Article: A School Librarian Caught In The Middle of Student Privacy Extremes

 

February 8, 2017 | By Gennie Gebhart

A School Librarian Caught In The Middle of Student Privacy Extremes

As a school librarian at a small K-12 district in Illinois, Angela K. is at the center of a battle of extremes in educational technology and student privacy.

On one side, her district is careful and privacy-conscious when it comes to technology, with key administrators who take extreme caution with ID numbers, logins, and any other potentially identifying information required to use online services. On the other side, the district has enough technology “cheerleaders” driving adoption forward that now students as young as second grade are using Google’s G Suite for Education.

In search of a middle ground that serves students, Angela is asking hard, fundamental questions. “We can use technology to do this, but should we? Is it giving us the same results as something non-technological?” Angela asked. “We need to see the big picture. How do we take advantage of these tools while keeping information private and being aware of what we might be giving away?”

School librarians are uniquely positioned to navigate this middle ground and advocate for privacy, both within the school library itself and in larger school- or district-wide conversations about technology. Often, school librarians are the only staff members trained as educators, privacy specialists, and technologists, bringing not only the skills but a professional mandate to lead their communities in digital privacy and intellectual freedom. On top of that, librarians have trusted relationships across the student privacy stakeholder chain, from working directly with students to training teachers to negotiating with technology vendors.

Following the money

Part of any school librarian’s job is making purchasing decisions with digital vendors for library catalogs, electronic databases, e-books, and more. That means that school librarians like Angela are trained to work with ed tech providers and think critically about their services.

“I am always asking, ‘Where is this company making their money?’” Angela said. “That’s often the key to what’s going on with the student information they collect.”

School librarians know the questions to ask a vendor. Angela listed some of the questions she tends to ask: What student data is the vendor collecting? How and when is it anonymized, if at all? What does the vendor do with student data? How long is it retained? Is authentication required to use a certain software or service, and, if so, how are students’ usernames and passwords generated?

In reality, though, librarians are not always involved in contract negotiations. “More and more tech tools are being adopted either top-down through admin, who don’t always think about privacy in a nuanced way, or directly through teachers, who approach it on a more pedagogical level,” Angela said. “We need people at the table who are trained to ask questions about student privacy. Right now, these questions often don’t get asked until a product is implemented—and at that point, it’s too late.”

Teaching privacy

Angela wants to see more direct education around privacy concepts and expectations, and not just for students. Teachers and other staff in her district would benefit from more thorough training, as well.

“As a librarian, I believe in the great things technology can offer,” she said, “but I think we need to do a better job educating students, teachers, and administrators on reasons for privacy.”

For students, Angela’s district provides the digital literacy education mandated by Illinois’s Internet Safety Act. However, compartmentalized curricula are not enough to transform the way students interact with technology; it has to be reinforced across subjects throughout the school year.

“We used to be able to reinforce it every time library staff worked with students throughout the year,” Angela said, “but now staff is too thin.”

Teachers also need training to understand the risks of the technology they are offering to students.

“For younger teachers, it’s hard to be simultaneously skeptical and enthusiastic about new educational technologies,” Angela said. “They are really alert to public records considerations and FERPA laws, but they also come out of education programs so heavily trained in using data to improve educational experiences.”

In the absence of more thorough professional training, Angela sees teachers and administrators overwhelmed with the task of considering privacy in their teaching. “Sometime educators default to not using any technology at all because they don’t have the time or resources to teach their kids about appropriate use. Or, teachers will use it all and not think about privacy,” she said. “When people don’t know about their options, there can be this desperate feeling that there’s nothing we can do to protect our privacy.”

Angela fears that, without better privacy education and awareness, students’ intellectual freedom will suffer. “If students don’t expect privacy, if they accept that a company or a teacher or ‘big brother’ is always watching, then they won’t be creative anymore.”

A need for caution moving forward

Coming from librarianship’s tradition of facilitating the spread of information while also safeguarding users’ privacy and intellectual freedom, Angela is committed to adopting and applying ed tech while also preserving student privacy.

“I am cautious in a realistic way. After all, I’m a tools user. I know I need a library catalog, for example. I know I need electronic databases. Technologies are a necessary utility, not something we can walk away from.”

