Lesson plans for teaching for a peaceful, diverse world that is safe for everyone
Dear all, After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world. Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media. Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today? I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well. I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist? If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this. Jill Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen + 47 55588431 Blog - http://jilltxt.net Twitter - http://twitter.com/jilltxt My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! http://jilltxt.net/books
Hi Jill, Thank you for starting this thread. I think it's terribly important and I'd like to identify a space/place to start collecting these resources and continuing the dialogue. To your list of topics, I'm also interested in continuing discussions about privacy and security as we build (and teach others to build) our digital identities. I'm also interested in researching/teaching about critically searching/sifting information, dealing with filter bubbles, but also negotiating fact and emotion in discussion. I'm planning on scheduling a series of podcast interviews to discuss/define: trust, truth, facts, empathy, voice in writing, etc. I think this is a global discussion as we examine the role of global hackers, content farms, social networks, and online information/disinformation in the mix. Looking forward to learning from everyone. -Ian -- _________________________ W. Ian O'Byrne, Ph.D. College of Charleston wiobyrne.com Be sure to subscribe to my newsletter. On Thu, Nov 10, 2016 at 5:58 AM Jill Walker Rettberg < Jill.Walker.Rettberg@uib.no> wrote:
Dear all,
After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world.
Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media.
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well.
I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist?
If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this.
Jill
Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen
+ 47 55588431 <+47%2055%2058%2084%2031>
Blog - http://jilltxt.net Twitter - http://twitter.com/jilltxt My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! http://jilltxt.net/books
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
-- _________________________ W. Ian O'Byrne, Ph.D. Assistant Professor of Literacy Education Department of Teacher Education College of Charleston wiobyrne.com Want more insight into literacy, technology, & education? <http://wiobyrne.com/tldr/>
Dear Jill: I try to tech this as my believe is that technology acts as a magnifying lens: good wold be better, wrong will be catastrophic. I propose you and our colleagues to engage in small videoconferences to talk to our students around the world. I can arrange some sessions where you can make a brief intervention to show what is happening in you region, and your perspective about it. Most of us people, students also, live in our little boxes with our petty problems, too busy to look ahead the cellphone or Facebook. The global information society has been used to divide and reign, but not to awake the mind of youngsters and take them out of the box. I already did this with a professor in the USA and it was a good experience. Talk to others with video conference or recording a video message; get students to know each other and talk about what is happening here in Brazil with the impeachment, in Colombia the plebiscite for peace, in UK with brexit, and now with the Trump era in the USA. There is the problem of language and translation, time zone differences, technicalities, but we can solve it all if we join. That would be my proposal and invitation. Now, in regard to the topics to share, I think we can create a webpage, a blog or Facebook group, to get the topics together. I would help in maintaining it if it helps. Again, there the language barrier might be a problem so, we have to think how to use the web's transition in our advantage. If you agree, I am open to discuss this via Skype, Facebook, WhatsApp, Hangouts or Telegram and make a plan. Greedy corporate leaders and unscrupulous politicians are already joined into global networks. We citizen are not. This can be an opportunity. Thanks for you invitation. Em 10 de nov de 2016 7:58 AM, "Jill Walker Rettberg" < Jill.Walker.Rettberg@uib.no> escreveu:
Dear all,
After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world.
Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media.
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well.
I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist?
If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this.
Jill
Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen
+ 47 55588431
Blog - http://jilltxt.net Twitter - http://twitter.com/jilltxt My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! http://jilltxt.net/books
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/ listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
I try to te[a][ch this as my believe is that technology acts as a magnifying lens: good wo[u]ld be better, wrong will be catastrophic.
Just out of curiosity: Why the imbalance? Technology magnifies "good" incrementally and it magnified "bad" exponentially? It seems like it would be more helpful to encourage students to think about how technology takes human tendencies and change the world (i.e. good -> better and bad -> worse), not that good is better and bad is fatal/catastrophic/etc. Moreover, given that a key challenge of living in a truly diverse world is coming to consensus on what is "good" and what is "bad", how should we frame these conversations so they are useful/constructive/etc? Brian B. ————————————————————————————————— Brian S. Butler, Ph.D. UMD iSchool University of Maryland College Park, MD USA ————————————————————————————————— On Thu, Nov 10, 2016 at 7:20 AM, Cristian Berrio Zapata < cristian.berrio@gmail.com> wrote:
Dear Jill:
I try to tech this as my believe is that technology acts as a magnifying lens: good wold be better, wrong will be catastrophic.
I propose you and our colleagues to engage in small videoconferences to talk to our students around the world. I can arrange some sessions where you can make a brief intervention to show what is happening in you region, and your perspective about it.
Most of us people, students also, live in our little boxes with our petty problems, too busy to look ahead the cellphone or Facebook. The global information society has been used to divide and reign, but not to awake the mind of youngsters and take them out of the box.
I already did this with a professor in the USA and it was a good experience. Talk to others with video conference or recording a video message; get students to know each other and talk about what is happening here in Brazil with the impeachment, in Colombia the plebiscite for peace, in UK with brexit, and now with the Trump era in the USA.
There is the problem of language and translation, time zone differences, technicalities, but we can solve it all if we join.
That would be my proposal and invitation. Now, in regard to the topics to share, I think we can create a webpage, a blog or Facebook group, to get the topics together. I would help in maintaining it if it helps. Again, there the language barrier might be a problem so, we have to think how to use the web's transition in our advantage.
If you agree, I am open to discuss this via Skype, Facebook, WhatsApp, Hangouts or Telegram and make a plan.
Greedy corporate leaders and unscrupulous politicians are already joined into global networks. We citizen are not. This can be an opportunity. Thanks for you invitation.
Em 10 de nov de 2016 7:58 AM, "Jill Walker Rettberg" < Jill.Walker.Rettberg@uib.no> escreveu:
Dear all,
After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world.
Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media.
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well.
I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist?
If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this.
Jill
Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen
+ 47 55588431
Blog - http://jilltxt.net Twitter - http://twitter.com/jilltxt My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! http://jilltxt.net/books
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/ listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
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I agree with Brian's basic premise that there should be no differentiation in the magnitude in which we frame the positive/negative impact of technology and that the resulting categories (good/bad) are socially constructed. However, I think that the key here is not to qualify the outcomes (or even the process itself), but to provide tools & framing for a critical approach toward the use of technology. Promoting that students question - and ultimately understand - the reasons for the decisions they make regarding the use of technology from a solid theoretical space seems to be the key here, at least for me. E. Korin Sent from my iPhone On Nov 10, 2016, at 7:28 AM, Brian Butler <bsbutler@umd.edu> wrote:
I try to te[a][ch this as my believe is that technology acts as a magnifying lens: good wo[u]ld be better, wrong will be catastrophic.
Just out of curiosity: Why the imbalance?
Technology magnifies "good" incrementally and it magnified "bad" exponentially?
It seems like it would be more helpful to encourage students to think about how technology takes human tendencies and change the world (i.e. good -> better and bad -> worse), not that good is better and bad is fatal/catastrophic/etc.
Moreover, given that a key challenge of living in a truly diverse world is coming to consensus on what is "good" and what is "bad", how should we frame these conversations so they are useful/constructive/etc?
Brian B.
————————————————————————————————— Brian S. Butler, Ph.D. UMD iSchool University of Maryland College Park, MD USA —————————————————————————————————
On Thu, Nov 10, 2016 at 7:20 AM, Cristian Berrio Zapata < cristian.berrio@gmail.com> wrote:
Dear Jill:
I try to tech this as my believe is that technology acts as a magnifying lens: good wold be better, wrong will be catastrophic.
I propose you and our colleagues to engage in small videoconferences to talk to our students around the world. I can arrange some sessions where you can make a brief intervention to show what is happening in you region, and your perspective about it.
Most of us people, students also, live in our little boxes with our petty problems, too busy to look ahead the cellphone or Facebook. The global information society has been used to divide and reign, but not to awake the mind of youngsters and take them out of the box.
I already did this with a professor in the USA and it was a good experience. Talk to others with video conference or recording a video message; get students to know each other and talk about what is happening here in Brazil with the impeachment, in Colombia the plebiscite for peace, in UK with brexit, and now with the Trump era in the USA.
