Digital pedagogy in an age of algorithms: What do we DO about data?
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1) The document discusses the shift from participatory web communities in the 2000s to today's algorithmically driven, monetized systems that prioritize extraction of user data and polarization over participation. 2) It argues that digital pedagogy needs to account for the complexity of socio-technical systems and promote cooperation between people and technology through contributions to a more pro-social, participatory web. 3) The key steps are understanding problems as complex rather than having single solutions, collaborating across boundaries between people and machines, and rebuilding spaces for open sharing, teaching and learning online.
Digital pedagogy in an age of algorithms: What do we DO about data?
- 1. DIGITAL PEDAGOGY IN AN AGE OF ALGORITHMS: BONNIE STEWART | University of Windsor THATCampX 2019 what do we DO about data?
- 2. bringing #Antigonish2 back home J
- 4. we need to talk about the web.
- 6. architecture of Web 2.0 PARTICIPATORY COMMUNITIES
- 7. 2006 – 2012 13,530 non-spam comments / links from readers
- 8. BUT.
- 9. MONETIZATION
- 11. MISINFORMATION
- 12. SENSATIONALISM
- 15. Information organizations, from libraries to schools and universities to governmental agencies, are increasingly being displaced by a variety of web-based "tools" as if there are no political, social, or economic consequences of doing so. - Noble (2018) https://nyupress.org/9781479837243/algorithms-of-oppression/
- 17. PARTICIPATION PUSHED OUT OF THE PICTURE
- 18. 2016:
- 21. 2017 2018
- 22. but. I could not leverage the systems I was IN to make #Antigonish2 take off at a systems level.
- 24. MY FOCUS: digital pedagogy & digital scholarship
- 25. AWESOME!
- 26. the platforms & systems we use in digital pedagogy are increasingly less PARTICIPATORY & more technocratic L Stanford dSchool Liberatory Design Cards https://dschool.stanford.edu/resources/liberatory-design-cards
- 29. The new Silicon Valley venture philanthropists are seeking more overtly computational models of education reform… to design new software systems and technological fixes for insertion into the institutions of education. - Williamson (2017) Williamson, B. (2017). Educating Silicon Valley: Corporate education reform and the reproduction of the techno-economic revolution. Review of Education, Pedagogy, and Cultural Studies, 39(3), 265–288. doi:10.1080/10714413.2017.1326274
- 30. • Next-gen security & risk management • AI conversation interface • Smart campus • Predictive analytics • Nudge tech • Digital credentialling tech • Hybrid integration platforms • Career software • Cross-life cycle CRM • Wireless presentation technologies https://www.techrepublic.com/article/10-technologies-that-will-impact-higher-education-the-most-this-year/ TOP TEN
- 31. DATA & AI SYSTEMS = THE NEW COMPANY STORE https://commons.wikimedia.org/wiki/File:Caples-company-store-wv1.jpg
- 33. who do these data systems serve?
- 36. Something is rotten in democracy when huge numbers of those participating in its debates are unaccountable and untraceable, when we cannot know who or even what they are…the bots are everywhere now. -Bridle (2018) https://www.versobooks.com/books/2698-new-dark-age
- 39. ALERT ALERT ALERT ALERT ALERT ALERT ALERT ALERT ALERT ALERT ALERT We’ve handed over control of our data, our identities, & our shared public infrastructures, including democracy. We are outsourcing knowledge-making & governance to AI.
- 43. WE NEED TO BRING BACK THE WEB. Or rather, rebuild the participatory web. A pro-social, pro-societal web.
- 44. • NOT anti-technology • Threatened by the effects of encroaching industrial systems • No vote to change their systems • Organized “friendly societies” • Broke machines • 14 executed in 1813 • When YOU don’t tell your story, it becomes another story THE LUDDITES?
- 45. WE DO NOT GET TO BE LUDDITES.
- 46. but we need a subversive hope.
- 47. And we need to understand and USE the participatory, collective structures of the system we are IN.
