Crossing Borders: Empowering Teachers to Support Discipline-related Extracurricular Activity (ECA)

This week Cathy Leahy has interviewed Noel Maloney, program coordinator of Professional Screenwriting in the School of Media and Communication, about his work in researching extracurricular student activity.

Crossing a boarder at the Museum of Modern Art Istanbul. Photo by Cathy Leahy

Crossing a boarder at the Museum of Modern Art, Istanbul. Photo by Cathy Leahy

Recently I caught up with Noel Maloney, program coordinator of Professional Screenwriting in the School of Media and Communication, RMIT University. The focus of our discussion was his role as the Design and Social Context (DSC) Innovation Teaching Fellow 2015, in which he is undertaking a project called “Crossing Borders: Empowering Teachers to Support Discipline–Related Extracurricular Activity”. This project will resource teachers and academics to better manage extracurricular, interdisciplinary projects.

What lead you to your interest in this project?

In the School of Media and Communication, and more specifically within the area of professional screenwriting, there has been a long history of projects or events set up with students, or that students initiate, that are not part of formal learning.

There are several important questions these types of projects raise. What do students learn in this sort of activity that they don’t learn in formal learning environments and how do they imagine it benefiting their employment in the future? How can we best support teaching and academic staff to deliver these projects to provide appropriate environments for students, while preserving their characteristic autonomy?

What can be gained through these experiences?

Staff and students I have interviewed for this project value their participation in discipline-related extracurricular projects in several ways. These projects are seen to enhance student experience and create a sense of participation and belonging. They develop employability skills through managing contingencies, developing agency and working collaboratively with people across various disciplines, in environments that often simulate industry conditions but are safe. Students experience a certain freedom in these activities. They also provide an opportunity to showcase work. While students are not formally assessed in these projects, they still find opportunities to  reflect and contextualise their experiences. In these projects students typically make something from beginning to end and this is highly valued. They experience working in a really intense way, and dealing with chaos. These were not negative problems. They talk about these challenges in a very positive way.

In addition these activities build up the profile of the programs, and for the teachers and academics concerned this can work very much in their favour. It can put people and programs on the map.

What are the challenges for staff to support these activities?

Time and money.

Often staff are not allocated time in their work plans to run these sorts of projects. Inevitably they sit above and beyond their formal duties.  This is one of the operational aspects that this project can look at and highlight. Also, these projects often require funding, and a high degree of pre-planning, if they are to be effectively resourced.  

What activities have recently been undertaken in DSC?

Two of the larger projects are:

  • The “9 Slices” project, bringing students together across a number of disciplines to produce a book in nine days as part of the Emerging Writers’ Festival.

  • A Fashion and Textiles event, where students work collaboratively in a global environment to deliver a “Fashion Challenge”. This project has run over a number of years, originally with RMIT University and Salford University in the UK, and more recently expanded to include Columbia College in Chicago.

Other activities include:

  • The RMIT Screen Network, a university wide initiative for media students
  • Young Ones, an online magazine developed by VE design students
  • A film anthology, One Minute to Go, produced by screenwriting and screen production students, with performers from 16th St Actors’ Studio.
  • A photobook project between writing and photography students
  • Various study tours


What are the outcomes you are hoping to achieve through this project by the end of the year?

There will be a symposium in late November, as well as resources to help teachers and academics better manage these activities.

The symposium will bring together both Vocational and Higher Education staff involved in these initiatives, providing a supportive environment to present and share their experiences to a wider audience. There is a growing enthusiasm for this type of opportunity: it’s something that has always been there, but when you start to talk about it, people light up with its potential.

Inspired and want to know more?

If you know of a discipline-related, extracurricular project that deserves mention, get in touch with Noel Maloney, noel.maloney@rmit.edu.au. Or come along to the symposium that will be held in late November.

Polarities: A question from Twitter

This week, Howard Errey raises an interesting question around choice and consequences, and what is lost when discussion and debate polarises.

 The Argument by Austin Wright. Photo by Wikimedia Commons user DavidKF1949

The Argument by Austin Wright. Photo by Wikimedia Commons user DavidKF1949

Last year, for the What on Earth are they Using Project, we investigated what methodologies and technologies are being used outside of RMIT’s Learning Management System (LMS). It was a marvelous experience where many stories were collected that helped transform how staff approach online practice, regardless of platform. In conversations since the project, about the state of online practice at our institution, I often refer to a question we received via Twitter that seemed to encapsulate the consequences for students.

Firstly, this story needs some context. The question came as the last question, in the last event, of the project in December 2014. Gregor Kennedy and Travis Cox had just explained the LMS setup at Melbourne University. If there are 6 students over in Engineering or wherever, that want a plugin for the LMS, Travis and his team can spec it out, tell IT what to do and what to expect, and they will just go and do it.

By contrast we have an interesting situation where we have a poorly implemented LMS, due to funding, structural and political issues not worth pursuing here. In the meantime some of the Google suite of apps have been turned on enabling a wide range of innovative practice, not to mention teaching time efficiency, as we discovered in our project. The gaps in the LMS are often filled by the easy functionality afforded through Google.

And so to the Twitter question. It came from Jenny Luca a school librarian. Her context is that her school hosts trainee teachers on placement. Her question to Gregor asked when Melbourne University was going to turn on Google. It came from a frustration that Melbourne University students on placement didn’t have a sufficient level of ‘digital literacy’, which has become so important in K-12 education sector, especially with so many schools using Google Apps in Education.

It was an innocent enough question, with an equally simple answer. Gregor’s response was ‘no’.

This then begs questions for me. Is our university accidentally doing our students a favour by supporting a few choices in teaching platform? Are our students, despite what might be a frustrating experience, going out there with better digital resilience? I would like to think so; and where does this then leave us in terms of planning elearning infrastructure and designing better experiences for students?

The positive side of all this is that we have options and a new culture of enablement emerging. The negative side is that we have 2 platforms that are both only partially enabled leading to frustrations. Often complicated work arounds are necessary, giving rise to situations that give plenty of ammunition to the risk averse marketing and copyright policy enforcers, that continue to drive innovation underground.

Polarities

What I notice in our conversations about online practice is how polarities arise, usually between ‘face to face vs online’, or ‘Blackboard vs Google’. The challenge with this is how being invested in either can become your own “prison”, as Jim Groom describes it in relation to ‘closed vs open’. Again perhaps it is good that we have grey areas at RMIT. The challenge I see is that when 2 polarities dominate a conversation there emerges no room for a third element. What if we want a different technology to be supported by the university altogether? In the 2 years I have been at RMIT there has been very little room for such wider conversation.