There is the problem of language and translation, time zone differences, technicalities, but we can solve it all if we join.
That would be my proposal and invitation. Now, in regard to the topics to share, I think we can create a webpage, a blog or Facebook group, to get the topics together. I would help in maintaining it if it helps. Again, there the language barrier might be a problem so, we have to think how to use the web's transition in our advantage.
If you agree, I am open to discuss this via Skype, Facebook, WhatsApp, Hangouts or Telegram and make a plan.
Greedy corporate leaders and unscrupulous politicians are already joined into global networks. We citizen are not. This can be an opportunity. Thanks for you invitation.
Em 10 de nov de 2016 7:58 AM, "Jill Walker Rettberg" < Jill.Walker.Rettberg@uib.no> escreveu:
Dear all,
After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world.
Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media.
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well.
I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist?
If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this.
Jill
Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen
+ 47 55588431
Blog - http://jilltxt.net Twitter - http://twitter.com/jilltxt My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! http://jilltxt.net/books
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/ listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
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Join the Association of Internet Researchers: http://www.aoir.org/
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Hi all — Last night, I was scheduled to teach an internet studies course here at MIT. I felt like cancelling it but ultimately moved it to Lobby 7 (where students had created an installation <https://www.bostonglobe.com/metro/2016/11/09/after-stunning-election-trump-students-share-hopes-and-fears-mit/pmx6GFPACcc40RDdIBUkIJ/story.html> voicing their hopes and fears about the election). We spent the first hour of class talking about the election, different places that the students were coming from (geographically, culturally, politically, etc), the idea that there is a way forward, even if it is hard (can’t just wait for the next vote in four years), and the non-neutrality of whatever work one does in life (can’t simply solve math problems out of this). I also gave them an extension on their project which had been due. This is, of course, short/immediate term, not curricular. But a lot of students emailed me after that class saying they were very appreciative to have a space they could talk about this, to have an adult acknowledge their hopes/fears and also their agency, to say that yes, this isn’t a normal moment, and it shouldn’t feel normal, and we shouldn’t pretend it is normal, and the ability to recognize and build in the space for that is equally a part of a college education. A number of students emailed me after the class to thank me for doing that since not all of their professors had. All of which is to say that if you are teaching this fall, and your class hasn’t met since the election, trying to work this election in immediately and explicitly, as topic rather than as background, text rather than subtext, has value that complements the long-term curricular work that everyone has been sharing so helpfully below. Best, — Chris
On Nov 10, 2016, at 7:35 AM, Ezequiel Pablo Korin <ekorin@uga.edu> wrote:
I agree with Brian's basic premise that there should be no differentiation in the magnitude in which we frame the positive/negative impact of technology and that the resulting categories (good/bad) are socially constructed.
However, I think that the key here is not to qualify the outcomes (or even the process itself), but to provide tools & framing for a critical approach toward the use of technology. Promoting that students question - and ultimately understand - the reasons for the decisions they make regarding the use of technology from a solid theoretical space seems to be the key here, at least for me.
E. Korin
Sent from my iPhone
On Nov 10, 2016, at 7:28 AM, Brian Butler <bsbutler@umd.edu> wrote:
I try to te[a][ch this as my believe is that technology acts as a magnifying lens: good wo[u]ld be better, wrong will be catastrophic.
Just out of curiosity: Why the imbalance?
Technology magnifies "good" incrementally and it magnified "bad" exponentially?
It seems like it would be more helpful to encourage students to think about how technology takes human tendencies and change the world (i.e. good -> better and bad -> worse), not that good is better and bad is fatal/catastrophic/etc.
Moreover, given that a key challenge of living in a truly diverse world is coming to consensus on what is "good" and what is "bad", how should we frame these conversations so they are useful/constructive/etc?
Brian B.
————————————————————————————————— Brian S. Butler, Ph.D. UMD iSchool University of Maryland College Park, MD USA —————————————————————————————————
On Thu, Nov 10, 2016 at 7:20 AM, Cristian Berrio Zapata < cristian.berrio@gmail.com> wrote:
Dear Jill:
I try to tech this as my believe is that technology acts as a magnifying lens: good wold be better, wrong will be catastrophic.
I propose you and our colleagues to engage in small videoconferences to talk to our students around the world. I can arrange some sessions where you can make a brief intervention to show what is happening in you region, and your perspective about it.
Most of us people, students also, live in our little boxes with our petty problems, too busy to look ahead the cellphone or Facebook. The global information society has been used to divide and reign, but not to awake the mind of youngsters and take them out of the box.
I already did this with a professor in the USA and it was a good experience. Talk to others with video conference or recording a video message; get students to know each other and talk about what is happening here in Brazil with the impeachment, in Colombia the plebiscite for peace, in UK with brexit, and now with the Trump era in the USA.
There is the problem of language and translation, time zone differences, technicalities, but we can solve it all if we join.
That would be my proposal and invitation. Now, in regard to the topics to share, I think we can create a webpage, a blog or Facebook group, to get the topics together. I would help in maintaining it if it helps. Again, there the language barrier might be a problem so, we have to think how to use the web's transition in our advantage.
If you agree, I am open to discuss this via Skype, Facebook, WhatsApp, Hangouts or Telegram and make a plan.
Greedy corporate leaders and unscrupulous politicians are already joined into global networks. We citizen are not. This can be an opportunity. Thanks for you invitation.
Em 10 de nov de 2016 7:58 AM, "Jill Walker Rettberg" < Jill.Walker.Rettberg@uib.no> escreveu:
Dear all,
After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world.
Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media.
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well.
I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist?
If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this.
Jill
Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen
+ 47 55588431
Blog - http://jilltxt.net Twitter - http://twitter.com/jilltxt My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! http://jilltxt.net/books
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/ listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
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Hi Chris..and all, Chris, thank you for sharing this. I also was scheduled to hold a class yesterday morning (ET) on Language and Literacy Development with a group of pre-service educators. I still held the course meeting and (tried to) provide a safe space for my students to discuss their thoughts, fears, and current emotional state. I also tried to balance our discussion and appreciation for a variety of viewpoints without injecting my own bias. We concluded with a discussion about the need to provide this space for their future students. I agree that we need to fold these moments into our courses. I would do the same thing if I were still teaching in K-12. One of the challenges that I have is that we (think we see <http://www.pewresearch.org/fact-tank/2016/11/09/behind-trumps-victory-divisions-by-race-gender-education/>) some of the effects of the "college experience" in the voting results. I'm wondering how we might leverage these digital and web spaces to create dialogue and educational opportunities for those that do not have an opportunity for that college experience. Thanks again all, -Ian -- _________________________ W. Ian O'Byrne, Ph.D. College of Charleston wiobyrne.com Be sure to subscribe to my newsletter. On Thu, Nov 10, 2016 at 8:31 AM Chris Peterson <chris@cpeterson.org> wrote:
Hi all —
Last night, I was scheduled to teach an internet studies course here at MIT. I felt like cancelling it but ultimately moved it to Lobby 7 (where students had created an installation < https://www.bostonglobe.com/metro/2016/11/09/after-stunning-election-trump-students-share-hopes-and-fears-mit/pmx6GFPACcc40RDdIBUkIJ/story.html> voicing their hopes and fears about the election). We spent the first hour of class talking about the election, different places that the students were coming from (geographically, culturally, politically, etc), the idea that there is a way forward, even if it is hard (can’t just wait for the next vote in four years), and the non-neutrality of whatever work one does in life (can’t simply solve math problems out of this). I also gave them an extension on their project which had been due.
This is, of course, short/immediate term, not curricular. But a lot of students emailed me after that class saying they were very appreciative to have a space they could talk about this, to have an adult acknowledge their hopes/fears and also their agency, to say that yes, this isn’t a normal moment, and it shouldn’t feel normal, and we shouldn’t pretend it is normal, and the ability to recognize and build in the space for that is equally a part of a college education. A number of students emailed me after the class to thank me for doing that since not all of their professors had.
All of which is to say that if you are teaching this fall, and your class hasn’t met since the election, trying to work this election in immediately and explicitly, as topic rather than as background, text rather than subtext, has value that complements the long-term curricular work that everyone has been sharing so helpfully below.