As ed tech use increases, school librarians like Angela have an opportunity to show that there is no need to compromise privacy for newer or more high-tech educational resources.

“Too many people in education have no expectation of privacy, or think it’s worth it to hand over our students’ personal information for ed tech services that are free. But we don’t have to give up privacy to get the resources we need to do good education.”

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February 08, 2017 at 10:39PM

EDC Week 3 Summary

Much of the beginning part of this week was spent wracking my brains and annoying my partner trying to come up with a suitably creative and exemplary way of summarizing all the aspects of our first three weeks of Education digital Cultures. The creative process can be hard to start and I think I speak for some of my fellow students in acknowledging that the task set for us required a fair amount of thinking. As stimulating and visually exciting our first topic has been its been a challenge to tie all the concepts presented in posthumanism, transhumanism and the lingua franca of technology enabled learning that is distorting the most beneficial aspects of our charge towards a new world of learning.

However the results have been outstanding and Im overawed by the talent that surrounds me. It really feels like we are developing in a true community of learning as we collectively become more adept and communicating and functioning in this ‘new’ medium. Its something I sure will grow as we become ever more mature online students and mirror the best traits of Salmons Five stages. In my experience this level of community of learning is rarely achieved, even where it is planned for. The ingenious design of the programmes designers must be lauded  – thank you!

But this leads me to a question: How much of an influence does the culture of the participants on a programme such as ours play a part in creating successful collaborative learning experiences? To add further, to what degree do individual personalities have an effect on the success of digital learning? These and other questions will be good to explore in our next block as it provide a new angle from which to analyse a large scale learning exercise. I may go back and re-read some of IDELs week 6 prescribed readings on open education for this one…

 

Article: Boston Dynamics adds wheels to its already chilling robots

Boston Dynamics adds wheels to its already
chilling robots

John Mannes/01 Feb 2017

Alphabet subsidiary Boston Dynamics doesn’t have much to prove when it comes to producing the robots of your nightmares. Previous iterations of the company’s prototypes have been kicked over by humans only to stand right back up, for example. But at an event this week, founder Marc Raibert managed to unveil something simultaneously more unsettling and technologically impressive.

Going by the name of Handle, the new bot features both legs and wheels. The creation, captured on video by DFJ’s Steve Jurvetson, is said to be more efficient than a purely legged robot. Even with a small footprint, large loads don’t seem to be a problem for the robot. Its ability to “handle” objects is where the inspiration for its name originated.

A combination of hardware and software enable the robot to balance itself and throw its weight around, even when rotating rapidly on wheels. It can even jump over objects. In the video above, at about 4:15, you can see Handle extend its arms during an extended spin for balance.

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February 01, 2017 at 10:39PM
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An entry for the EDC Week 3 playlist and a Cyborg sideline.

For any serious gamer there are few seminal titles more influential than Halo. The flag ship FPS (first person shooter) that accompanied the launch of Microsoft’s XBOX gaming console in 2001 was a major reason that the platform became so successful and has become one of the most popular gaming devices in the new millennium.

Anyone who’s played Halo: Combat Evolved will recall the haunting theme tune that accompanied the main menu and provided background to many of the cut scenes,  large scenic segments and the ending credits. Thoroughly rooted in the past , the early parts featuring chanting monks provided an atmosphere of both mystery (thinking armor clad knights and the crusade) and reverence to a game that was all about vast empty space and a strange, quasi religious experience involving alien covenants and rites of passage for the main character. The later parts of the score inject urgency, power and flight.

Given that many humans would love nothing more than to emulate the Master Chief (the main character and hero of the story) its interesting to note the it is never revealed throughout the entire series whether he is truly just a man of extreme martial ability or, more likely, an augmented meta human gifted with godlike bionic capabilities to achieve his incredible feats of survival and combative prowess. However, the price paid for such a ‘gift’ seems to never be really acknowledge but it is somehow projected? But no doubt,  if such a possibility existed then I dont think there would be any shortage of volunteers! A lesson for would be cyborgs perhaps?

https://www.youtube.com/watch?v=bat1QaCtDhY

The Histography of Cybercultures – Is Visual the only way to experience technology?