Another example of a polarity in online educational design, is that between pedagogy and technology. “Pedagogy comes first” is the mantra, rightly so in an educational organisation. At the same time we need to provide the opportunities to play with new technologies, such as the DSC Innovation Incubator, in order to experience those lightbulb moments. Where it gets frustrating, in terms of introducing a third element, is in good quality social design which, as a psychologist, I consider a primary precursor to both pedagogy, technology and student engagement. It is all too easy to assume, as I often hear it, that “social means all that technology stuff like Facebook and Twitter”. The argument is then back in the pedagogy/technology spectrum so that when it comes to starting design, the “pedagogy first” horse has already bolted.

As a mid-design remedy I am thinking of overlaying the educational design course maps and personas, with a social user experience layer. I have been working with an Architecture program where we have an excellent but all too linear course map. On realising this, it occurred to me that using another layer with tracing paper, as per architects’ methods in design, over the top of the course map, could help design a social experience through the course, even before the course starts. In the process it will hopefully help to join some of the dots still missing in our course design efforts, and truly focus on a student centric experience. It will be interesting to see a design with both these layers, and watching for a crossover when the social, or even other factors depending on context, might lead to a better experience and pedagogy.

Towards sustainable assessment: some thoughts

Dr Peter Rushbrook, Deputy Head, Learning and Teaching at RMIT University’s School of Education shares some thoughts and references about sustainable assessment. 

image depicting a session in a workplace training centre at a major Singapore supermarket chain.

This is an image depicting a session in a workplace training centre at a major Singapore supermarket chain. The trainees are undergoing assessment of their checkout skills, including managing cash and customer service. This is a simulation but the skills learned are put into practice quickly in the demonstration store next door.

Thinking of assessment for, as and of learning (Earle, 2006), not just of learning, is no longer new. What is new are approaches to assessment that build on this basic premise to support Twenty-first century learning. Paying attention to assessment is critically important for adult learning as David Boud (2010) points out,

Assessment is a central feature of teaching and the curriculum. It powerfully frames how students learn and what students achieve.

Assessment is a process, not just an end result.

Assessment for longer term learning focuses on higher order thinking and skills, such as exercising judgment in context. It develops independent, confident practitioners ready to transition to the next phase, ready to work independently and with others to make informed judgments (Boud 2010). We need to focus not just learning how to learn, but on the subset of learning – how to assess (Boud 2000). We need to move away from multiple choice questions and away from assessors looking for answers from an answer sheet. Such practices do not reflect the increasing cognitive (Darling-Hammond, 2014) and complex psycho-social demands required of our workforce. They fail to contribute to the application of learning to contexts outside a classroom or test environment. Essentially, we need to move from narrow assessment to assessment for deeper sustained learning.

Assessment needs to do double duty: both for credentialing and learning purposes. This includes: formative assessment for learning and summative for certification; focusing on the task and developing lifelong learners; and attending to the learning process as well as the content. Assessment of this nature requires the collection of a range of forms of evidence over time to assess the understanding of a learner, as well as equipping the learner with skills to self-assess. This has profound implications for the design of learning. Boud (2010) suggests there are a number of principles of assessment which we can drawn on and adapted to our context and purpose:

  • assessment is used to engage learners in learning that is productive.
  • feedback is used to actively improve learners’ learning
  • learners and educators become responsible partners in learning and assessment
  • learners are inducted into the assessment practices and cultures of performance for work
  • assessment for learning is placed at the centre of curriculum design.
  • assessment provides inclusive and trustworthy representation of learner achievement, providing reliable evidence of performance
  • when assessment is a focus for those involved in curriculum assessment of student achievements is judged against consistent national and international standards that are subject to continuing dialogue, review and justification within professional communities

A new emphasis and direction towards workplace and other forms of blended learning and assessment (classroom, workplace and/or e-environments) in countries such as Singapore (where I am currently working on some assessment research in its Continuing Education and Training sector) signals a move away from a heavy reliance on classroom assessment, and a reimagining of the possibilities of teaching and learning practice. Outcomes through devolving assessment responsibility to learners and ‘outsourcing’ further aspects to employers and industry have the potential to increase learner employability and improve the learner experience – through carrying over into work the skills required to self-monitor developing skill sets and domain knowledge, as well as self-direct integration within new workplace contexts and communities of practice. RMIT is well on the way to exploring these possibilities within Work Integrated Learning (WIL) and similar programs, but may benefit from uniting current thinking within an overall philosophy of sustainable assessment (and learning).

References

Boud, D. (2010). Assessment 2010. Australian Learning and teaching Council, UTS.

Darling-Hammond, L. (Ed). (2014). Next generation assessment. Moving beyond the bubble test to support 21st century learning. Jossey-Bass.

Earle, L. (2013) Assessment as learning. Sage Publications

Earle, L. (2006). Rethinking Classroom Assessment with Purpose in Mind. Assessment for learning, assessment as learning, assessment of learning. Manitoba Education, Citizenship and Youth.

Digital Resilience

This week Erika Beljaars-Harris takes us to a place of ‘digital resilience’ or perhaps ‘endurance’ in some instances… 

"damn, that's a resilient tree." Photo by Eric Molina

“damn, that’s a resilient tree.” Photo by Eric Molina

William M. Ferriter is a sixth grade classroom teacher out of Raleigh, North Carolina. He is also a Solution Tree author and professional development associate, noted edublogger, and senior fellow of the Centre for Teaching Quality.

William (Bill) blogs often about his wins and losses in using technology in the classroom. One noted blog post of Bill’s was “openly sick of being digitally resilient“.

The term ‘resilient’ means the ability to recoil or spring back into shape after bending, stretching, or being compressed. Synonyms for resilient include; flexible, pliable, pliant, supple, plastic, elastic, springy, rubber, durable, hard-wearing, stout, strong, sturdy and tough.

Another side of this resilience is having the patience to try again. Some may try a new technology once and when it doesn’t work, decide that it wasn’t as good as it was cracked up to be. Some may have unrealistically high expectations of technology; that it should be intuitive and can be mastered with a minimum of effort. Maybe the industry is to blame for pushing the user-friendly argument rather too often and forgetting to add that user-friendly doesn’t mean that the device or tool requires no skill. Learning takes time and involves a lot of trial and error. Mastery demands sweat and sometimes tears. Although many digital tools are fairly easy to learn at a basic level sometimes we just need to work hard to really produce impressive work.

Digital resilience also means having the confidence to use technology even if colleagues are sceptical and there is little support. Finding ways around obstacles, having the patience to test and fail till you get it right, and having the opportunity to play with the technology all support becoming digitally resilient.