Best,
— Chris
On Nov 10, 2016, at 7:35 AM, Ezequiel Pablo Korin <ekorin@uga.edu> wrote:
I agree with Brian's basic premise that there should be no differentiation in the magnitude in which we frame the positive/negative impact of technology and that the resulting categories (good/bad) are socially constructed.
However, I think that the key here is not to qualify the outcomes (or even the process itself), but to provide tools & framing for a critical approach toward the use of technology. Promoting that students question - and ultimately understand - the reasons for the decisions they make regarding the use of technology from a solid theoretical space seems to be the key here, at least for me.
E. Korin
Sent from my iPhone
On Nov 10, 2016, at 7:28 AM, Brian Butler <bsbutler@umd.edu> wrote:
I try to te[a][ch this as my believe is that technology acts as a magnifying lens: good wo[u]ld be better, wrong will be catastrophic.
Just out of curiosity: Why the imbalance?
Technology magnifies "good" incrementally and it magnified "bad" exponentially?
It seems like it would be more helpful to encourage students to think about how technology takes human tendencies and change the world (i.e. good -> better and bad -> worse), not that good is better and bad is fatal/catastrophic/etc.
Moreover, given that a key challenge of living in a truly diverse world is coming to consensus on what is "good" and what is "bad", how should we frame these conversations so they are useful/constructive/etc?
Brian B.
————————————————————————————————— Brian S. Butler, Ph.D. UMD iSchool University of Maryland College Park, MD USA —————————————————————————————————
On Thu, Nov 10, 2016 at 7:20 AM, Cristian Berrio Zapata < cristian.berrio@gmail.com> wrote:
Dear Jill:
I try to tech this as my believe is that technology acts as a magnifying lens: good wold be better, wrong will be catastrophic.
I propose you and our colleagues to engage in small videoconferences to talk to our students around the world. I can arrange some sessions where you can make a brief intervention to show what is happening in you region, and your perspective about it.
Most of us people, students also, live in our little boxes with our petty problems, too busy to look ahead the cellphone or Facebook. The global information society has been used to divide and reign, but not to awake the mind of youngsters and take them out of the box.
I already did this with a professor in the USA and it was a good experience. Talk to others with video conference or recording a video message; get students to know each other and talk about what is happening here in Brazil with the impeachment, in Colombia the plebiscite for peace, in UK with brexit, and now with the Trump era in the USA.
There is the problem of language and translation, time zone differences, technicalities, but we can solve it all if we join.
That would be my proposal and invitation. Now, in regard to the topics to share, I think we can create a webpage, a blog or Facebook group, to get the topics together. I would help in maintaining it if it helps. Again, there the language barrier might be a problem so, we have to think how to use the web's transition in our advantage.
If you agree, I am open to discuss this via Skype, Facebook, WhatsApp, Hangouts or Telegram and make a plan.
Greedy corporate leaders and unscrupulous politicians are already joined into global networks. We citizen are not. This can be an opportunity. Thanks for you invitation.
Em 10 de nov de 2016 7:58 AM, "Jill Walker Rettberg" < Jill.Walker.Rettberg@uib.no> escreveu:
Dear all,
After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world.
Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media.
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well.
I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist?
If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this.
Jill
Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen
+ 47 55588431 <+47%2055%2058%2084%2031>
Blog - http://jilltxt.net Twitter - http://twitter.com/jilltxt My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! http://jilltxt.net/books
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/ listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
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Join the Association of Internet Researchers: http://www.aoir.org/
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Join the Association of Internet Researchers: http://www.aoir.org/
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-- _________________________ W. Ian O'Byrne, Ph.D. Assistant Professor of Literacy Education Department of Teacher Education College of Charleston wiobyrne.com Want more insight into literacy, technology, & education? <http://wiobyrne.com/tldr/>
I think Jill has touched on a set of issues that really does need our collective critical attention much in the same way that the industrial era needed analyses of capital and labour. Perhaps exactly so. And following Ezequiel here, it seems after Tuesday we must try to understand media (concept) and media technology much more in terms of the actual tools we are now using to delude ourselves and bring down socio-economic infrastructures and modern political processes. I propose we look first at alt-right uses of social media and the social "Real" it constructs and try to devise the right critical apparatuses to build better literacies. As I tell my students, I want to teach you "how to read." Mechanisms? A facebook page? Google doc? Perhaps a Website? Newer Social Research? Podcasts? What now? Andrew Associate Professor of English Humanities Department 332 Cullimore Hall New Jersey Institute of Technology 973-596-5724 klobucar@njit.edu 323 MLK Bvd. Newark, NJ 07102
On Nov 10, 2016, at 7:35 AM, Ezequiel Pablo Korin <ekorin@uga.edu> wrote:
I agree with Brian's basic premise that there should be no differentiation in the magnitude in which we frame the positive/negative impact of technology and that the resulting categories (good/bad) are socially constructed.
However, I think that the key here is not to qualify the outcomes (or even the process itself), but to provide tools & framing for a critical approach toward the use of technology. Promoting that students question - and ultimately understand - the reasons for the decisions they make regarding the use of technology from a solid theoretical space seems to be the key here, at least for me.
E. Korin
Sent from my iPhone
On Nov 10, 2016, at 7:28 AM, Brian Butler <bsbutler@umd.edu> wrote:
I try to te[a][ch this as my believe is that technology acts as a magnifying lens: good wo[u]ld be better, wrong will be catastrophic.
Just out of curiosity: Why the imbalance?
Technology magnifies "good" incrementally and it magnified "bad" exponentially?
It seems like it would be more helpful to encourage students to think about how technology takes human tendencies and change the world (i.e. good -> better and bad -> worse), not that good is better and bad is fatal/catastrophic/etc.
Moreover, given that a key challenge of living in a truly diverse world is coming to consensus on what is "good" and what is "bad", how should we frame these conversations so they are useful/constructive/etc?
Brian B.
————————————————————————————————— Brian S. Butler, Ph.D. UMD iSchool University of Maryland College Park, MD USA —————————————————————————————————
On Thu, Nov 10, 2016 at 7:20 AM, Cristian Berrio Zapata < cristian.berrio@gmail.com> wrote:
Dear Jill:
I try to tech this as my believe is that technology acts as a magnifying lens: good wold be better, wrong will be catastrophic.
I propose you and our colleagues to engage in small videoconferences to talk to our students around the world. I can arrange some sessions where you can make a brief intervention to show what is happening in you region, and your perspective about it.
Most of us people, students also, live in our little boxes with our petty problems, too busy to look ahead the cellphone or Facebook. The global information society has been used to divide and reign, but not to awake the mind of youngsters and take them out of the box.
I already did this with a professor in the USA and it was a good experience. Talk to others with video conference or recording a video message; get students to know each other and talk about what is happening here in Brazil with the impeachment, in Colombia the plebiscite for peace, in UK with brexit, and now with the Trump era in the USA.
There is the problem of language and translation, time zone differences, technicalities, but we can solve it all if we join.
That would be my proposal and invitation. Now, in regard to the topics to share, I think we can create a webpage, a blog or Facebook group, to get the topics together. I would help in maintaining it if it helps. Again, there the language barrier might be a problem so, we have to think how to use the web's transition in our advantage.
If you agree, I am open to discuss this via Skype, Facebook, WhatsApp, Hangouts or Telegram and make a plan.
Greedy corporate leaders and unscrupulous politicians are already joined into global networks. We citizen are not. This can be an opportunity. Thanks for you invitation.
Em 10 de nov de 2016 7:58 AM, "Jill Walker Rettberg" < Jill.Walker.Rettberg@uib.no> escreveu:
Dear all,
After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world.
Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media.
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well.
I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist?
If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this.
Jill
Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen
+ 47 55588431
Blog - http://jilltxt.net Twitter - http://twitter.com/jilltxt My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! http://jilltxt.net/books
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/ listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/ listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
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Join the Association of Internet Researchers: http://www.aoir.org/
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Join the Association of Internet Researchers: http://www.aoir.org/
Dear Brian: Maybe because technology, as it creates enormous benefits, it also has caused very big pains, and I do not like to suffer or watch people suffering. Pain always leaves a deeper mark than happiness and satisfaction. On the other hand, the savage capitalistic way in which technology has been developed in recent decades leaves minimum consideration for anything different to earnings... so good effects keep less and less in the center of technology development. That is why we are discussing this and the origin of our worries, isn’t it? 2016-11-10 9:27 GMT-03:00 Brian Butler <bsbutler@umd.edu>:
I try to te[a][ch this as my believe is that technology acts as a magnifying lens: good wo[u]ld be better, wrong will be catastrophic.
