Voice to Values

A great companion to 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

A great companion to 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

There's ideology, intention, and unimaginable future misappropriation:

Reply All (2014, December 3). We Know What You Did. Gimlet Media.

E. Zuckerman (2014, August 14). The Internet's Original Sin. The Atlantic.

The need for the oppressed to be part of the ownership, leadership, and making

A greater need for #PublicInterestTech #CivicTech #DesignJustice

In a capitalist society

Would a genuine open pedagogy, a world of open culture, remix, etc. need plagiarism detection software?

Can we believe what Turnitin says?:

Turnitin itself offers a different perspective on its operations.

“When students engage in writing and submitting assignments via Turnitin’s solutions, students retain the copyright of the submitted papers,” Chris Harrick, vice president of marketing, said in an emailed statement. “We never redistribute student papers, or reveal student information via the service. Because a majority of plagiarism results from student-to-student sharing of work, we do produce matches between submissions in our database and new student papers. Without the ability to compare [a] submission against existing student work, plagiarism detection systems would be ineffective.”

Source: Roll (2017)

Positions students as consumers/clients rather than students as partners

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.

Informing oneself and taking action required

Look at Resmaa Menakem's work in trauma, the concept of 'White Body Supremacy', and the practice of somatic abolitionism

Somatic abolitionism:

Somatic Abolitionism is an emergent process, and a form of maturation into a more integrated human experience. It is an embodied anti-racist practice of cultural building. It is a way of being in the world. It is a return to the age-old wisdom of human bodies respecting, honoring, and resonating with other human bodies. Somatic Abolitionism is not a human invention. It is the process of resourcing energies that are always present within one’s body, the collective body, and the world.

See:

• (2020). Notice the Rage; Notice the Silence. On Being with Krista Tippett

• (n.d.). Somatic Abolitionism One-Sheet

• Course: Foundations in Somatic Abolitionism

• Free Racial Trauma Course

It is scary to come across SME/academic content that is racist and goes unchecked, uncritiqued, unquestioned in courses. Health sciences are notorious.

See:

• PBS (2003). Race: The Power of an Illusion.

• Salter & Haugen (2017). Critical Race Studies in Psychology. The Palgrave Handbook of Critical Social Psychology: 123-145.

• D. Roberts (2016). The Problem With Race-Based Medicine. TED. (14:36)

Think global, act local. – Jane Goodall

Definition of an advocate <3

Krznaric (2002)'s The Good Ancestor again

Brings neurodivergence into the intersectionality equation.

You may have noticed an exponential number of women across the global self-diagnosing and being formally diagnosed with ADHD (or better termed VAST: Variable Attention Stimulus Trait see ADDitude Magazine) during the pandemic from the dissemination of symptoms and experiences by other women on apps like TikTok. It presents differently from men; and is more socially conditioned / excused in women.

Recommend all educators (and employers) learn about the way dopamine, and other neurotransmitters, work in neurodivergent brains for stimulation (interest, challenge, urgency, etc.); working memory; etc.

Learn about:

• masking
• rejection sensory dysphoria
• executive dysfunction
• object impermanence
• time blindness
• auditory processing
• special interests, hyperfocus, and info dumps
• frustration intolerance or novelty over routine
• hyperarousal and the window of tolerance
• fatigue; etc., to see that:

  "Girls are more likely to compensate for their struggles by relentlessly working extra hours."

Learn more via Structured Success and ADDitude Magazine

van Leeuwen (2020). Anti-Thesis:

... our most complex thought processes are multimodal and not soley verbal in nature.

... not all intelligent thought can be verbalised.

... verbal language has been the favoured mode of knowledge acquisition and exchange.

The emphasis on the written word as the core vehicle for knowledge transfer...

... the hegemony of textual education

see The Social Brain Atlas

This is the future of learning and the future of work

For Open Hiring, see J. Bischof (2020, July 20). What Hiring Looks Like Without Resumes, Cover Letters, Or Interviews. Quartz.

See also: Tweet thread.

How can we bring learners into this work?

Hackathon, in the vein of feminist Wikipedia events, anyone?

Divesting citational power structures movements include:

1) (hashtag) bibliodiversity by Leslie Chan

2) (hashtag) citeherwork by Wendy Belcher after Kishonna Gray (aka The Gray Test)

3) (hashtag) shutdownacademia by Maha Bali (aka Inclusive Citation)

4) (hashtag) radicalcitation by Sarah Ahmed (aka Intellectual Geneaology)

5) (hashtag) citeblackwomen by Cite Black Women

Where does 'nothing about us, without us' come into play in these practices?

Does this connect with open pedagogy, ungrading, and other critical digital pedagogy ideas?

The lip service and the tokenism

A common step often overlooked in deconstructing one's cognitive biases is acknowledging your knowledge continuum:

• What I know
• What I think I know
• What I don't know

The big take-aways for me were:

“...you might be wondering what on earth any of this has to do with Creative Commons. Well, if we’re going to share knowledge and creativity together online, in ways that will be actually useful for the future, we can’t keep repeating the same old colonizer’s mistakes. So many of our stories are still missing, not just our own lives or school books, but also on the internet that we are creating and curating together. Over half of the world is online today, finally. And three-quarters of these digital folks are from the Global South. Nearly half of the world’s women are also online. We know that our kids will learn about the world by searching the internet. Whose knowledge will they find there? The internet knowledge today doesn’t yet reflect the rich diversity of the world. Let’s take Wikipedia, the fifth most visited website in the world as a proxy for the internet’s knowledge. Most of the people who write Wikipedia are still white men from North America and Europe. Only one in 10 of Wikipedia’s editors are women and fewer are trans or non-binary. And because who you are has an impact on what you create, Wikipedia’s content also reflects these gaps. Every episode of the Simpsons has a Wikipedia article, for example. Military history, also pretty good. Coverage of female porn stars, also decent. Yeah, but we’re still missing tons of biographies of Brazilian women scientists or activists. And it’s not just Wikipedia that has this problem. Many of the conversations in the commons about open access research or free and open licensing so far, have been driven by people who don’t look like us. – Adele Vrana & Siko Bouterse (28:15-30:12)

“After colonization and slavery, can you trust that the knowledge commons will respect you, your image, and history? Would they ask for your consent first? Will they consider changing their open policies to protect and center you? Or, are you the only one who has to change? – Adele Vrana (31:10-31:30)

“And through colonization, you’ve seen just how many of the things you protect and share or stole from you by the colonizers, time and time again. Do you think you trust the open movement to do something different with your knowledge this time around? Does the idea of public domain, which makes some knowledge suddenly available to everyone everywhere on this planet on a random date make any sense to you and your community at all? Siko Bouterse (31:58-32:29)

*“How have I benefited from colonization, racism, or simply just maintaining the status quo?

What from my own past do I choose to carry forward and what should I let die?

Whose knowledge is still missing and what can I do to support and honour the people who can best fill those gaps and silences?

What kind of ancestor do I want to be?* – Adele Vrana & Siko Bouterse (33:59-34:21)

I transcribed a lot of this presentation when I watched it as part of my DPL2021 prep:

“I couldn’t really locate myself in all those old kings and governors, soldiers, and battles. I wasn’t taught how to place women and girls, like you and me, in those stories. I felt the gaps and the silences. And again, I had this overwhelming sense of dislocation, so I just tuned out.” – Siko Bouterse (13:55-14:18)

Authentic students as partners and a foundation for contributing student pedagogy