The Elearning Innovation Incubator, initiated by Associate Professor Andrea Chester, Deputy Pro Vice-Chancellor, Learning & Teaching at RMIT, provides academics with a space to innovate and play with new and cutting edge technologies for education. Members of the group are provided with the opportunity to play with and trial tools and technologies (that they envision will be available 10 years down the track). The group works as as support network where peers can share their thoughts on using new technologies in education, some trial the tool in the classroom, and then share their experiences with the group.

Becoming digitally resilient doesn’t always mean jumping in the deep end when using a tool. Sometimes its baby steps to move to the next level of confidence to explore and use educational technologies.

Expressions of interest are open for RMIT Learning and Teaching Investment Fund (LTIF)

LTIF

If you work at RMIT University, you might be aware that expressions of interest are open in the College of Design and Social Context, for the Learning and Teaching Investment Fund (LTIF) grants, until 7 August. Some of you may still be wondering whether or not to apply. We wanted to recognise and share the great work that’s going on with this year’s successful applicants, and at the same time, inspire others to put in for the 2016 round. So we’ve asked this year’s project teams to write a brief vignette about something that excites them about their LTIF project. Here’s what a couple of the teams had to say:

The Language of Design LTIF

Leaders: Laurene Vaughan, Adam Nash, Ruth Moeller

This project aims to achieve two things. First, being the development of a digital resource of the lexicon of design terminology that crosses three specific disciplines within design which can be built upon in the future as need dictates. Secondly, to provide a model that can be used by other disciplines to create such a lexicon for themselves.

“We’re all in this together”. Ben Lee, 2005

In the development of university programs, there is strong emphasis on giving students interdisciplinary experiences.

In this LTIF project, the team is comprised of project leaders from design, digital media and learning & teaching (L&T), and a research assistant who is a filmmaker! Members of our reference group are from fashion, graphic and communication design, digital media, library, study & learning centre in both Australia and Vietnam. As collaborators on this LTIF project we, like our students, need to work in a strongly interdisciplinary environment.

As the L&T member of the team, I listen to the two digital designers talk about trans-mediality and how this can enhance the access to the resource, and how easy this is to do: I think to myself, so this is what it’s like to work in an interdisciplinary team.

Three things I have learnt about working in an interdisciplinary team

  1. You need to know what you are doing: seems obvious I know, but from the beginning the team had a clear vision of the needs we were addressing and what we are aiming to achieve in this project. This clarity of purpose, developed over many conversations in airports, over spring rolls and occasionally in meeting rooms has allowed us to focus on the ‘how’ of the project rather than going back to the ‘what’ and ‘why’.
  2. Everyone one has a place and a contribution to make: I know very little about digital design, or in fact design in general but that’s OK, that’s not my role.  Sure I can ask questions about it, and am picking things up, I can even use “wireframe’ in a sentence but my role is to focus on the L&T aspects and to use my contacts to pull together members of a reference group with design perspectives from across the university.
  3. You can learn a lot: our project is about ‘language’ and ‘discipline language’ in particular. When working with this team the first thing that struck me was language: what is a ‘wireframe’, ‘folksonomy’ or a ‘croquis’?  Now I know. I can even use old language in a new way, such as to spend “a bit of time iterating”. I am learning about design and digital media, and while I doubt that I will ever be a practitioner I am now able to ask informed questions using the ‘right’ language. I think this has helped me develop understanding of possible answers and what is possible within these disciplines.

Transforming Learning and Teaching with Practical Analytics

Leaders: Erika Beljaars-Harris, Howard Erry

Learning analytics is an emerging field that has been gaining attention in universities which involves the collection of student data for the purpose of improving learning and teaching. Our project focuses on using learning analytics in a practical way- we want analytics to be accessible tools that are used and understood by academics and students across the university. The first step in our project has been to hear the voices of academics. We ran focus groups to understand the needs and attitudes of academics and to determine how learning analytics fit with their learning priorities. One thing that has really struck us is the inspiring way in which staff are making use of online tools. It has been exciting to see how academics from different colleges are experimenting with a range of tools and developing online learning environments specific to their students’ needs. In the last half of the year we will attempt to specifically address issues raised by staff in the focus groups by developing tools and resources for staff on how to use learning analytics. We are also presenting a range of practical workshops showcasing how RMIT staff are using learning analytics, as well as presentations from external guests on how to make use of Google and Blackboard analytics.

You can find general RMIT information about LTIF grants at http://www1.rmit.edu.au/teaching/ltif  and specific information about the DSC application process at http://www1.rmit.edu.au/browse;ID=rmnomkd0pe56z . Or you can contact Melanie Williams dsc.ltgrants@rmit.edu.au or your Deputy Dean/Head L&T to have a chat about your ideas.

Against Students

A heartfelt thanks goes out to John Benwell for his stellar effort in keeping the Teaching TomTom beating since 2011. We wish him all the best in retirement, and know he will be watching and waiting for regular Thursday afternoon posts as usual from now on.

We’re just back from holidays down here in Melbourne, so while we gradually get back into the swing of things, why not get our brains firing and response rates ticking with a thumping guest post by Sara Ahmed, Professor in Race and Cultural Studies at Goldsmiths University of London.

Against Students was originally posted to the Feministkilljoys blog, copied here with permission from the author.

Against Students

Obstruction to elevators

Paris VIII / Saint-Denis University (students strike) by Jean-no on Wikimedia Commons.

I want to begin by explaining the title of this post. What do I mean by “against students”? By using this expression I am trying to describe a series of speech acts, which consistently position students, or at least specific kinds of students, as a threat to education, to free speech, to civilisation: we might even say, to life itself.  In speaking against students, these speech acts also speak for more or less explicitly articulated sets of values: freedom, reason, education, democracy. These values are identified as requiring the reproduction of norms of conduct that students are themselves failing to reproduce.  Even if that failure is explained as a result of ideological shifts that students are not held responsible for – whether it be neoliberalism, managerialism or a new sexual puritanism – it is in the bodies of students that the failure is located. Students are not transmitting the right message or are evidence that we have failed to transmit the right message. Students have become an error message, a beep, beep, that is announcing the failure of a whole system.

In describing the problem of how students have become the problem, I will be analysing some recent writings that seem to be concerned with distinct issues even if they all address the demise of higher education and involve a kind of nostalgia for something that has been, or is being, lost. I have made the decision to quote from these texts without citing the authors by name: I wish to treat each text as an instance in a wider intertextual web and thus to depersonalise the material. Some of these texts do cite each other. And they all by evoking the figure of the problem student (who travels through this terrain with an accumulating pace and velocity) participate in the making of a shared world.