Jonathan Sterne’s chapter in the recommended reading  Critical cyberculture studies. (pp.17-28. (ebook)) has been somewhat of a revelation since reading it. In a world obsessed by image, visual stimulation and sight based impact its clear to me that we are effectively missing most of the potential messages and mediums to explore, experience and provide expression with technology. As technology grows ever more capable and inventive we really do need to try and involve more senses in the delivery of ideas involving cyberculture.

Image result for blind robots

(Image: RobotsandAvatars.net)

How Video Games Satisfy Basic Human Needs – Facts So Romantic – Nautilus

How Video Games Satisfy Basic Human Needs – Facts So Romantic – Nautilus

How Video Games Satisfy Basic Human Needs

Posted By Simon Parkin on Jan 04, 2017

“Mass Effect: Andromeda” | Image from IGN / Bioware / YouTube

Grand Theft Auto, that most lavish and notorious of all modern videogames, offers countless ways for players to behave. Much of this conduct, if acted out in our reality, would be considered somewhere between impolite and morally reprehensible. Want to pull a driver from her car, take the wheel, and motor along a sidewalk? Go for it. Eager to steal a bicycle from a 10-year-old boy? Get pedaling. Want to stave off boredom by standing on a clifftop to take pot shots at the screaming gulls? You’re doing the local tourism board a favor. For a tabloid journalist in search of a hysteric headline, the game offers a trove of misdemeanors certain to outrage any non-player.

Except, of course, aside from its pre-set storyline, Grand Theft Auto doesn’t prescribe any of these things. It merely offers us a playpen, one that, like our own cities, is filled with opportunities, and arbitrated by rules and consequences. And unless you’re deliberately playing against type, or are simply clumsy, you can’t help but bring yourself into interactive fiction. In Grand Theft Auto, your interests and predilections will eventually be reflected in your activity, be it hunting wild animals, racing jet-skis, hiring prostitutes, buying property, planning heists, or taking a bracing hike first thing in the morning. If you are feeling hateful in the real world, the game provides a space in which to act hatefully. As the philosophers say: wherever you go, there you will be.

For these researchers, incredibly, enjoyment is not the primary reason why we play video games.

For the British artificial intelligence researcher and computer game designer Richard Bartle, the kaleidoscopic variety of human personality and interest is reflected in the video game arena. In his 1996 article “Hearts, Clubs, Diamonds, Spades: Players Who Suit MUDs,” he identified four primary types of video game player (the Killers, Achievers, Explorers, and Socializers). The results of his research were, for Bartle, one of the creators of MUD, the formative multiplayer role-playing game of the 1980s, obvious. “I published my findings not because I wanted to say, ‘These are the four player types,’” he recently told me, “but rather because I wanted to say to game designers: ‘People have different reasons for playing your games; they don’t all play for the same reason you do.’”

Bartle’s research showed that, in general, people were consistent in these preferred ways of being in online video game worlds. Regardless of the game, he found that “Socialisers,” for example, spend the majority of their time forming relationships with other players. “Achievers” meanwhile focus fully on the accumulation of status tokens (experience points, currency or, in Grand Theft Auto’s case, gleaming cars and gold-plated M16s).

Our disposition can often be reflected in our choice of character, too. In online role-playing games, for example, players who assume the role of medics, keeping the rest of the team alive in battle will, Bartle found, tend to play the same role across games. “These kinds of games are a search for identity,” he said. While players sometimes experiment by, for example, playing an evil character just to see what it’s like, Bartle found that such experiments usually lead to affirmation rather than transformation. “Basically,” he said, “if you’re a jerk in real life, you’re going to be a jerk in any kind of social setting, and if you’re not, you’re not.”

In a 2012 study, titled “The Ideal Self at Play: The Appeal of Video Games That Let You Be All You Can Be,” a team of five psychologists more closely examined the way in which players experiment with “type” in video games. They found that video games that allowed players to play out their “ideal selves” (embodying roles that allow them to be, for example, braver, fairer, more generous, or more glorious) were not only the most intrinsically rewarding, but also had the greatest influence on our emotions. “Humans are drawn to video and computer games because such games provide players with access to ideal aspects of themselves,” the authors concluded. Video games are at their most alluring, in other words, when they allow a person to close the distance between how they are, and how they wish to be.