Just out of curiosity: Why the imbalance?
Technology magnifies "good" incrementally and it magnified "bad" exponentially?
It seems like it would be more helpful to encourage students to think about how technology takes human tendencies and change the world (i.e. good -> better and bad -> worse), not that good is better and bad is fatal/catastrophic/etc.
Moreover, given that a key challenge of living in a truly diverse world is coming to consensus on what is "good" and what is "bad", how should we frame these conversations so they are useful/constructive/etc?
Brian B.
————————————————————————————————— Brian S. Butler, Ph.D. UMD iSchool University of Maryland College Park, MD USA —————————————————————————————————
On Thu, Nov 10, 2016 at 7:20 AM, Cristian Berrio Zapata < cristian.berrio@gmail.com> wrote:
Dear Jill:
I try to tech this as my believe is that technology acts as a magnifying lens: good wold be better, wrong will be catastrophic.
I propose you and our colleagues to engage in small videoconferences to talk to our students around the world. I can arrange some sessions where you can make a brief intervention to show what is happening in you region, and your perspective about it.
Most of us people, students also, live in our little boxes with our petty problems, too busy to look ahead the cellphone or Facebook. The global information society has been used to divide and reign, but not to awake the mind of youngsters and take them out of the box.
I already did this with a professor in the USA and it was a good experience. Talk to others with video conference or recording a video message; get students to know each other and talk about what is happening here in Brazil with the impeachment, in Colombia the plebiscite for peace, in UK with brexit, and now with the Trump era in the USA.
There is the problem of language and translation, time zone differences, technicalities, but we can solve it all if we join.
That would be my proposal and invitation. Now, in regard to the topics to share, I think we can create a webpage, a blog or Facebook group, to get the topics together. I would help in maintaining it if it helps. Again, there the language barrier might be a problem so, we have to think how to use the web's transition in our advantage.
If you agree, I am open to discuss this via Skype, Facebook, WhatsApp, Hangouts or Telegram and make a plan.
Greedy corporate leaders and unscrupulous politicians are already joined into global networks. We citizen are not. This can be an opportunity. Thanks for you invitation.
Em 10 de nov de 2016 7:58 AM, "Jill Walker Rettberg" < Jill.Walker.Rettberg@uib.no> escreveu:
Dear all,
After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world.
Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media.
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well.
I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist?
If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this.
Jill
Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen
+ 47 55588431
Blog - http://jilltxt.net Twitter - http://twitter.com/jilltxt My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! http://jilltxt.net/books
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/ listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
-- *Cristian Berrío Zapata*
Cristian, I agree. However, while it is true we don't like bad things (and we don't like bad things more than we like good things) it seems useful to understand very precisely whether we really believe that magnification of good is "better" and magnification of bad is "catastrophic". If there is truly and imbalance, it seems critical that it be taken into account. If the imbalance is due to how we experience the good and the bad, then it is important, but very different (and important to keep in mind as things change...). Brian B. ————————————————————————————————— Brian S. Butler, Ph.D. Professor and Senior Associate Dean, UMD iSchool University of Maryland College Park, MD USA ————————————————————————————————— On Thu, Nov 10, 2016 at 8:38 AM, Cristian Berrio Zapata < cristian.berrio@gmail.com> wrote:
Dear Brian:
Maybe because technology, as it creates enormous benefits, it also has caused very big pains, and I do not like to suffer or watch people suffering. Pain always leaves a deeper mark than happiness and satisfaction.
On the other hand, the savage capitalistic way in which technology has been developed in recent decades leaves minimum consideration for anything different to earnings... so good effects keep less and less in the center of technology development. That is why we are discussing this and the origin of our worries, isn’t it?
2016-11-10 9:27 GMT-03:00 Brian Butler <bsbutler@umd.edu>:
I try to te[a][ch this as my believe is that technology acts as a magnifying lens: good wo[u]ld be better, wrong will be catastrophic.
Just out of curiosity: Why the imbalance?
Technology magnifies "good" incrementally and it magnified "bad" exponentially?
It seems like it would be more helpful to encourage students to think about how technology takes human tendencies and change the world (i.e. good -> better and bad -> worse), not that good is better and bad is fatal/catastrophic/etc.
Moreover, given that a key challenge of living in a truly diverse world is coming to consensus on what is "good" and what is "bad", how should we frame these conversations so they are useful/constructive/etc?
Brian B.
————————————————————————————————— Brian S. Butler, Ph.D. UMD iSchool University of Maryland College Park, MD USA —————————————————————————————————
On Thu, Nov 10, 2016 at 7:20 AM, Cristian Berrio Zapata < cristian.berrio@gmail.com> wrote:
Dear Jill:
I try to tech this as my believe is that technology acts as a magnifying lens: good wold be better, wrong will be catastrophic.
I propose you and our colleagues to engage in small videoconferences to talk to our students around the world. I can arrange some sessions where you can make a brief intervention to show what is happening in you region, and your perspective about it.
Most of us people, students also, live in our little boxes with our petty problems, too busy to look ahead the cellphone or Facebook. The global information society has been used to divide and reign, but not to awake the mind of youngsters and take them out of the box.
I already did this with a professor in the USA and it was a good experience. Talk to others with video conference or recording a video message; get students to know each other and talk about what is happening here in Brazil with the impeachment, in Colombia the plebiscite for peace, in UK with brexit, and now with the Trump era in the USA.
There is the problem of language and translation, time zone differences, technicalities, but we can solve it all if we join.
That would be my proposal and invitation. Now, in regard to the topics to share, I think we can create a webpage, a blog or Facebook group, to get the topics together. I would help in maintaining it if it helps. Again, there the language barrier might be a problem so, we have to think how to use the web's transition in our advantage.
If you agree, I am open to discuss this via Skype, Facebook, WhatsApp, Hangouts or Telegram and make a plan.
Greedy corporate leaders and unscrupulous politicians are already joined into global networks. We citizen are not. This can be an opportunity. Thanks for you invitation.
Em 10 de nov de 2016 7:58 AM, "Jill Walker Rettberg" < Jill.Walker.Rettberg@uib.no> escreveu:
Dear all,
After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world.
Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media.
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well.
I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist?
If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this.
Jill
Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen
+ 47 55588431
Blog - http://jilltxt.net Twitter - http://twitter.com/jilltxt My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! http://jilltxt.net/books
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/ listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
-- *Cristian Berrío Zapata*
Hi All, Great to have this discussion. These comments bring to mind the 'utopian and dystopian' framing of the internet within academia a number of years back when everyone began thinking about the potential of internet use and where it might lead. So many people got excited about what the internet might offer society in terms of equality - yet at the same time bit by bit more negative aspects of 'pandora's box' came to light reinforcing a more dystopian view. I'd suggest that this sense of black and white has dissipated somewhat in favor of a more balanced view - though, as has already been pointed out, the ability to have a critical perspective and awareness of 'all things internet' is a sensible approach to teach our students. There's more to come. Regards Philippa Philippa Smith Institute of Culture, Discourse & Communication Auckland University of Technology Exec Director, World Internet Project in NZ Auckland University of Technology New Zealand From: Air-L [air-l-bounces@listserv.aoir.org] on behalf of Brian Butler [bsbutler@umd.edu] Sent: 11 November 2016 03:59 To: Cristian Berrio Zapata Cc: AOIR list; Jill Walker Rettberg Subject: Re: [Air-L] Lesson plans for teaching for a peaceful, diverse world that is safe for everyone Cristian, I agree. However, while it is true we don't like bad things (and we don't like bad things more than we like good things) it seems useful to understand very precisely whether we really believe that magnification of good is "better" and magnification of bad is "catastrophic". If there is truly and imbalance, it seems critical that it be taken into account. If the imbalance is due to how we experience the good and the bad, then it is important, but very different (and important to keep in mind as things change...). Brian B. ————————————————————————————————— Brian S. Butler, Ph.D. Professor and Senior Associate Dean, UMD iSchool University of Maryland College Park, MD USA ————————————————————————————————— On Thu, Nov 10, 2016 at 8:38 AM, Cristian Berrio Zapata < cristian.berrio@gmail.com> wrote:
Dear Brian:
Maybe because technology, as it creates enormous benefits, it also has caused very big pains, and I do not like to suffer or watch people suffering. Pain always leaves a deeper mark than happiness and satisfaction.