By “problem student” I am in fact referring to a number of related figures: the consuming student, the censoring student, the over-sensitive student and the complaining student. By considering how these figures are related we can explore connections that are being made through them: connections between, for example, neoliberalism in higher education, a concern with safe spaces, and the struggle against sexual harassment. These connections are being made without being explicitly articulated.  We need to make these connections explicit in order to challenge them. This is what “against students” is really about.

One of my concerns in Willful Subjects (2014) was with the politics of dismissal: I was interested in how various points of view can be dismissed by being swept away or swept up by the charge of willfulness. So: what protestors are protesting about can be ignored when protestors are assumed to be suffering from too much will; they are assumed to be opposing something because they are being oppositional. The figures of the consuming student; censoring student, over-sensitive student and complaining student are also doing something; they are up to something. These figures circulate in order to sweep something up.  Different student protests can be dismissed as products of weaknesses of moral character (generated by a thing called “student culture” or “campus politics”) and as the cause of a more general demise of values and standards.

Let’s begin with critiques of neoliberalism and higher education. These are critiques I would share: I too would be critical of how universities are managed as businesses; I too would be critical of the transformation of education into a commodity; of how students are treated as consumers. I too am aware of the burdens of bureaucracy and how we can end up pushing paper around just to leave a trail.

I want to think about here is how critiques of neoliberalism can also involve a vigorous sweeping: whatever is placed near the object of critique becomes the object of critique. For example, my empirical research into the new equality regime taught me how equality can be dismissed as a symptom of neo-liberalism, as “just another” mechanism for ensuring academic compliance (see Ahmed 2012).  Theresa May justified a withdrawal from some of the stated commitments in the Equality Act (2010) by arguing the law “would have been just another bureaucratic box to be ticked. It would have meant more time filling in forms and less time focusing on policies that will make a real difference to people’s life chances.” Practitioners talked of how academics would use similar arguments: that these forms and procedures are just another “box to be ticked,” in order to dismiss the more general relevance of equality to their work (“a real difference”). They can then enact non-compliance with equality as a form of resistance to bureaucracy. Equality becomes something imposed by management, as what would, if taken seriously, constrain life and labour. Whilst we might want to critique how equality is bureaucratised, we need to challenge how that very critique can be used to dismiss equality.

We sense the vigour of the sweep.

How convenient.

Let’s look at a specific instance. In a recent article, one professor laments the demise of the university. He conjures an ideal image of academic life: and not necessarily one that is a past although it lingers or seems that way. He evokes Oxbridge: a time and a place where professors and dons are the ones who get to decide what they are doing and how they spend or allocate their time and resources. He writes: “It is the dons who decide how to invest the college’s money, what flowers to plant in their gardens, whose portraits to hang in the senior common room, and how best to explain to their students why they spend more on the wine cellar than on the college library. All important decisions are made by the fellows of the college in full session, and everything from financial and academic affairs to routine administration is conducted by elected committees of academics responsible to the body of fellows as a whole.”[1]

It is interesting that the specific decisions referred to are how to justify the amount of wine being consumed (not whether the wine being consumed can be justified), gardens being planted, and portraits being hung, rather than the content of courses being taught. This ideal world of “don democracy” is then contrasted to the bureaucracy of corporate academia:  “Instead of government by academics there is rule by hierarchy, a good deal of Byzantine bureaucracy, junior professors who are little but dogsbodies and vice chancellors who behave as though they are running General Motors.” One has to comment here on the problematic assumption that “don democracy” or the elite system of Oxbridge is not itself “rule by hierarchy.”

The critique progresses: “In any case, the vast increase in bureaucracy in British higher education, occasioned by the flourishing of a managerial ideology and the relentless demands of the state assessment exercise, means that academics have had little enough time to prepare their teaching even if it seemed worth doing, which for the past several years it has not.” Academics no longer have the time the old dons had. We might want to point out that the time evoked as having been lost is a time that most academics would not have had; that there was always an economy of time (some academics might have hadmore time because others had less time). In this bleak world: “All professors are transformed into managers, so students are converted into consumers.” Here the students arrive as those who are converted into consumers, having previously come up as those to whom the dons had to explain why they spent more money on wine than books.

The following sentence brings up our first figure, the consuming student, as a problem: “One result of this hot pursuit of the student purse is the growth of courses tailored to whatever is currently in fashion among 20-year-olds. In my own discipline of English, that means vampires rather than Victorians, sexuality rather than Shelley, fanzines rather than Foucault, the contemporary world rather than the medieval one. It is thus that deep-seated political and economic forces come to shape syllabuses. Any English department that focused its energies on Anglo-Saxon literature or the 18th century would be cutting its own throat.” Even if the “hot pursuit” of the “student purse” is behind the demise of a discipline, it is the students who want the wrong things who determine what is being and not taught, who have caused the loss of the right things (vampires, sexuality, fanzines; the contemporary world rather than Victorians, Shelley, Foucault, the medieval world). Indeed, the repeated use of “rather than” implies that bad objects put in place because of what is “in fashion” with “2o year olds” have toppled the good objects put in place by old dons or departments. And it is implied that not following “whatever students want” would amount to the death of a discipline (“cutting its own throat”).

What a sweep!

Even my own relatively limited knowledge of what is taught in departments of English Literature would lead me to question much in this narrative. But what interests me here is: how so much is brought up so quickly in order to be dismissed so quickly as a product of neoliberalism, of the transformation of universities into markets.

Note the placement of the word “sexuality” in this list. We can guess what this word is doing on the wrong side of the “rather than” (even though Foucault, a historian of sexuality, is on the right side[2]). The emergence of sexuality (and its studies) can be treated as a product of the marketization of higher education. In other words sexuality becomes yet another bad object brought about because of what students want.

We need to challenge this assumption that some subjects only come into existence because universities are “in hot pursuit” of the “student purse.” We know the strong critiques of curriculum  made by those working within departments that led to the diversification of the curriculum. We know of the work of “chipping away” at the walls that are sometimes called canons. We know of the long histories of feminist and queer activisms that led to sexuality as well as gender being taken up as legitimate subjects within the academy.

If we don’t know, we should know.

These histories of labour and activism are “swept away” by the assumption that such subjects only come into existence because of the “student purse.” It is this activism that enabled a challenge to some of the decisions made by departments as well as dons about what is of value; decisions that solidify as canons. These decisions are often protected by assumptions of universality, which is a way of making a decision “indefensible” (the usual sense of indefensible is unjustifiable – I want to make this mean “that which does not need justifying”). The various subjects made possible through the labour of political critique and activism are dismissed in the flourish of a “rather than,” as simple expressions of the wanton nature of the market (that monstrous body).

