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Audrey Watters Interview

Interview with Audrey Watters on how “Ed Tech Is a Trojan Horse Set to ‘Dismantle’ the Academy”

Discusses: Silicon Valley Narrative, the rise of personalization in conjunction with rising individualism, issue of public funding, going college to get a job vs. engage in intellectual endeavors

On tension between job+skills vs. intellectual exploration: “no amount of technological innovation right now really gets at that prestige question.”

From The Chronicle: “She’s arguing that professors should actually do more with technology, to get more involved and be more savvy. Don’t just put photos on Facebook or put work on commercial platforms, she argues: Set up your own website. Have a domain of your own.”

More in her new podcast: Tech Gypsies

Tech, Truth, and Tension

How Technology Disrupted the Truth in The Guardian on 7/12/2026

“When a fact begins to resemble whatever you feel is true, it becomes very difficult for anyone to tell the difference between facts that are true and “facts” that are not.”

“When “facts don’t work” and voters don’t trust the media, everyone believes in their own “truth” – and the results, as we have just seen, can be devastating.” (in reference to Brexit)

Relates to ideas presented by Kevin Patrick Lynch in his book The Internet of Us concerning “google-knowing” aka easy acceptance of receptive knowledge and changes in evidence-based reasoning.

Caught “between the open platform of the web as its architects envisioned it and the gated enclosures of Facebook and other social networks; between an informed public and a misguided mob.” This brings up questions about the difference between”public” v “private” on the web.  Very few online spaces are truly public forums for sharing/participating. Most spaces are privatized, where the user has no control over the space and in participating, they submit to the rules, functions, guidelines, and architects of that space. Moreover, what does this mean for our access to media and the news, especially when this access is controlled via algorithms designed to show up specific/popular headlines?

If “we cannot agree on what those truths are, and when there is no consensus about the truth and no way to achieve it, chaos soon follows.”  This can be seen in the recent polarization of views in the election and beyond. For example, on Facebook, people are fed certain stories by their newsfeed and the circle of friends who post such stories. (There has also been criticism of this polarization, see here and here.) In the echo chamber of facebook and social media, we see/hear what we want to see/hear because we are friends with people who typically agree with us. According to the Guardian article, “Increasingly, what counts as a fact is merely a view that someone feels to be true – and technology has made it very easy for these “facts” to circulate with a speed and reach that was unimaginable in the Gutenberg era”.

“Nowadays it’s not important if a story’s real, the only thing that really matters is whether people click on it.” –ex-Gawker blogger Neetzan Zimmerman on the present state of news reporting.

The Guardian article suggests that this demonstrates how  “we are in the midst of a fundamental change in the values of journalism – a consumerist shift.” News is no longer about creating an informed public as a democratic necessity but rather focuses on getting hits, clicks, and shares.

#majorugh

Teaching with Buzzfeed

Professors Assign Students to Post to BuzzFeed. You’ll Never Believe What Happens Next from The Chronicle of Higher Education on 8/2/2016

Professors assign students to create a post on Buzzfeed’s public publishing platform with the goal to make the post go viral. Some students and professors succeed.

Professors using Buzzfeed come from various disciplines claiming “‘It’s a fun way to learn…If you’re talking to your neighbor, or you’re talking to somebody who does not have as much education, this is just another way to still provide that information, but just in a different way — and also in a quick way.'” (Sarai E. Coba, a doctoral candidate in human development and family studies)

Brings to mind points made by Hyde et. al. in chapter, “What is Collaboration Anyway” about mechanisms of coordination and questions of knowledge transfer between participants.

“The Vanishing Big Thinker” – Social Science and the Public Intellectual

Notes on The Vanishing Big Thinker in The Chronicle for Higher Education 7/28/2016

“The academic job market focuses ever more intently on contributions to scholarship over participation in public discussion.”

Focuses on humanistic social science as a way to be a public intellectual…”subject matter under study deals with what might be called the eternal questions faced by human beings and the worlds in which they live, such as wealth and poverty, good and evil, the individual and the collective, religion, power, leadership, war, and peace”.

Writing for the average person as opposed to engaging in scholarly publishing circuit.Little technical jargon, clarity in language. However this is not common in academia nor is it rewarded (along with teaching).

Highlights book The Academic Revolution  (1968) by Reisman and Jencks  which focused on “two emerging trends that were transforming the contemporary university: the rise of the meritocracy in faculty appointments and student admissions and the solidification of faculty control over what it taught and studied…the more America became a modern and cosmopolitan society, the authors argued, the greater the likelihood that the center of the university would lie with graduate schools and the research they produced.”

  • Book unlikely to get published in today’s academic market – personal reflections, unsubstantiated (yet insightful) hypotheses, lack of graphs/charts, picked up by non-academic publisher

“The modern research university has become increasingly susceptible to the belief that there is only one correct form of knowledge.”

