Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Digital pedagogy in an age of algorithms: What do we DO about data?

876 views

Published on

This keynote from #THATCampX frames the problems of the web and societal datafication as problems for higher ed. The second talk in a series focusing on building a #prosocial web via complexity, cooperation, and contribution, the focus is on what we in the academy can DO to resist the technocratic systems encroaching on our institutions and our lives, drawing on the model of the Antigonish Movement and #Antigonish2 for inspiration.

Published in: Education
  • Be the first to comment

Digital pedagogy in an age of algorithms: What do we DO about data?

  1. 1. DIGITAL PEDAGOGY IN AN AGE OF ALGORITHMS: BONNIE STEWART | University of Windsor THATCampX 2019 what do we DO about data?
  2. 2. bringing #Antigonish2 back home J
  3. 3. a story about systems.
  4. 4. we need to talk about the web.
  5. 5. architecture of Web 2.0 PARTICIPATORY COMMUNITIES
  6. 6. 2006 – 2012 13,530 non-spam comments / links from readers
  7. 7. BUT.
  8. 8. MONETIZATION
  9. 9. algorithmic systems
  10. 10. MISINFORMATION
  11. 11. SENSATIONALISM
  12. 12. SURVEILLANCE https://www.jamesmullarkey.com/2019/03/is-this-smart-device-safe-in-my-home-three-simple-checks/
  13. 13. POLARIZATION & RADICALIZATION
  14. 14. 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/
  15. 15. PARTICIPATION PUSHED OUT OF THE PICTURE
  16. 16. 2016:
  17. 17. 2017 2018
  18. 18. but. I could not leverage the systems I was IN to make #Antigonish2 take off at a systems level.
  19. 19. https://fourmoves.blog/2019/02/22/just-bankrupt-it/
  20. 20. MY FOCUS: digital pedagogy & digital scholarship
  21. 21. AWESOME!
  22. 22. 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
  23. 23. extraction capitalism https://www.ted.com/talks/zeynep_tufekci_we_re_building_a_dystopia_just_to_make_people_click_on_ads
  24. 24. 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
  25. 25. •  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
  26. 26. DATA & AI SYSTEMS = THE NEW COMPANY STORE https://commons.wikimedia.org/wiki/File:Caples-company-store-wv1.jpg
  27. 27. who do these data systems serve?
  28. 28. https://www.cbc.ca/radio/spark/412-1.4887497/bad-algorithms-are-making-racist-decisions-1.4887504
  29. 29. 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
  30. 30. 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.
  31. 31. OKAY. SO…RUN AWAY?
  32. 32. WE NEED TO BRING BACK THE WEB. Or rather, rebuild the participatory web. A pro-social, pro-societal web.
  33. 33. •  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?
  34. 34. WE DO NOT GET TO BE LUDDITES.
  35. 35. but we need a subversive hope.
  36. 36. And we need to understand and USE the participatory, collective structures of the system we are IN.
  37. 37. 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
  38. 38. The stakes are high.
  39. 39. 3 KEYS TO CRITICAL DIGITAL PEDAGOGY & BUILDING A BETTER WEB: 1. complexity 2. cooperation 3. contribution
  40. 40. COMPLEXITY
  41. 41. 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
  42. 42. OBVIOUS
  43. 43. OBVIOUS PROBLEMS 1.  Only one answer needed 2.  That answer always works 3.  Does not require subject matter expertise 4.  Solutions can be Googled
  44. 44. COMPLICATED
  45. 45. 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
  46. 46. COMPLEX
  47. 47. 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
  48. 48. COMPLICATED OR COMPLEX? landing on the moon
  49. 49. COMPLICATED OR COMPLEX? climate change
  50. 50. COMPLICATED OR COMPLEX? CHAOTIC? raising kids
  51. 51. COMPLICATED OR COMPLEX? coding
  52. 52. COMPLICATED OR COMPLEX? “personalized learning” through predictive analytics
  53. 53. student success COMPLICATED OR COMPLEX?
  54. 54. 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
  55. 55. COMPLICATED OR COMPLEX? hijacked democracy
  56. 56. 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
  57. 57. 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
  58. 58. “If you want to travel fast, travel alone. If you want to travel far, travel together.” - probably NOT actually a proverb
  59. 59. THE WEB IS A COMPLEX SYSTEM OF COLLABORATION & COOPERATION. LIKE SCHOLARSHIP.
  60. 60. Collaboration is a coordinated, synchronous activity that is the result of an ongoing effort to construct and maintain a shared idea of a problem.
  61. 61. Cooperation divides labor among participants, so each unit is responsible for solving a portion of the problem.
  62. 62. OUR PROBLEM? WE’VE MADE OURSELVES EXTRAS IN OUR SYSTEMS.
  63. 63. 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
  64. 64. 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
  65. 65. RESISTANCE AS PRESENCE & PARTICIPATION https://plus.google.com/+DaveGray/posts/CQRVeKEsUvFpid=5751686447270321954&oid=117373186752666867801
  66. 66. WEBS ARE FRAGILE, BUT ALSO STRONG.
  67. 67. To the blind, all things are sudden. - Leighton, quoted in McLuhan (1965) from the Marshall McLuhan DEWLine Card Deck (1969)
  68. 68. CONTRIBUTION
  69. 69. Where are the places you work? Where are the places you leave traces that allow you to connect with new people?
  70. 70. A PRO- SOCIAL WEB
  71. 71. FOR WORK.
  72. 72. PLAY.
  73. 73. https://www.sscqueens.org/projects/screening-surveillance/frames ART.
  74. 74. SCHOLARSHIP.
  75. 75. SHARING OF RESOURCES & RECOMMENDATIONS. #phdchat
  76. 76. SHARING SUPPORT.
  77. 77. PUBLISHING. openly
  78. 78. RESEARCH FUNDING.
  79. 79. PROFESSIONAL LEARNING.
  80. 80. COLLABORATION & COOPERATION.
  81. 81. 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/
  82. 82. SO. NEXT STEPS FOR #ANTIGONISH2? • educators’ data literacies research • #ProsocialWeb (at #OER19 this week) • ??
  83. 83. WE CAN DO BETTER. TOGETHER. WE GET TO WORK TOWARDS BETTER SYSTEMS.
  84. 84. THANK YOU.

×