The figure of the consuming subject, who wants the wrong things, a student who is found wanting, is hard at work. She is how: an idea of universal knowledge or universal culture can be so thinly disguised as a critique of neoliberalism and managerialism. She is how: an academic world can be idealised in being mourned as a lost object; a world where dons get to decide things; a world imagined as democracy, as untroubled by the whims and wishes of generations to come.[3]

We have an understanding of how: when students are being critical of what we are doing, when they contest what is being taught, they can be treated and dismissed as acting like consumers. In other words it is when students are not satisfied that they are understood as treating our delivery as a product. Critique as such can be “swept away” by the charge of consumerism. Students become the problem when what they want is not in accordance with what academics want or what academics want them to want: students become willful when what they will is not what academics will or not what academics will them to will.  What seems to be in place here is what Paulo Freire (1970) called the “bank model” of education in which teachers deposit knowledge into the bodies of students like money into a machine. Rather ironically, students are more likely to be judged as acting like consumers when they refuse to be banks.

Luckily I would say: don’t bank on it.

The figure of the consuming student has something to say to other figures such as the censoring student. I now want to return to an earlier post “You are Oppressing Us.” I referred to one letter that mobilised the figure of the censoring student (this letter has since been supplemented by yet more letters – one of which even equates alleged “no platforming” in the UK with various acts of extremism around the world). This letter speaks of how some have been stopped from speaking on campuses because they articulate viewpoints that are out of line with the views held by students (who are treated as remarkably consistent, as body or thing, and I am partly tracking what is achieved by this consistency). The figure of the censoring student exists in close relation to that of the consuming student: both work to create an impression that students have all the power to decide what is being taught as well as what is not being taught, what is being spoken about as well as what is not being spoken about; and that this power is at the expense not only of dons and departments, but also politicians, journalists and other public figures.

Students: they keep coming up as having all the power.

Really?

Yes, really.

I noted in my previous post how the letter relies on flimsy evidence because it is assembledaround a desire for evidence. Indeed the instances of apparent censorship (translate: student protests) seemed to generate more discourse and discussion rather than preventing discourse or discussion. When students who protest against such-and-such speaker become censors, those who wrote and signed the letter become the ones who are silenced, whose freedoms are under threat. So much speech and writing is generated by those who claim they are silenced!

But we can still ask: what is the figure of the censoring student doing. By hearing student critique as censorship the content of that critique is pushed aside. When you hear a challenge as an attempt at censorship you do not have to engage with the challenge. You do not even have to say anything of substance because you assume the challenge as  without substance.

In the first instance, critique and contestation (“they want the wrong courses!”) is dismissed as consumerism; in the second instance, protest (“they don’t want the right people!”) is dismissed as censorship.

Sweep, sweep.

Beep, beep.

Error message.

Another figure comes up, rather quickly, at this point: she is often lurking behind the censoring student. This is the over-sensitive student: the one who responds to events or potential events with hurt feelings. She also comes up as someone who stops things from happening.  We can refer here to a number of recent pieces that I would read as a moral panic about moral panics. Many of these pieces refer to US college campuses specifically and are concerned with the introduction of safe spaces, and trigger warnings.

The figure of the over-sensitive student is invested with power. The story goes: because students have become too sensitive, we cannot even talk about difficult issues in the classroom; because of their feelings we (critical academics) cannot address questions of power and violence, and so on. A typical example of this kind of rhetoric: “No one can rebut feelings, and so the only thing left to do is shut down the things that cause distress — no argument, no discussion, just hit the mute button and pretend eliminating discomfort is the same as effecting actual change.” Or another: “while keeping college-level discussions ‘safe’ may feel good to the hypersensitive, it’s bad for them and for everyone else. People ought to go to college to sharpen their wits and broaden their field of vision.” Here safety is about feeling good, or not feeling bad. We sense what is being feared: students will become warm with dull edges, not sharp enough in wit or wisdom.

The moral panic around trigger warnings is a very good pedagogic tool: we learn from it. Trigger warnings are assumed as being about being safe or warm or cuddled. I would describe trigger warnings as a partial and necessarily inadequate measure to enable some people to stay in the room so that “difficult issues” can be discussed. The assumption that trigger warnings are themselves about safe spaces is a working assumption (by this I mean: it is achieving something). Indeed what I have said is  rather misleading because the assumption that safe spaces are themselves about deflecting attention from difficult issues is another working assumption. Safe spaces are another technique for dealing with the consequences of histories that are not over (a response to a history that is not over is necessarily inadequate because that history is not over). The aim is to enable conversations about difficult issues to happen: so often those conversations do not happen because the difficulties people wish to talk about end up being re-enacted within spaces, which is how they are not talked about. For example conversations about racism are very hard to have when white people become defensive about racism: those conversations end up being about those defences rather than about racism. We have safe spaces so we can talk about racism not so we can avoid talking about racism!

The very techniques introduced to enable the opening up of conversations can be used as evidence of the closing down of conversations. Anyone with a background in Women’s Studies will be familiar with this: how we come up against stereotypes of feminists spaces as soft, cosy, easy, which are the exact same sexist stereotypes that make Women’s Studies necessary as a feminist space. The very perception of some spaces as being too soft might even be related to the harshness of the worlds we are organising to challenge.

The idea that students have become a problem because they are too sensitive relates to a wider public discourse that renders offendability as such a form of moral weakness (and as being what restricts “our” freedom of speech). Much contemporary racism works by positioning the others as too easily offendable, which is how some come to assert their right to occupy space by being offensive. And yes: so much gets “swept away,” by the charge of being too sensitive. A recent example would be how protests against the Human Zoo in the Barbican, about how racism is disguised as art or education, are swept up as a symptom of being “over-sensitive. According to this discourse, anti-racists end up censoring even themselves because they are “thin skinned.”

So much violence is justified and repeated by how those who refuse to participate in violence are judged. We need to make a translation. The idea that being over-sensitive is what stops us from addressing difficult issues can be translated as: we can’t be racist because you are too sensitive to racism.

Well then: we need to be too sensitive if we are to challenge what is not being addressed.

We might still need to ask: what is meant by addressing difficult issues? It is worth me noting  that I have been met with considerable resistance from critical academics when trying to discuss issues of racism, power and sexism on campus. Some academics seem comfortable talking about these issues when they are safely designated as residingover there. Is this “there” what allows “difficult issues” not to be addressed here? In fact, it seems to me that it is often students who are leading discussions of “difficult issues” on campus. But when students lead these discussions they are then dismissed as behaving as consumers or as being censoring. How quickly another figure comes up, when one figure is exposed as fantasy. If not over-sensitive, then censoring; if not censoring, then consuming. And so on, and so forth.