“It’s the very reason that people play online RPGs,” Bartle said. “In this world we are subject to all kinds of pressures to behave in a certain way and think a certain way and interact a certain way. In video games, those pressures aren’t there.” In video games, we are free to be who we really are—or at least find out who we really are if we don’t already know. “Self-actualization is there at the top of Maslow’s Hierarchy of Needs, and it’s what many games deliver,” Bartle added. “That’s all people ever truly want: to be.”

Not every game, however, allows us to act in the way that we might want to. The designer, that omniscient being who sets the rules and boundaries of a game reality, and the ways in which we players can interact with it, plays their own role in the dance. Through the designer’s choices, interactions that we might wish to make if we were to fully and bodily enter the fiction are entirely closed off. We may be forced to touch the world exclusively via a gun’s sights. There is no option in many video games to eat, to love, to touch, to comfort, or any of the other critical verbs with which we live life.

The crucial role of the designer in deciding the rules of how we can be in their game can be vividly seen in Undertale, a critically lauded roleplaying game from 2015 which subverted its genre by allowing players to befriend the game’s monsters, not just stab at them with swords. The game’s creator, Toby Fox, is reticent to overstate to what degree a player’s choices in his game reveal their personality. “I think a person saying, ‘I love Undertale,’ tells you more about the person than the routes they took in the game,” he told me. Nevertheless, he remains fascinated by the question of why people play the way they do. “I hear things like, ‘I got to the last boss and stopped playing because it was too much pressure,’ or ‘I kept breaking all the pots in that character’s house because I hated the fact that he told me not to.’ That’s valuable information about a person, I think.”

The opportunity for self-expression in role-playing games such as Mass Effect and Star Wars: Knights of the Old Republic, where you must make moral choices in how to act, is clear, even if those choices are often embarrassingly simplistic and binary. (In Mass Effect, for example, the game places your character on a sliding scale between the virtuous “Paragon” and the villainous “Renegade” according to your choices thus far.) But for Fox, competitive games also allow for expressiveness. “In high-level Super Smash Bros.,”—a fighting game in which players assume the role of various Nintendo characters and attempt to knock the color from each others’ pixels —“you have some players that love to play proactively and aggressively, and there some players that play super methodically,” he said.

One’s choice of character in a fighting game may reflect one’s personality (a lithe, offensive avatar versus a slower, more defensive type, for example) but Fox often sees players use characters in ways that reflect their individual play style, rather than that which is encouraged by their chosen avatar’s strengths. “One of the best ways to beat Jigglypuff”—a pink, marshmallow-like character loaned from the Japanese monster-collecting game, Pokémon—“is to play very defensively,” he told me. “But Mango, one of the best professional Super Smash Bros. players often refuses to play that way against Jigglypuff, even if it means losing. Why? Because if he’s going to win, he wants to win being honest to himself. The way he plays is representative of who he is.”

This sort of anecdote suggests that self-determination, the theory that seeks to explain the motivation behind choices people make without external influence and interference, holds in video games as in life. The authors of a 2014 paper examining the role of self-determination in virtual worlds concluded that video games offer us a trio of motivational draws: the chance to “self-organize experiences and behavior and act in accordance with one’s own sense of self”; the ability to “challenge and to experience one’s own effectiveness”; and the opportunity to “experience community and be connected to other individuals and collectives.”

For these researchers, incredibly, enjoyment is not the primary reason why we play video games. Enjoyment is not the primary motivation—“it is rather,” they wrote, “the result of satisfaction of basic needs.” Video game worlds provide us with places where we can act with impunity within the game’s reality. And yet, freed of meaningful consequence, law abiders continue to abide the law. The competitive continue to compete. The lonely seek community. Wherever we go, there we will be.

Simon Parkin is the author of Death by Video Game: Danger, Pleasure, and Obsession on the Virtual Frontline, and has written essays and articles for various publications, including the new yorker.com, the Guardian, the Times, MIT Technology Review, and the New Statesman.

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January 25, 2017 at 06:33PM
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