On the other hand, the savage capitalistic way in which technology has been developed in recent decades leaves minimum consideration for anything different to earnings... so good effects keep less and less in the center of technology development. That is why we are discussing this and the origin of our worries, isn’t it?
2016-11-10 9:27 GMT-03:00 Brian Butler <bsbutler@umd.edu>:
I try to te[a][ch this as my believe is that technology acts as a magnifying lens: good wo[u]ld be better, wrong will be catastrophic.
Just out of curiosity: Why the imbalance?
Technology magnifies "good" incrementally and it magnified "bad" exponentially?
It seems like it would be more helpful to encourage students to think about how technology takes human tendencies and change the world (i.e. good -> better and bad -> worse), not that good is better and bad is fatal/catastrophic/etc.
Moreover, given that a key challenge of living in a truly diverse world is coming to consensus on what is "good" and what is "bad", how should we frame these conversations so they are useful/constructive/etc?
Brian B.
————————————————————————————————— Brian S. Butler, Ph.D. UMD iSchool University of Maryland College Park, MD USA —————————————————————————————————
On Thu, Nov 10, 2016 at 7:20 AM, Cristian Berrio Zapata < cristian.berrio@gmail.com> wrote:
Dear Jill:
I try to tech this as my believe is that technology acts as a magnifying lens: good wold be better, wrong will be catastrophic.
I propose you and our colleagues to engage in small videoconferences to talk to our students around the world. I can arrange some sessions where you can make a brief intervention to show what is happening in you region, and your perspective about it.
Most of us people, students also, live in our little boxes with our petty problems, too busy to look ahead the cellphone or Facebook. The global information society has been used to divide and reign, but not to awake the mind of youngsters and take them out of the box.
I already did this with a professor in the USA and it was a good experience. Talk to others with video conference or recording a video message; get students to know each other and talk about what is happening here in Brazil with the impeachment, in Colombia the plebiscite for peace, in UK with brexit, and now with the Trump era in the USA.
There is the problem of language and translation, time zone differences, technicalities, but we can solve it all if we join.
That would be my proposal and invitation. Now, in regard to the topics to share, I think we can create a webpage, a blog or Facebook group, to get the topics together. I would help in maintaining it if it helps. Again, there the language barrier might be a problem so, we have to think how to use the web's transition in our advantage.
If you agree, I am open to discuss this via Skype, Facebook, WhatsApp, Hangouts or Telegram and make a plan.
Greedy corporate leaders and unscrupulous politicians are already joined into global networks. We citizen are not. This can be an opportunity. Thanks for you invitation.
Em 10 de nov de 2016 7:58 AM, "Jill Walker Rettberg" < Jill.Walker.Rettberg@uib.no> escreveu:
Dear all,
After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world.
Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media.
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well.
I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist?
If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this.
Jill
Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen
+ 47 55588431
Blog - http://jilltxt.net Twitter - http://twitter.com/jilltxt My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! http://jilltxt.net/books
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/ listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
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Join the Association of Internet Researchers: http://www.aoir.org/
-- *Cristian Berrío Zapata*
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Hi all, Thanks for raising this topic. I'll just leave a link for those of you who may have younger students and/or need to break away from lecture / seminar format a bit. journeysinfilm.org On Thu, Nov 10, 2016 at 9:21 PM, Philippa Smith <philippa.smith@aut.ac.nz> wrote:
Hi All,
Great to have this discussion. These comments bring to mind the 'utopian and dystopian' framing of the internet within academia a number of years back when everyone began thinking about the potential of internet use and where it might lead. So many people got excited about what the internet might offer society in terms of equality - yet at the same time bit by bit more negative aspects of 'pandora's box' came to light reinforcing a more dystopian view. I'd suggest that this sense of black and white has dissipated somewhat in favor of a more balanced view - though, as has already been pointed out, the ability to have a critical perspective and awareness of 'all things internet' is a sensible approach to teach our students. There's more to come.
Regards
Philippa
Philippa Smith Institute of Culture, Discourse & Communication Auckland University of Technology
Exec Director, World Internet Project in NZ Auckland University of Technology New Zealand
From: Air-L [air-l-bounces@listserv.aoir.org] on behalf of Brian Butler [ bsbutler@umd.edu] Sent: 11 November 2016 03:59 To: Cristian Berrio Zapata Cc: AOIR list; Jill Walker Rettberg Subject: Re: [Air-L] Lesson plans for teaching for a peaceful, diverse world that is safe for everyone
Cristian,
I agree.
However, while it is true we don't like bad things (and we don't like bad things more than we like good things) it seems useful to understand very precisely whether we really believe that magnification of good is "better" and magnification of bad is "catastrophic".
If there is truly and imbalance, it seems critical that it be taken into account. If the imbalance is due to how we experience the good and the bad, then it is important, but very different (and important to keep in mind as things change...).
Brian B.
————————————————————————————————— Brian S. Butler, Ph.D. Professor and Senior Associate Dean, UMD iSchool University of Maryland College Park, MD USA —————————————————————————————————
On Thu, Nov 10, 2016 at 8:38 AM, Cristian Berrio Zapata < cristian.berrio@gmail.com> wrote:
Dear Brian:
Maybe because technology, as it creates enormous benefits, it also has caused very big pains, and I do not like to suffer or watch people suffering. Pain always leaves a deeper mark than happiness and satisfaction.
On the other hand, the savage capitalistic way in which technology has been developed in recent decades leaves minimum consideration for anything different to earnings... so good effects keep less and less in the center of technology development. That is why we are discussing this and the origin of our worries, isn’t it?
2016-11-10 9:27 GMT-03:00 Brian Butler <bsbutler@umd.edu>:
I try to te[a][ch this as my believe is that technology acts as a magnifying lens: good wo[u]ld be better, wrong will be catastrophic.
Just out of curiosity: Why the imbalance?
Technology magnifies "good" incrementally and it magnified "bad" exponentially?
It seems like it would be more helpful to encourage students to think about how technology takes human tendencies and change the world (i.e. good -> better and bad -> worse), not that good is better and bad is fatal/catastrophic/etc.
Moreover, given that a key challenge of living in a truly diverse world is coming to consensus on what is "good" and what is "bad", how should we frame these conversations so they are useful/constructive/etc?
Brian B.
————————————————————————————————— Brian S. Butler, Ph.D. UMD iSchool University of Maryland College Park, MD USA —————————————————————————————————
On Thu, Nov 10, 2016 at 7:20 AM, Cristian Berrio Zapata < cristian.berrio@gmail.com> wrote:
Dear Jill:
I try to tech this as my believe is that technology acts as a magnifying lens: good wold be better, wrong will be catastrophic.
I propose you and our colleagues to engage in small videoconferences to talk to our students around the world. I can arrange some sessions where you can make a brief intervention to show what is happening in you region, and your perspective about it.
Most of us people, students also, live in our little boxes with our petty problems, too busy to look ahead the cellphone or Facebook. The global information society has been used to divide and reign, but not to awake the mind of youngsters and take them out of the box.
I already did this with a professor in the USA and it was a good experience. Talk to others with video conference or recording a video message; get students to know each other and talk about what is happening here in Brazil with the impeachment, in Colombia the plebiscite for peace, in UK with brexit, and now with the Trump era in the USA.
There is the problem of language and translation, time zone differences, technicalities, but we can solve it all if we join.
That would be my proposal and invitation. Now, in regard to the topics to share, I think we can create a webpage, a blog or Facebook group, to get the topics together. I would help in maintaining it if it helps. Again, there the language barrier might be a problem so, we have to think how to use the web's transition in our advantage.
If you agree, I am open to discuss this via Skype, Facebook, WhatsApp, Hangouts or Telegram and make a plan.
Greedy corporate leaders and unscrupulous politicians are already joined into global networks. We citizen are not. This can be an opportunity. Thanks for you invitation.
