What?
Funes, M., & Mackness, J. (2018). When inclusion excludes: A counter narrative of open online education. Learning, Media and Technology, 43(2), 119–138. http://ezproxy.library.uvic.ca/login?url=https://doi.org/10.1080/17439884.2018.1444638
- Key questions:
- Is participation in open education social media environments inclusive?
- Does open online education succeed in breaking up exclusionary structures?
- This article states that the outlook on open education is one of aspiration and not based in reality
- Pasquale (2016) suggests two potential approaches for dislodging mainstream ideology
- critique cumulative research and challenge the premises of the mainstream narrative to cast ‘suspicion’ on its givens (confirm own theories with research and disregard relevant dis-confirming literature)
- move outside of the mainstream ideology by offering a counter-narrative
- Pasquale (2016) suggests two potential approaches for dislodging mainstream ideology
Knox, J. (2019). What Does the ‘Postdigital’ Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice. Postdigital Science and Education. http://ezproxy.library.uvic.ca/login?url=https://doi.org/10.1007/s42438-019-00045-y
- Intention of this paper is to highlight the need for educational practice and research to pay more attention to the ways digital technologies are shaping the core of education
- Three different perspectives on shifting relationships with digital technology, with specific relevance for educational concerns
- economic rationales underpinning educational technology, focusing on the platform and assumed benefits of sharing (digital as capital)
- role of the digital in educational policy
- increasing attention paid to issues of labour and the exploitation of natural resources required to produce digital technologies
Caines, A., & Glass, E. (2019, Fall). Education before Regulation: Empowering Students to Question Their Data Privacy. EDUCAUSE Review, 54(4). Retrieved from https://er.educause.edu/articles/2019/10/education-before-regulation-empowering-students-to-question-their-data-privacy
- privacy violations have whittled away consumers trust when it comes to data online
- in order to better understand how your data is collected and the potential risks of this collection, consider these 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?
- 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?
So What?
- How is the counter-narrative going to help improve the flaws in open education?
- The concern about how technology is changing the ‘humanness’ of the world = postdigital
- There is no moving away from technology right now, it is infiltrating every part of our lives, so what is the point?
- seems very altruistic and not based in reality
Now What?
- Conversation came up in class about how even as adults we are unaware of how much personal information is shared online
- We are not getting away from technology…so what are ways in which we can equip students to be more aware of what they are sharing and where?
- Are people really aware/scared enough about sharing their information? (lots of companies, school districts, and universities do not have restrictions on what/how information is shared online by their employees)
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