My own sense: our feminist political hopes rest with over-sensitive students.

Over-sensitive can be translated as: sensitive to that which is not over.

All of these ways of making students into the problem work to create a picture of professors or academics as the ones who are “really” oppressed by students. This is what it means to articulate a position or a view “against students.” One US professor speaks of being “frightened” by his liberal students. He blames so much on “identity politics.” And indeed so much is blamed on identity politics: that term is used whenever we challenge how spaces are occupied. It has become another easy dismissal. We are learning here about professors (their investments, emotions and strategies of dismissal) more than we are learning about students.

And this is where it gets hard, and this is where I write with a sense of political urgency. There is another body of work that is “against students”: work on sexual harassment. This body of work intersects with the work on trigger warnings and safe spaces: they imply that a concern with safety and survival is creating the vulnerabilities that are then used to justify the regulation of the behaviour of academics or faculty. Indeed these literatures generate the figure of the professor as potential or would be victim: the one who is endangered by the very construction of students as vulnerable. One article states: “I was writing about an academic culture that misunderstands power, inflates vulnerability, and infantilizes students.” I have read other articles that suggest that when students talk of harassment it is assumed that professors must be guilty of coercion: “an enunciation of an accusation is all it should ever take to secure a guilty verdict.” The implication here is that it is easy for students to complain about professors who harass them (“enunciation” – as if an accusation is a word that can be thrown carelessly into a world); and that complaints are automatically registered as guilt, as if an offense is only committed because a student is offended. The figure of the over-sensitive student slides into the figure of the complaining student whose “hurt feelings” are treated as sufficient grounds for complaint.

Let’s pause here. I want to state what many feminists know too well: it is very difficult to address the issue of sexual harassment. And: it is very difficult to address sexual harassment within universities (particularly the harassment of female students by male academics).[4] The difficulty of addressing something is often a consequence of something. Since I have been engaged in diversity work on campus I been contacted by staff as well as students from a number of different universities about their experiences of sexual harassment. And I have learnt just how pervasive sexual harassment is – as well as just how much harassment is normalised in or even as academic culture. I have heard how academics justify their behaviour as their right: a female professor told me about one academic in her former institution who had multiple sexual relationships with his female students. When a complaint was eventually filed, he justified his conduct as a “perk of the job.” I have heard sexist excusing of sexist behaviour: “ah yeh he’s a bit of a womaniser,” “a yeh he’s one for ladies.” I have heard how much sexism (as well as racism) is defended as “just banter.” And I have learnt of the countless ways in which female students are told that to enter the university requires accepting and expecting this kind of conduct. And yet despite sexual harassment being widespread (this “despite” is probably misplaced) it is rarely publicly discussed, sometimes because of confidentiality clauses attached to the resolutions of specific cases; and sometimes because, I suspect, a frank discussion of the problem would require challenging entitlements that some do not wish to challenge.

We are so far away from the picture created by the figure of the complaining student (who wields her power over academics) that it is or should be striking. I have been in touch with students from many different universities who have made complaints – or tried to make complaints – about sexual harassment as well as other forms of bullying. I have learnt of the myriad ways in which students are silenced. Some students are dissuaded from proceeding to formal complaints. They are told that to complain would damage their own reputation, or undermine their chances of progression; or that to complain would damage the reputation of the member of staff concerned (and if they do proceed with complaints they are often publicly criticised as damaging the reputation of the member of staff); or that it would damage the reputation of departments in which they are based (with a general implication being: to complain is to be ungrateful). Students have reported how their complaints are “sat on,” how they have testify again and again; or how they are doubted and ridiculed by those they go to for advice and support.

And: because students who complain about harassment are silenced the problem of sexual harassment within universities is constantly and grossly under-acknowledged (as much violence against women is under-acknowledged). The picture of the complaining student whose accusation becomes truth is so far from the truth that there should be a public feminist outcry. We need a public feminist outcry.

I want to pause on one piece of writing (addressing the US context). It is written in the same kind of jokey tone that characterises the first article I engaged with, and has a similar nostalgia for a time past; a mourning for a freedom that has been or is being lost. Here it is not neoliberalism that signals the beginning of the end (of dons and their delightful democracy), but what the author calls “the prohibition,” a moment in time when freedom from restriction becomes the restriction of freedom [5]. The introduction of new laws around “consensual” sexual relations between staff and students is described as the rise of a feminist moralism and puritanism, based on a misunderstanding of the fluid or dispersed nature of power (the author cites Foucault; yes, he comes up again, indexed weakly, again). It is worth noting that the words “moralism” and “puritanism” are constantly being mobilised in anti-feminist writings. These words are useful because they allow a critique of power to be reframed (and dismissed) as an imposition of moral norms. We could consult for example Ray Filar’s smart challenge to an anti-feminist diatribe in which the word “moralism” is used 9 times. It is an exhausting repetition! And these are often the words used by harassers themselves, as if to refuse an advance is to be moralising about an advance (she says “no” because she is a prude, say). If you refuse an advance, or if you dare to call repeated and unwanted advances “harassment,” you are being moralistic.

Surely, not, you might say.

On academic describes “strictures on sexual harassment”  as well as “political correctness” as “the old Victorian moral panic.” In this piece of writing, sexual harassment is referred to twice and both times as a kind of moralism that restricts freedoms that would otherwise be enjoyed (sexual harassment as  intending that restriction). The use of “political correctness” implies that new norms and rules about appropriate behaviour in the workplace are simply a mechanism of policing the flow of play and desire. The feminist killjoy appears here: as if the problem of sexual harassment only comes up because she brings it up; as if feminists only object because they want to prevent the enjoyment of others.

We have looped back to one of my starting points: how equality is dismissed by being identified with managerialism, with the imposition of moral norms from the top down (feminism is then aligned with management, as a technique for managing unruly bodies, just as feminism can be aligned with the market, as a consequence of unruly bodies). Not surprisingly: the techniques for dismissing feminism are the same techniques for justifying male power. In an earlier blog, I commented on how challenging sexual harassment is understood as imposing restrictions on those who would otherwise be “free radicals.” Of course what has to be remain unsaid here is this: the freedom of some rests on the restriction of the freedom of others. So much harassment is justified and reproduced by framing the very language of harassment as an imposition on freedom. And so much violence (such as domestic violence) is not called violence because it is understood as a right and a freedom: “it is not violence, it is not force, I have a right (to your body).”

We are up against history; walls.