- 48. A CRITICAL DIGITAL PEDAGOGY Nothing will change until WE change – until we throw off our dependence and act for ourselves. - Horton (1997) https://www.amazon.ca/Long-Haul-Autobiography-Myles-Horton/dp/0807737003
- 50. 3 KEYS TO CRITICAL DIGITAL PEDAGOGY & BUILDING A BETTER WEB: 1. complexity 2. cooperation 3. contribution
- 51. COMPLEXITY
- 52. CYNEFIN Snowden & Boone (2007) To know how to address a problem, you need to know what kind of problem you HAVE. https://hbr.org/2007/11/a-leaders-framework-for-decision-making
- 53. OBVIOUS
- 54. OBVIOUS PROBLEMS 1. Only one answer needed 2. That answer always works 3. Does not require subject matter expertise 4. Solutions can be Googled
- 55. COMPLICATED
- 56. 1. Sometimes more than one solution is possible 2. A solution is possible 3. Requires subject matter expertise 4. Usually a lot of work COMPLICATED PROBLEMS
- 57. COMPLEX
- 58. COMPLEX PROBLEMS 1. Do not have a solution 2. Can only work on part of the problem 3. Iteration is key 4. You have to look for patterns
- 59. COMPLICATED OR COMPLEX? landing on the moon
- 60. COMPLICATED OR COMPLEX? climate change
- 61. COMPLICATED OR COMPLEX? CHAOTIC? raising kids
- 63. COMPLICATED OR COMPLEX? “personalized learning” through predictive analytics
- 64. student success COMPLICATED OR COMPLEX?
- 65. COMPLICATED SYSTEMS OF THOUGHT CANNOT SOLVE COMPLEX PROBLEMS While machine intelligence is rapidly outstripping human performance in many disciplines, it is not the only way of thinking, and it is in many fields catastrophically destructive. - Bridle (2018) https://www.versobooks.com/books/2698-new-dark-age
- 67. COMPLICATED OR COMPLEX? hijacked democracy
- 69. WE NEED PEDAGOGIES – & PRACTICES – THAT FOREGROUND COMPLEXITY http://andrewcerniglia.com/wp-content/uploads/2009/12/Cynefin_Framework.pdf STRATEGY: probe rense respond • no single right answer• system in constant flux• patterns emerge over time
- 70. COOPERATION How might technoscience be appropriated and reimagined for more liberatory ends? How, in short, can we design our sociotechnical systems differently? - Benjamin (2018) https://www.princeton.edu/news/2018/03/29/what-i-think-ruha-benjamin
- 71. “If you want to travel fast, travel alone. If you want to travel far, travel together.” - probably NOT actually a proverb
- 72. THE WEB IS A COMPLEX SYSTEM OF COLLABORATION & COOPERATION. LIKE SCHOLARSHIP.
- 73. Collaboration is a coordinated, synchronous activity that is the result of an ongoing effort to construct and maintain a shared idea of a problem.
- 74. Cooperation divides labor among participants, so each unit is responsible for solving a portion of the problem.
- 75. OUR PROBLEM? WE’VE MADE OURSELVES EXTRAS IN OUR SYSTEMS.
- 76. WE CANNOT FIX THE WEB WITHOUT THE MACHINES. Any strategy other than mindful, thoughtful cooperation is a form of disengagement: a retreat that cannot hold. We cannot reject technology any more than we can ultimately and utterly reject our neighbours in society & the world; we are all entangled. - Bridle (2018) http://www.flickr.com/photos/13521837@N00/2577665727https://www.versobooks.com/books/2698-new-dark-age
- 77. The main trouble with cyborgs, of course, is that they are the illegitimate offspring of militarism and patriarchal capitalism, not to mention state socialism. But illegitimate offspring are often exceedingly unfaithful to their origins. - Haraway (1991) So my cyborg myth is about transgressed boundaries, potent fusions, and dangerous possibilities which progressive people might explore as one part of needed political work… The cyborg incarnation is outside salvation history. HYBRID https://www.sfu.ca/~decaste/OISE/page2/files/HarawayCyborg.pdf
- 78. RESISTANCE AS PRESENCE & PARTICIPATION https://plus.google.com/+DaveGray/posts/CQRVeKEsUvFpid=5751686447270321954&oid=117373186752666867801
- 79. WEBS ARE FRAGILE, BUT ALSO STRONG.
- 81. To the blind, all things are sudden. - Leighton, quoted in McLuhan (1965) from the Marshall McLuhan DEWLine Card Deck (1969)
- 82. CONTRIBUTION
- 83. Where are the places you work? Where are the places you leave traces that allow you to connect with new people?
- 87. FOR WORK.
- 88. PLAY.
- 90. SCHOLARSHIP.
- 92. SHARING SUPPORT.
- 97. TEACHING. The classroom, with all its limitations, remains a location of possibility. We have the opportunity to labor for freedom…even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom. – hooks (1994) https://www.amazon.com/Teaching-Transgress-Education-Practice- Translation/dp/0415908086 http://uwindsor.icampus21.com/wordpress/uwindig/2018/10/03/ pushing-the-pendulum-back/
- 98. SO. NEXT STEPS FOR #ANTIGONISH2? • educators’ data literacies research • #ProsocialWeb (at #OER19 this week) • ??
- 99. WE CAN DO BETTER. TOGETHER. WE GET TO WORK TOWARDS BETTER SYSTEMS.
- 100. THANK YOU.