Em 10 de nov de 2016 7:58 AM, "Jill Walker Rettberg" < Jill.Walker.Rettberg@uib.no> escreveu:
Dear all,
After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world.
Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media.
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well.
I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist?
If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this.
Jill
Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen
+ 47 55588431
Blog - http://jilltxt.net Twitter - http://twitter.com/jilltxt My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! http://jilltxt.net/books
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/ listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
-- *Cristian Berrío Zapata*
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/ listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/ _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/ listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
http://www.tolerance.org/ These are pitched at K-12 teachers but I have used the exercises with my grad students successfully with tweaks. Great materials. Have a great weekend. Lauri. _________________________________________ Lauri Goldkind, PhD Graduate School of Social Service Fordham http://www.laurigoldkind.net/ There is nothing in a caterpillar that tells you its going to be a butterfly. --- Buckminster Fuller (1895-1983) On Fri, Nov 11, 2016 at 8:55 PM, lewis levenberg <lewis@lewislevenberg.com> wrote:
Hi all,
Thanks for raising this topic.
I'll just leave a link for those of you who may have younger students and/or need to break away from lecture / seminar format a bit.
journeysinfilm.org
On Thu, Nov 10, 2016 at 9:21 PM, Philippa Smith <philippa.smith@aut.ac.nz> wrote:
Hi All,
Great to have this discussion. These comments bring to mind the 'utopian and dystopian' framing of the internet within academia a number of years back when everyone began thinking about the potential of internet use and where it might lead. So many people got excited about what the internet might offer society in terms of equality - yet at the same time bit by bit more negative aspects of 'pandora's box' came to light reinforcing a more dystopian view. I'd suggest that this sense of black and white has dissipated somewhat in favor of a more balanced view - though, as has already been pointed out, the ability to have a critical perspective and awareness of 'all things internet' is a sensible approach to teach our students. There's more to come.
Regards
Philippa
Philippa Smith Institute of Culture, Discourse & Communication Auckland University of Technology
Exec Director, World Internet Project in NZ Auckland University of Technology New Zealand
From: Air-L [air-l-bounces@listserv.aoir.org] on behalf of Brian Butler [ bsbutler@umd.edu] Sent: 11 November 2016 03:59 To: Cristian Berrio Zapata Cc: AOIR list; Jill Walker Rettberg Subject: Re: [Air-L] Lesson plans for teaching for a peaceful, diverse world that is safe for everyone
Cristian,
I agree.
However, while it is true we don't like bad things (and we don't like bad things more than we like good things) it seems useful to understand very precisely whether we really believe that magnification of good is "better" and magnification of bad is "catastrophic".
If there is truly and imbalance, it seems critical that it be taken into account. If the imbalance is due to how we experience the good and the bad, then it is important, but very different (and important to keep in mind as things change...).
Brian B.
————————————————————————————————— Brian S. Butler, Ph.D. Professor and Senior Associate Dean, UMD iSchool University of Maryland College Park, MD USA —————————————————————————————————
On Thu, Nov 10, 2016 at 8:38 AM, Cristian Berrio Zapata < cristian.berrio@gmail.com> wrote:
Dear Brian:
Maybe because technology, as it creates enormous benefits, it also has caused very big pains, and I do not like to suffer or watch people suffering. Pain always leaves a deeper mark than happiness and satisfaction.
On the other hand, the savage capitalistic way in which technology has been developed in recent decades leaves minimum consideration for anything different to earnings... so good effects keep less and less in the center of technology development. That is why we are discussing this and the origin of our worries, isn’t it?
2016-11-10 9:27 GMT-03:00 Brian Butler <bsbutler@umd.edu>:
I try to te[a][ch this as my believe is that technology acts as a magnifying lens: good wo[u]ld be better, wrong will be catastrophic.
Just out of curiosity: Why the imbalance?
Technology magnifies "good" incrementally and it magnified "bad" exponentially?
It seems like it would be more helpful to encourage students to think about how technology takes human tendencies and change the world (i.e. good -> better and bad -> worse), not that good is better and bad is fatal/catastrophic/etc.
Moreover, given that a key challenge of living in a truly diverse world is coming to consensus on what is "good" and what is "bad", how should we frame these conversations so they are useful/constructive/etc?
Brian B.
————————————————————————————————— Brian S. Butler, Ph.D. UMD iSchool University of Maryland College Park, MD USA —————————————————————————————————
On Thu, Nov 10, 2016 at 7:20 AM, Cristian Berrio Zapata < cristian.berrio@gmail.com> wrote:
Dear Jill:
I try to tech this as my believe is that technology acts as a magnifying lens: good wold be better, wrong will be catastrophic.
I propose you and our colleagues to engage in small videoconferences to talk to our students around the world. I can arrange some sessions where you can make a brief intervention to show what is happening in you region, and your perspective about it.
Most of us people, students also, live in our little boxes with our petty problems, too busy to look ahead the cellphone or Facebook. The global information society has been used to divide and reign, but not to awake the mind of youngsters and take them out of the box.
I already did this with a professor in the USA and it was a good experience. Talk to others with video conference or recording a video message; get students to know each other and talk about what is happening here in Brazil with the impeachment, in Colombia the plebiscite for peace, in UK with brexit, and now with the Trump era in the USA.
There is the problem of language and translation, time zone differences, technicalities, but we can solve it all if we join.
That would be my proposal and invitation. Now, in regard to the topics to share, I think we can create a webpage, a blog or Facebook group, to get the topics together. I would help in maintaining it if it helps. Again, there the language barrier might be a problem so, we have to think how to use the web's transition in our advantage.
If you agree, I am open to discuss this via Skype, Facebook, WhatsApp, Hangouts or Telegram and make a plan.
Greedy corporate leaders and unscrupulous politicians are already joined into global networks. We citizen are not. This can be an opportunity. Thanks for you invitation.
Em 10 de nov de 2016 7:58 AM, "Jill Walker Rettberg" < Jill.Walker.Rettberg@uib.no> escreveu:
Dear all,
After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world.
Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media.
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well.
I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist?
If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this.
Jill
Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen
+ 47 55588431
Blog - https://urldefense.proofpoint. com/v2/url?u=http-3A__jilltxt.net&d=DQIGaQ&c= aqMfXOEvEJQh2iQMCb7Wy8l0sPnURkcqADc2guUW8IM&r= Zm5R0WfUGSV1wBpvGCnQPiijPYegJoKsm7pYy73Uvps&m=rRkn-gE6bMItSHgloYGMt7nPNC_ nMDkfBCJQUX43KvM&s=31qUy8Gp7DNgpsoZMW6qfGMTRmVkVmCeoU8M5evrKSw&e= Twitter - https://urldefense.proofpoint. com/v2/url?u=http-3A__twitter.com_jilltxt&d=DQIGaQ&c= aqMfXOEvEJQh2iQMCb7Wy8l0sPnURkcqADc2guUW8IM&r= Zm5R0WfUGSV1wBpvGCnQPiijPYegJoKsm7pYy73Uvps&m=rRkn-gE6bMItSHgloYGMt7nPNC_ nMDkfBCJQUX43KvM&s=js-sHKaTRkmKlT3w3QF4bC7saVU4dOHygry3Hg74Un8&e= My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! https://urldefense.proofpoint.com/v2/url?u=http-3A__jilltxt. net_books&d=DQIGaQ&c=aqMfXOEvEJQh2iQMCb7Wy8l0sPnURkcqADc2guUW8IM&r= Zm5R0WfUGSV1wBpvGCnQPiijPYegJoKsm7pYy73Uvps&m=rRkn-gE6bMItSHgloYGMt7nPNC_ nMDkfBCJQUX43KvM&s=glNwBG5TGoPrpvihE62u63ex1BF-4bnza5A7tkNUWGA&e=
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Hi Jill, I love this:
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I'd recommend J. Michael Sproul's article, "Propaganda Studies in American Social Science: The Rise and Fall of the Critical Paradigm," which gives a great overview of the changing nature of mediated political speech in the pre-WWII era, as well as how critical and academic treatments of it evolved over time. He also has a book more recently that touches on these things. I'd also mention Richard John's books, "Spreading the News: The American Postal System from Franklin to Morse" and "Network Nation: Inventing American Telecommunications" for great examinations of the intersection of media infrastructures and technologies on the one hand and civic life on the other. Lastly, I'll plug an upcoming ICA pre-conference that I've been co-organizing with Ramon Lobato and Amanda Lotz that hopes to explore some of these issues. There's still time to submit if you're interested: http://distributionmatters.wordpress.com Cheers, Josh On 2016-11-10 05:57, Jill Walker Rettberg wrote:
Dear all,
After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world.
Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media.
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well.
I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist?
If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this.
Jill
Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen
+ 47 55588431
Blog - http://jilltxt.net Twitter - http://twitter.com/jilltxt My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! http://jilltxt.net/books
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Join the Association of Internet Researchers: http://www.aoir.org/
-- Josh Braun, Ph.D. Assistant Professor of Journalism Studies Journalism Department University of Massachusetts Amherst @josh_braun Skype: wideaperture http://wideaperture.net/ new book: http://yalebooks.com/book/9780300197501/program-brought-you "Maybe the only gift is a chance to inquire, to know nothing for certain. An inheritance of wonder and nothing more." William Least Heat-Moon
On 10 Nov 2016, at 17.11, Joshua Braun <jabraun@journ.umass.edu> wrote:
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I'd recommend J. Michael Sproul's article, "Propaganda Studies in American Social Science: The Rise and Fall of the Critical Paradigm," which gives a great overview of the changing nature of mediated political speech in the pre-WWII era, as well as how critical and academic treatments of it evolved over time.
This gives info on how much was invested in making sure the post-war world was not peaceful and safe: http://www.bmartin.cc/pubs/94BRgl2.html Science of Coercion: Communication Research and Psychological Warfare 1945-1960 by Christopher Simpson Oxford University Press, 1994. 204 pp. For example, the US Air Force provided at least half of the budget of the Bureau of Social Science Research in the 1950s. Military contracts supported studies at this Bureau such as the vulnerabilities of Eastern European peoples for the purposes of psychological warfare and comparisons of the effectiveness of "drugs, electroshock, violence, and other coercive techniques during interrogation of prisoners." https://archive.org/details/For_The_Record_78_Interview_with_Christopher_Sim... https://archive.org/details/For_The_Record_93_The_Science_of_Coercion_II_Int... dss David Stodolsky, PhD Institute for Social Informatics Tornskadestien 2, st. th., DK-2400 Copenhagen NV, Denmark dss@socialinformatics.org Skype/Twitter: davidstodolsky
There are a couple of things I've been doing in my curriculum development that might be applicable: 1) I run a unit that involves group work, and rather than taking it for granted that students can just do it, I build in a bunch of material/support that helps them to critically reflect on and develop their collaborative processes. This ranges from the pre-existing assessment that gets them to explore different tools that support online collaboration, through to work on the importance of inclusiveness, diversity, and emotional labour. I think this is really important because many of the skills we need for organising (including consensus decision-making, knowing how to listen, building diverse coalitions, etc) aren't taught within the education system, and are even actively discouraged in many ways. 2) As I'm sure many of you already do, I try to make sure that my curriculum includes diverse perspectives, and pay attention to whether readings lists are predominantly white men. I feel like it's incredibly important that students from all backgrounds see themselves reflected in the curriculum, and that people from privileged backgrounds both acknowledge their own privilege and learn to look at the world from other viewpoints. Our university also has a curriculum development officer specifically tasked with helping to put more Indigenous content into curriculum, and I'll be working with him on that. - sky. On Thu, 2016-11-10 at 19:09 +0100, David Stodolsky wrote:
On 10 Nov 2016, at 17.11, Joshua Braun <jabraun@journ.umass.edu> wrote:
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I'd recommend J. Michael Sproul's article, "Propaganda Studies in American Social Science: The Rise and Fall of the Critical Paradigm," which gives a great overview of the changing nature of mediated political speech in the pre-WWII era, as well as how critical and academic treatments of it evolved over time.
This gives info on how much was invested in making sure the post-war world was not peaceful and safe:
http://www.bmartin.cc/pubs/94BRgl2.html
Science of Coercion: Communication Research and Psychological Warfare 1945-1960 by Christopher Simpson Oxford University Press, 1994. 204 pp.
For example, the US Air Force provided at least half of the budget of the Bureau of Social Science Research in the 1950s. Military contracts supported studies at this Bureau such as the vulnerabilities of Eastern European peoples for the purposes of psychological warfare and comparisons of the effectiveness of "drugs, electroshock, violence, and other coercive techniques during interrogation of prisoners."
https://archive.org/details/For_The_Record_78_Interview_with_Christopher_Sim...
https://archive.org/details/For_The_Record_93_The_Science_of_Coercion_II_Int...
dss
David Stodolsky, PhD Institute for Social Informatics Tornskadestien 2, st. th., DK-2400 Copenhagen NV, Denmark dss@socialinformatics.org Skype/Twitter: davidstodolsky
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Join the Association of Internet Researchers: http://www.aoir.org/
Hi All, CC World University and School, planning to offer online CC (so free) Bachelor, Ph.D., Law and M.D. degrees as well as I.B. high school diplomas, in all countries' main and official languages, is Friendly-informed, so will take a kind of unprogrammed Quaker approach to "Lesson plans for teaching for a peaceful, diverse world that is safe for everyone " in creating WUaS's own CC OpenCourseWare (and likely building on what has been taught at Haverford, Swarthmore, Earlham and Guilford colleges, for example, all historic Quaker colleges). WUaS plans to develop in Wikidata (Wikipedia's 4 year old database developing with AI, machine learning and machine translation) while accrediting on CC MIT OCW in its 7 languages - e.g. https://ocw.mit.edu/courses/translated-courses/ - and CC Yale OYC. WUaS seeks to become the accrediting Harvard / Stanford of the internet in all countries' main and official languages. As a wiki, anyone will be able to add course ware or resources to pages such as this - http://worlduniversity.wikia.com/wiki/Peace_and_Social_Justice_Studies - which will become more user friendly after we move into a new wiki. Classes will occur in group video such as in Google group video Hangouts, and in MIT UnHangouts. WUaS is also planning wiki schools for open teaching and learning in all 7,097 living languages. Hopefully this all-languages' dialogue opportunity among people who want to think together (with wik MIT / Yale academic standards) will facilitate such peace-generation and learning as well. Friendly regards, Scott http://worlduniversityandschool.org https://twitter.com/WorldUnivAndSch On Thu, Nov 10, 2016 at 10:09 AM, David Stodolsky <dss@secureid.net> wrote:
On 10 Nov 2016, at 17.11, Joshua Braun <jabraun@journ.umass.edu> wrote:
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I'd recommend J. Michael Sproul's article, "Propaganda Studies in American Social Science: The Rise and Fall of the Critical Paradigm," which gives a great overview of the changing nature of mediated political speech in the pre-WWII era, as well as how critical and academic treatments of it evolved over time.
This gives info on how much was invested in making sure the post-war world was not peaceful and safe:
http://www.bmartin.cc/pubs/94BRgl2.html
Science of Coercion: Communication Research and Psychological Warfare 1945-1960 by Christopher Simpson Oxford University Press, 1994. 204 pp.
For example, the US Air Force provided at least half of the budget of the Bureau of Social Science Research in the 1950s. Military contracts supported studies at this Bureau such as the vulnerabilities of Eastern European peoples for the purposes of psychological warfare and comparisons of the effectiveness of "drugs, electroshock, violence, and other coercive techniques during interrogation of prisoners."
https://archive.org/details/For_The_Record_78_Interview_ with_Christopher_Simpson
https://archive.org/details/For_The_Record_93_The_Science_ of_Coercion_II_Interview_With_Christopher_Simpson
dss
David Stodolsky, PhD Institute for Social Informatics Tornskadestien 2, st. th., DK-2400 Copenhagen NV, Denmark dss@socialinformatics.org Skype/Twitter: davidstodolsky
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Join the Association of Internet Researchers: http://www.aoir.org/
-- - Scott MacLeod - Founder & President - 415 480 4577 - http://scottmacleod.com - Please donate to tax-exempt 501 (c) (3) - World University and School - via PayPal, or credit card, here - - http://worlduniversityandschool.org - or send checks to - PO Box 442, (86 Ridgecrest Road), Canyon, CA 94516 - World University and School - like Wikipedia with best STEM-centric OpenCourseWare - incorporated as a nonprofit university and school in California, and is a U.S. 501 (c) (3) tax-exempt educational organization.