And let’s be clear here: when sexual harassment becomes embedded in or as academic culture, then we are talking about how some women do not have access to universities even after they have applied and been admitted. Sexual harassment is an access issue. Sexual harassment is an equality issue. Sexual harassment is a social justice issue. We are talking about women who have to exit the institution to survive the institution.

We are talking about missing women.

I have become more and more aware of what we are talking about.

Of who we are talking about.

We could and should refer to the important blog, Strategic Misogyny, which collects stories of harassment within universities. We need to hear these stories; to listen to their collective wisdom. Different posts describe in detail what harassment can feel like, and what it can do. And we learn: how power might function by not being dispersed. We are reminded when we read these posts of the immense power that academics have overstudents: they grade student essays and exams; they have discussions about students in meetings that are closed; they sit on committees that decide funding; they have access to confidential files that hold personal information. It is very important to recognise “power over” as a modality of power. We should not neutralise a situation by assuming its neutrality.

And it is in this context that we must question the constant exercising of the language of consent (and its companion “will”): if the person who is asking for your consent holds power over you (in effect a power to decide a future, whether a door is open or not) what does it mean to give or withhold consent? I am not saying here that that all consent is coercion, but that consent in the context of asymmetrical relations of power is not a stable ground for establishing whether or not an abuse of power has occurred. It is because some have power over others, to open or close that door, that we need boundaries, rules and norms.  So much abuse of power within universities is justified by the illiberal use of the liberal language of will and consent. As I argued in Willful Subjects (2014) some might become willing when the costs of not being willing are made too high. Being unwilling might mean being expelled from a group that would allow you to access the resources necessary for your survival let alone progression. Being unwilling might mean being called frigid or (worst still) a feminist. These names have costs. Becoming willing might be a way of avoiding these costs.

We have a sense here of what is going on here. Challenges to sexual harassment within universities can be swept up and swept away, as if the challenges are themselves the products of managerialism or neoliberalism: as just another way that academic freedoms have been restricted; as just another way academic dissent is punished.

The power embedded in a historic situation is reversed.

We have a sense of what is at stake here. Critiques of neoliberalism and managerialism have become useful tools for those who abuse the power they have by virtue of the positions they are in. Those who are accused of harassment can argue, or at least imply, that students who challenge their practices are acting like consumers, being censoring, over-sensitive, or just complaining. They can position themselves as victims of managerialism as well as marketization. A critique of neoliberalism can be used to imply that those accused of harassment are the ones who are paying its costs.

This is how: harassment can be justified as an expression of academic freedom.

That is where we have got to; this is what we are up against.

We need to support, stand with, and stand by, those students who are fighting to survive hostile institutions.

It is our job.

References

Ahmed, Sara (2014). Willful Subjects. Duke University Press.

——————— (2012). On Being Included: Racism and Diversity in Institutional Life.  Duke University Press.

Coward, Rosalind (1985). Female Desires: How They Are Bought, Sold and Packaged. Grove Weidenfield.

Freire, Paulo [1970]  (2000). Pedagogy of the Oppressed Continuum Publishing: New York.

[1] I shuddered when I read this. One of the hardest experiences of my academic career was attending a wine evening at a college in Cambridge. I remember sitting there as expensive bottles of wine were opened, one after the other, thinking “austerity,” realising in the pit of my stomach, what “tightening our belts” allowed some not to give up. Note also how critiques of neoliberalism might be masking elitism: a hatred of “the masses,” and a perception that standards are lowering because of the widening of participation.

[2] I think the “fanzines and not Foucault” operates as a cultural contrast: Foucault is a serious and heavy scholar, fanzines are silly and light. This distinction is gendered.

[3] Interestingly one white male academic when asked about “decolonizing the university” during an Occupy event was reported to have something like “this is education not democracy: we get to decide what we teach.” He helpfully reveals to us how the democracy often defended is an illusion: what is being defended as democracy is often despotism.

[4] There is a growing and important literature on the problem of laddism within universities in the UK. See for example this very helpful workshop provided by Alison Phipps: https://genderate.wordpress.com/ladculture/.

[5] This period of “freedom from restriction” is described as a boozy and fun period when students and staff could have sex with each other without worrying about the consequences.  I found myself wanting to reach for Rosalind Coward’s classic Female Desires (1985) – an early debunking feminist critique of the myth of sexual freedom.

Online identity, work spaces and folios – a celebration of awareness

 This week Leigh Blackall, Educational Designer from the Digital Learning Team in the College of Design and Social Context writes about the issue of online identity and continuity

 

leigh 1

This sign welcomes visitors to the main building of the Googleplex (Google’s company headquarters) at 1600 Amphitheatre Parkway in Mountain View, California. Source: Coolcaesar on Wikimedia Commons

Who are you?

Cover of International Multimedia School Magazine "trait d'union" n° 03-2003. Topic: "our identity. Creator of the mask: Antonia Lent, German School of Toulouse (2003). Photographer: Lothar Thiel. Source: Wikimedia Commons

Cover of International Multimedia School Magazine “trait d’union” n° 03-2003. Topic: “our identity. Creator of the mask: Antonia Lent, German School of Toulouse (2003). Photographer: Lothar Thiel. Source: Wikimedia Commons

Shall we start with a quick Google search on your name? Web, image, video, news, and scholar.

I do it as a matter of course when considering new people to work with, or in preparation for applying for work. I want to know what a person looks like; to gain some insight into how they work online (or not); to get an overview on the sorts of things they have done in the past; and to get a sense for what their identity is, online. There is a significance to me, in what is revealed in such a search and what is not.

Is it too simple to say that an online folio is a search result for a person’s or project’s name, and an online workspace is the Internet as a whole? This online workspace is not a single publishing platform or content management system – the Internet is the platform. Some of us might be a bit stuck on this, but this perspective becoming mainstream is probably inevitable if it’s not already a reality.

Most people who do a search on their name come to realise that the search result is essentially the first page of their online identity – their folio. It could be personal, it could be professional, often it’s both. Their next realisation might be that the way they work online, the processes, platforms, linkages and associations in the data that they generate, all has an impact on their portfolio-as-a-search-result. Their search terms and saved bookmarks, the media they upload and download, their playlists, click-through history, viewing times, purchase history, GPS location, and strength of linkage to other people, collaborators and projects. All this data is built up around us as we work online, and can be used to create, shape and grow a personalised and professional workspace. It can be harnessed to improve the quality and efficiency of our work. Our search results on topics of inquiry can become more targeted, or recommendations and linkages can be made more relevant. This includes advertisers and surveillance agencies of course, which at this point in time at least, we might consider as our symbiotic relationship.

