“ Tried to get educators to adopt @Declara in 2015/16 and @Giveandtakeinc since last Christmas.
…In my experience It’s a challenge moving edu folks to other platforms.”
I don’t want to move educators. I’d like to spread the understanding that platforms that you pay for with your attention, and then that attention is manipulated, may not be the best place to direct our pupils data and attention.
A start along that path might be to think of a blog that you either own and control or is owned by a benevolent entity (Scot Gov in this case) is the best place to store your data, memories etc. From there, they can be sent out to social networks.
Ideally, IMO, there would be a benevolent network or system that would eventually work well enough to replace commercial but free, services.
We’re almost forgotten that links are powerful, and that restraining links through artificial scarcity is an absurdly coercive behavior.
I’ve seen this linked (ironically) all over the place. Great metaphor and explanation. Pretty much all quotable.
killing off links is a strategy.
….
it is a strategy, designed to keep people from the open web, the place where they can control how, and whether, someone makes money off of an audience. The web is where we can make sites that don’t abuse data in the ways that Facebook properties do.
Quick Fix is a vending machine (and art installation) that sells social media likes and followers. Drop in a coin, enter your social media account name, and an army of fake accounts will like or follow you
Last week after our DS106 Good Spell broadcast Mariana told me about 23 Things. This looks like an interesting course for Edinburgh University students, staff and anyone with access to the internet.
I had a quick look at the list of things covered in the course 23 Things List – 23 Things. These look interesting enough to sign up.
The idea is to try out a couple of things each week and blog about them. So here we go
Write a blog post and tag it 23ThingsEdUni. (When you tag a blog post with 23ThingsEdUni, so long as your blog has been registered, that post will be pulled into our 23 Things Community Blog. This way you can share your thoughts and experiences with others on the programme.)
Use your blog to write a short post about:
A) what you hope to gain out of the 23 Things programme.
B) were you aware of the University’s Social Media Guidelines for Staff and Researchers or the student Social Media Student Handbook? What do you think of the guidelines/handbook?
A. I hope to rethink the sort of things I’ve been doing online for a while. Take the opportunity to dig in to some things I think I know about in a little depth. Some of my ideas have not been revisited for quite a few years.
I am also interested in taking another open online course, I’ve been hanging round ds106 for a while and ran a couple of small course for primary schools last year. I’ve a real belief that these types of course can be pretty powerful.
B. I was aware of North Lanarkshire’s Social Media policy. One of thing I really like about it is that they recognise that schools can use social media in useful ways and need to have a deal of freedom in doing so.
The council uses third-party software to manage its social media networks. Any new official page/site will be required to be managed using this software. There is an exception for Learning & Leisure services staff in schools where social media is used as part of a teaching and learning environment or as a communication tool.
Yesterday I tweeted a link to a great post, the transcript of a talk about some social aspects of technology and how allowing technologist to lead our progress might have negative impacts on our privacy and lives, here is a quote.
Those who benefit from the death of privacy attempt to frame our subjugation in terms of freedom, just like early factory owners talked about the sanctity of contract law. They insisted that a worker should have the right to agree to anything, from sixteen-hour days to unsafe working conditions, as if factory owners and workers were on an equal footing.
Companies that perform surveillance are attempting the same mental trick. They assert that we freely share our data in return for valuable services. But opting out of surveillance capitalism is like opting out of electricity, or cooked foods—you are free to do it in theory. In practice, it will upend your life.
This spoke very much to some thoughts I’ve been having about our relationship to technology companies. Some of these were sparked by Dean Groom, Why not to buy Minecraft Education Edition. Some more idaea were discussed at the Always on (them) event at the University of the West of Scotland and I am in the midst of exploring those in a few microcasts, tagged DigitalUWS & microcast (one down a few more to go).
I’ve not come to any great conclusions but I do think it is something we should be thinking a lot harder about.
More grist arrived today from Stephen Downes:
I can see how the presentation would engage school leaders looking for a way to address current trends in learning, but they need to look beyond the single-vendor approach proposed here, and they should be clear that technology companies are service providers who are held accountable for delivery, not partners taking a hand in pedagogical and educational decisions.
I know myself enough to recognise that I am somewhat enthralled by technology and software. I certainly need to think about my relationship, on so many levels, with the technology I use. Should we be addressing this in the classroom with our pupils?
featured image is probably walking a copyright tightrope, but seems appropriate
On Thursday I attended the Always on (them): Digital and Social Media use in Education event at the University of the West of Scotland. This was organised by Professor David McGillivary.
I only stayed for the morning as I had to get back to run a twilight course. Very disappointed to have to leave early as the morning set up some great questions for discussion in the afternoon. I was speaking just before lunch and as I listened to other speakers I had to update my talk on the sly.
I recorded the audio for all morning speakers for edutalk, I’ve now posted them with a DigitalUWS tag.
In my presentations I briefly described my own history of blogging and podcasting at Sandaig, Glow Blogs and ended with some questions. Preparing for the talk allowed me to think sound some ideas that have been buzzing in my mind for a while. I hope to tease them out in a few subsequent posts or microcasts.
We get hung up on “ease-of-use” in software, as if that was the only dimension to judge it. But social software architectures must be judged not on ease of use, but on the communities and behaviors they create, from the invite email to the labels on the buttons. If one sentence can make this much difference, imagine what damage your UI choices might be doing to your community.
I believe we need to think a lot more about the software we use and the effect it has on communication and on us. Hopefully I’ll think a bit more about this in some subsequent posts/microcasts.
If you didn’t make the event I’d recommend listening to the audio and the Twitter stream #DigitalUWS has some good stuff too.
Featured image, my own photo, I though my lock screen image is relevant to some of the things I was trying to talk about.
I don't want to move educators. I'd like to spread the understanding that platforms that you pay for with your attention, and then that attention is manipulated, may not be the best place to direct our pupils data and attention.
A start along that path...
I don't want to move educators. I'd like to spread the understanding that platforms that you pay for with your attention, and then that attention is manipulated, may not be the best place to direct our pupils data and attention.
A start along that path...
I don't want to move educators. I'd like to spread the understanding that platforms that you pay for with your attention, and then that attention is manipulated, may not be the best place to direct our pupils data and attention.
A start along that path...