A belated but heartfelt thanks for this, Jill. A couple of thoughts that I hope will be helpful. 1. To state the obvious, these entail moves towards normativity that, in my experience, most social scientists and no small number of humanists (especially as influenced by the relativistist implications / interpretations of post-modernism, etc.) will resist. Both for broadly disciplinary reasons (positivist-inspired notions of objectivity, etc.) and historical reasons. E.g.: on a panel a couple of years ago with two of the luminaries in our field, I was arguing for a more overt embrace of virtue ethics: one of the grand and dear colleagues (no, I'm not being ironic or sarcastic: these are folk I deeply admire and respect, and I like to think the affection is mutual) gently explained to me how discussions over "values" in the social science disciplines of their particular expertise nearly tore the fields apart in their home country, and hence, however sympathetic they might be, they were not enthusiastic for initiatives that would risk opening up those old wounds and/or new wars. So while I of course endorse the initiatives and much appreciate the many excellent responses these have evoked - I worry that they might be short-circuited and undermined by disciplinary allegiances and requirements, to begin with. (There are also unhappy but instructive parallels with the various calls in the past few years for AoIR to make commitments to social justice more defined and explicit. But to quote dear Leonard Cohen, may peace be upon his soul, we'll save that little story for another rainy day.) 2. I also wonder - no surprise - about what clear and explicit ethical grounds we might point to as shaping, if not grounding, these initiatives? Not because I don't think they cannot be discerned and taken up: if anything, the ethical initiatives of the AoIR communities over the past sixteen years, including their endorsement of developing an internet research ethics 3.0, demonstrate exactly the contrary. But it is one thing to do so within a relatively confined area of research - it is something else, as I see it, to open up the conversation to nothing less ambitious than, at least as it appears to me, the ethical frameworks and norms guiding education more broadly. To be sure, I would welcome such discussion: in my view, we need to recover, revise, and refresh the ethical norms - including emancipation, equality, and respect - that drove at least the ideals of liberal arts education and _bildung_ / _dannelse_ over the past couple of centuries. Recover them in opposition to the 30-40 years of neoliberal attacks on humanistic education in the name of a kind of Fordist take-over of the university - and revisit and transform them vis-a-vis the important critiques from feminists, post-colonial theorists, and many, many others. Whether or not such a project can be inaugurated by AoIR - well, it should be inaugurated somehow, but I'm not immediately seeing the best way forward here. 3. I'm sure it's not an option everyone will want to endorse or pursue, but I would add - no surprise - that there is, in my view, solid work on (virtue) ethics, feminist ethics of care, and deontological commitments to equality and respect vis-a-vis communication in both online and offline environments: this scholarship and research help foreground the virtues of empathy, patience, perseverance, trust, and even (gasp) loving itself as necessary first of all to communication per se, and thereby friendships and intimate relationships, as components of good lives marked by flourishing and contentment. I'm thinking primarily of the work of Shannon Vallor vis-a-vis online communication, but also the work of Aimee van Wynsberghe and others in the domain of social robots, including care bots. (I may be a minority in this, but I see social robots as prime sites for research in media and communication, FWIW.) These examples might be valuable as both introducing students to ethical frameworks that are already in play in media and communication research - frameworks that highlight and justify basic norms of equality, respect, and so on. From there it would be an easy step to expand the discussions, as needed and appropriate, to the larger contexts of our not only being researchers, but our also being human beings and citizens necessarily engaged in and to some degree responsible for our larger worlds. Again, a thousand thanks for inaugurating this thread, and for the many terrific responses it has evoked. Hope the above makes some sort of helpful contribution along the way. bestest, - charles ess Professor in Media Studies Department of Media and Communication University of Oslo <http://www.hf.uio.no/imk/english/people/aca/charlees/index.html> <http://www.hf.uio.no/imk/english/people/aca/charlees/index.html> Editor, The Journal of Media Innovations <https://www.journals.uio.no/index.php/TJMI/> <https://www.journals.uio.no/index.php/TJMI/> Postboks 1093 Blindern 0317 Oslo, Norway c.m.ess@media.uio.no On Thu, Nov 10, 2016 at 11:57 AM, Jill Walker Rettberg < Jill.Walker.Rettberg@uib.no> wrote:
Dear all,
After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world.
Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media.
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well.
I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist?
If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this.
Jill
Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen
+ 47 55588431
Blog - http://jilltxt.net Twitter - http://twitter.com/jilltxt My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! http://jilltxt.net/books
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/ listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
PS Let me also add that one of the most exciting developments over the past couple of years is the increasing turn to virtue ethics and ethics of care from _within_ the ICT design and engineering communities, e.g., Jackson, Damian, Aldrovandi, Carlo and Hayes, Paul. Ethical Framework for a Disaster Management Decision Support System Which Harvests Social Media Data on a Large Scale. N. Bellamine Ben Saoud et al. (Eds.): ISCRAM-med 2015, LNBIP 233, pp. 167–180, 2015. DOI: 10.1007/978-3-319-24399-3_15. Spiekermann, Sarah. 2016. *Ethical IT Innovation: A Value-based System Design Approach*. New York: Taylor & Francis. Spiekermann’s implementations of virtue ethics in ICT design underlies nothing less than the critical new initiative of the IEEE, "Global Initiative for Ethical Considerations in the Design of Autonomous Systems" (<http://standards.ieee.org/develop/indconn/ec/autonomous_systems.html>) Zevenbergen, Ben. 2016. "Networked Systems Ethics." Ethics in Networked Systems Research: Ethical, Legal and Policy reasoning for Internet Engineering. Oxford Internet Institute, University of Oxford. < http://networkedsystemsethics.net/> Zevenbergen, Bendert, Mittelstadt, Brent, Véliz, Carissa, Detweiler, Chris, Cath, Corinne, Savulescu, Julian, and Whittaker, Meredith. 2015. Philosophy meets Internet Engineering: Ethics in Networked Systems Research. (GTC workshop outcomes paper). Oxford Internet Institute, University of Oxford. This is to say: *contra* our tendencies to assume something like the disciplinary equivalent of the Berlin Wall between the more technical and more humanistic fields - these recent examples exemplify clear and explicit incorporation of not only utilitarian and deontological frameworks, but comparatively more recent ethics of care and (feminist) virtue ethics as well. And, if anyone is interested in the authors I mentioned previously: Vallor, Shannon. 2011a. Carebots and Caregivers: Sustaining the Ethical Ideal of Care in the Twenty-First Century. *Philosophy of Technology* 24:251–268. Vallor, Shannon 2011b. Flourishing on Facebook: Virtue friendship & new social media. *Ethics and Information Technology 14*(3): 185–199. Vallor, Shannon. 2015. Moral Deskilling and Upskilling in a New Machine Age: Reflections on the Ambiguous Future of Character. *Philosophy of Technology 28*:107–124. Vallor, Shannon. 2016. *Technology and the Virtues: A Philosophical Guide to a Future Worth Wanting*. Oxford: Oxford University Press. van Wynsberghe, Aimee. 2013. Designing Robots for Care: Care Centered Value-Sensitive Design, *Science and Engineering Ethics, *19, 407–433. Enjoy! - charles ess On Thu, Nov 10, 2016 at 11:57 AM, Jill Walker Rettberg < Jill.Walker.Rettberg@uib.no> wrote:
Dear all,
After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world.
Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media.
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well.
I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist?
If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this.
Jill
Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen
+ 47 55588431
Blog - http://jilltxt.net Twitter - http://twitter.com/jilltxt My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! http://jilltxt.net/books
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Join the Association of Internet Researchers: http://www.aoir.org/
participants (15)
-
Andrew Klobucar -
Brian Butler -
Charles Ess -
Chris Peterson -
Cristian Berrio Zapata -
David Stodolsky -
Ezequiel Pablo Korin -
Ian O'Byrne -
Jill Walker Rettberg -
Joshua Braun -
Lauri Goldkind -
lewis levenberg -
Philippa Smith -
Scott MacLeod -
sky c