 

You’re a machine

In 2004, Robin Sloan and Matt Thompson created a video about this future that we now live in. They called it the Evolving Personalised Information Construct (EPIC2014). Their video starts in black, with a flickering light in the distance. A narrator reads, “it is the best of times, it is the worst of times…”

In 2007 Dr Michael Wesch expanded on this topic and published the incredibly popular video, The Machine is Using Us, now at nearly one million seven hundred thousand views. This video explained an EPIC hypertext reality, 7 years before Sloan and Thompson thought it would come to pass.

While we’re talking about Michael, check out his online folio. As you do that, it’s worth considering how the strength of Michael’s online identity impacts on those that link to him, such as his students at Kansas State University.

 

leigh3

Goshen College Choir 1958-1974 Source: Mennonite Church USA Archives on WIkimedia Commons

 

A cog in a wheel

In the College of Design and Social Context at RMIT University, a range of educational development projects are interested in this line of inquiry, and in the kinds of operating principles that might inform the design of learning activities and assessment tasks. Tasks that ask people to manage their online workspaces, professional identities and portfolios.

At RMIT though, like many other universities, a specified workspace is provided that impacts on this conception of a professional identity, precisely because it has become a central and major entity of the Internet – Google.

To some, Google is a good platform choice. It is a very relevant and effective toolset in a university that needs to show ‘industry relevance’, productivity gains and expenditure savings. To some others though, they think that RMIT should be more concerned about data sovereignty and maintaining local IT skills. They would ask, “should an offshore advertising company with questionable links to surveillance agencies be getting intimate access to data about a large population base, especially a university one?”

 

Who are you tomorrow?

As we ask people to use the Internet in their work, and in RMIT’s case – Google in particular, we’re asking people to shape their online workspace into a personalised space with professional relevance. Their connection to us is recorded, their connection to each other is recorded, what they do with their online identity all combines to teach “The Machine” to use them, and be used by them.

What happens to these online identities when the people leave though? Their accounts are disabled! They’re effectively deleted, or held in limbo until that person comes back into the organisation.

What about people who have already built themselves an online workspace, a professional identity and folio? Should they stop with that and rebuild another one? Won’t they dilute their online identities, especially students, casuals, contractors and other transients?

Additionally, if RMIT continues to limit the functionality of an RMIT/Google account by not enabling Youtube accounts, Maps, Classroom or the use of Addons for instance, what impact is that decision having on the account holder’s development of a professional workspace and online folio?

All this seems at considerable odds with RMIT’s graduate capabilities around Lifelong Learning.

 

A temporary role

I’ve raised these RMIT/Google account issues with anyone willing to talk about them, on behalf of the projects I’m assisting with, in the hope of better understanding RMIT’s position and conceiving a workable solution. I’ve had a few things pointed out to me so far:

  1. Perhaps managing multiple online identities is a critical literacy, and a student account is a ‘practice’ space before developing their real workspace. Related to this is the reality that industry workspaces are also going to prescribe an account that contributes to the complexity around a person’s online identity and workspace.
  2. RMIT is a large and international organisation and needs to implement a system that can work consistently across that organisation. Our partners in Vietnam for example, have not agreed to the full use of a product like Google, citing performance and other issues.
  3. An account with @rmit.edu.au is branded RMIT, and what a person does with that account impacts the RMIT brand and RMIT’s liability.
  4. There are legal implications for RMIT accounts using Youtube channels or Addons, relating to Intellectual Property.

 

Practically though, when a staff member or a student needs or wants a Youtube account, or to turn on an Addon, or to Create a Map, they simply work around the limitations and use their own Google accounts. I’ve been advised that there is no policy or procedure in RMIT that would regulate or prevent such practice.

Youtube for instance, the third or fourth most used website by Australians, and not just for watching funny cat videos either, has long been sociologically important*, a media phenomenon over the past 10 years with significant cultural impact*. RMIT’s teachers, researchers, students and administrators should have by-now developed deep critical awareness around this. But they have not on the whole, not while their RMIT accounts can’t engage it. RMIT remains technically disengaged.

leigh4

Mummified Nile catfish (Middle Kingdom) placed in a tomb for the deceased to eat in the afterlife on display at the Rosicrucian Egyptian Museum in San Jose, California. RC 2182. Source: Wikimedia Commons

 

Retain something of yourself

With all these realities, issues and workarounds in mind, we might then consider the idea of advising people to primarily use their own accounts over their RMIT provided ones, because the development of online workspaces and folios are long term projects starting now, and continuing well beyond their life as students and staff members.

To most, this suggestion will appear too subversive, “taking a long walk off the reservation”, as a good colleague puts it. But in another light it might only be a minor conceptual shift. It is certainly inline with the practical realities at universities that are not deploying Google accounts. The staff and students at those universities simply use Google like any other external web service when required. One that is not limited by the University-wide settings or legalities over an account that in reality is on loan to them and never really ‘owned’ by the user who’s identity it actually is!

A BYO account has longer term benefits for transient people in the university, such as students, casual and part time staff – which I hear is most of us now.

leigh5

“There’s nothing casual about casual employment. The working conditions experienced by tens of thousands of casual academics in Australia’s public and private universities demonstrate that casualisation, as an employment strategy, is both widespread and systemic.” Source: NTEU Website

 

Celebrate the awareness

To conclude this never ending libertarian dilemma then, if it is deemed inappropriate that an offshore advertising corporation with links to foreign surveillance agencies has deep ties to the research data and communications within a university; and if the university that is using that service does not enable the full features of that service anyway – thereby impacting on the productivity, professional identity and portfolio of its staff and graduates, it might be better to do away with the limited service and make arrangements for services that do better in terms of data sovereignty and personal responsibility and control (if that exists, look to the open source, open data and hacker communities for committed innovation in this space).

So, the university drops Google so that we can use Google. Better still, the university seeks out a partnership and invests in communication and documentation services that genuinely give us some options outside the profit and surveillance driven motives. In the meantime, we might make it our responsibility to raise awareness around all of this. We’ll design learning activities and assessment tasks that help people manage their online identities and establish life-long learning efficacy. And we’ll celebrate the readiness of our staff and graduates by citing the confidence of their online work practices and the self evident strength of their portfolios…

 

*Note: “An Anthropological Introduction to Youtube” by Michael Wesch may not be currently available due to copyright challenges in your country.

 


Share your thoughts, comments or start a discussion on online identity issues by leaving a reply in the comments section!

Find us on:

Facebook: www.facebook.com/teachingtomtom
Twitter: @teachingtomtom
WordPress: teachingtomtom.com