(Dis)Placing Learning

Learning Spaces, learning environments and the ‘dis’placement of learning

Herbert Thomas (2009)

The physical learning environment is an integral part of the learning process. Traditional learning spaces imply a certain type of teaching and management strategies and can constrain the various possible types of learning. Traditional lecture halls do not contain affordances to promote active learning: “engaged learning is an emergent property of learning spaces and environments that are designed to provide affordances that actively encourage such engagement” (503). Learning does not occur in formally designed spaces but rather takes place informally; this notion liberates learning from its traditional boxed-in nature.

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Welcome to Cyberia

Arturo Escobar, (1994) Current Anthropology

In “Welcome to Cyberia, Arturo Escobar provides details how anthropological research methods can be used to explore and better understand cyberculture. The fact that “technologies are bringing about a fundamental transformation in the structure and meaning of modern society” (211) warrants an anthropological approach to research. According to Escobar, to articulate an “anthropology of cyberculture” (211) we need to move away from the idea that technology is value-neutral and independent of socioeconomic and political contexts. Taking a constructivist approach, we could recognize the situated-ness of tech and its relationship to social processes in order to reveal the  inter-relatedness of technology, society, and nature. Research from this perspective would result in “a multipath and multilevel evolutionary model of technological change” (212) that identifies socially relevant groups and their interpretations of the technologies they encounter to provide insight into the common uses of  technologies and their adoption.

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The Web of Life

Fritoj Capra, (1996)
Originally published on my blog

In his book, The web of life, Fritoj Capra provides a synthesis of ideas to present a new understanding of life both in the biological and philosophical sense. He advocates for a connective view of life that integrates ideas from various realms including biology, ecology, physics, systems thinking, and cybernetics.

Part 1: The Cultural Context

Deep Ecology

Capra starts off by outlining Deep Ecology, a new perspective through which to view living systems. Deep Ecology questions our anthropocentric notions of how life is structured and advocates for a paradigm shift to a more ecological, holistic worldview. Capra makes a distinction between ‘ecological’ and ‘holistic’ noting that ‘holistic’ seems less appropriate for this new paradigm:

“A holistic view of, say, a bicycle means to see the bicycle as a functional whole and to understand the interdependence of its parts accordingly. An ecological view of the bicycle includes that but it adds to it the perceptions of how the bicycle is embedded in it natural and social environment –  where the raw materials that went into it came from, how it was manufactured, how it use affects the natural environment and the community by which it is used and so on.” (7)

This emphasis on the importance of context and contextual knowledge is central to Capra’s ideas and continues throughout the book.

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Engines of Inquiry: Teaching, Technology, and Learner-Centered Approaches to Culture and History

Randy Bass, (1997), American Studies Crossroads Project
Originally written for ITP Core 1

The imaginary/conceptual “game of perfect information” holds that, with the right setup computers can satisfy all our informational needs. When the language of this game enters into the conversation about technology and education, the conversation goes awry. According to Bass, when attempting to discern the impact of technology on learning we must consider: (a) how teaching/learning is a complex process that occurs and builds knowledge over time and (b) how learning contexts must be analyzed ecologically with the understanding that learning does not happen in one place, one way, via one device or method.

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Thoughts during Pedagogy Day

Pedagogy Day hosted by GC psych and GSTA 10/30/15

Need thoughts on…

Classroom environment (lived):

  • Aspects: physical, social, cultural
  • Engagement, affordances
  • community building
  • Movement, Embodiment
  • Ecological theories

Pedagogy (lived, process, ideology)

  • Transformative activist stance, critical
    • Identity formation
    • Purpose of education
  • Aspects: Social, cultural, philosophical, physical
  • Methods, praxis

Tech (tool/object/machine/ medium)

  • Role and purpose
  • Uses and Types
  • Identity formation
  • Aspects: social, cultural, physical
  • Historical development

University/Higher Education (structure)

  • Historical development
  • Funding
  • Demographics
  • Aspects: social, cultural, economic, physical, structural

Pedagogy shapes course & classroom environment
Tech reshaping role of Higher education
Pedagogy+tech –> theory/practice/method = shapes environment of higher education

Changes in tech warrant changes in pedagogy, re-framing of “spaces of education”

Tech should be part of pedagogy because it is part of daily(physical, social, cultural) life

Ed tech needs to reflect tech used in everyday life, constantly changing, flexible, tailored

 

How does linking TAS/critical pedagogy with thoughtful tech use reshape the educational environment? (classroom, course, admin, higher ed structure)

  • 21st century Identities are hybrid, constructive, constantly interconnected with env (social/cultural physical), learning and education should be too
  • What is the role/purpose of the “university” in higher education?

– “University” associated with historically situated institution, higher education seems like a more fitting term/concept and better suited to describe 21st century education

 

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