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robertogreco : chrisgilliard   5

🅃🄸🄼 on Twitter: "1/ I grew up in the service industry. Great products and great service are the same."
1/ I grew up in the service industry. Great products and great service are the same.

2/ Know your audience: there’s a difference between a Michelin Star restaurant and greasy spoon. You would rightfully be annoyed if someone came and folded your napkin between slices of pizza. You build a restaurant for your customers, not for yourself.

3/ You learn how to listen to customers. If you ask “How is everything?” no one ever says things were terrible—and if they do they are probably taking out something else in their lives on you. *How* they said “everything is fine” is what matters.

4/ If a restaurant has perfect food, perfect service, perfect decor—it becomes perfectly forgettable. People expect to pay for an experience not just with their wallets but with their own effort. The lines, the waits make everything worth it. Effortless=forgettable.

5/ Don’t talk shop in front of house. Customers don’t care that a server missed their shift or that the cook is in a bad mood today. Customers literally don’t want to know how the sausage is made—they just want to eat it.

6/ Finally, churn matters. There’s only so many people who will try you once, let alone come back. If no one comes back, you’re done.

[See also: "The Internet Needs More Friction: Tech companies’ obsession with moving data across the internet as fast as possible has made it less safe." ]

[See also:

Stifling your cough so "smart" devices don't report that you are sickly and thus unemployable is now part of the nightmarish (near) future.

[image with starred part highlighted: "Yet the new sound detection capabilities also offer the potential for controversy, as the speakers now collect low-level health data. Snoring and yawning a lot, for instance, could be signs of obstructive sleep apnea, so leaked data might impact somebody's health insurance, or even car insurance rates. **A lot of coughing and sneezing might impact employability, too, if somebody seems too sickly too often.**"]

"[Smart speaker] users express few privacy concerns, but their rationalizations indicate an incomplete understanding of privacy risks, a complicated trust relationship with speaker companies, and a reliance on the socio-technical context in which smart speakers reside."

Here's the link to that study on smart speakers if you want it:

TFW you realize that Black Mirror is actually too optimistic.

[image with starred part highlighted: "Mitchell says **Audio Analytic is pursuing a number of avenues for its technology, such as designing drink cans so that when opened, they make different, distinctive kinds of sounds that precisely identify the drink "and so rive some kind of interaction."** However, the drink does not have to be identified; simply knowing you're drinking from a can could be valuable, says Mitchell, and might spark a verbal request from the smart speaker to recycle the can when you're finished."]

Tech bros' obsession w/ eliminating "friction" is really just trying to eliminate the messiness of dealing with humans w/ the messiness of interacting with machines, which they can better monetize. Opening a can will initiate an interaction? FFS. 🤦🏿‍♂️"]
friction  technology  surveillance  timfrietas  effort  memory  experience  2018  educationmetaphors  education  seamlessness  effortlessness  forgettability  blackmirror  chrisgilliard  insurance  service  restaurants  smartdevices  internetofthings  internetofshit  health  healthinsurance  employment  illness  audioanalytic  privacy 
december 2018 by robertogreco
Teach Like They're Data - Long View on Education
"The same NYT article contrasts Altschool with the “boot-camp model of so many of the city’s charter schools, where learning can too easily be divorced from pleasure, and fear rather than joy is the operative motivator.” But what will Altschool – the platform – look like when it is exported to public schools where the cost of teachers and space matter? Given that “AltSchool’s losses are piling up as it spends at a pace of about $40 million per year“, it’s not hard to imagine that the more desirable aspects of Altschool’s flexibility will be only be available for purchase by the wealthy.

As one example of how the implementation of the platform might carry negative consequences in public schools, consider the Altschool’s use of cameras to gather surveillance. According to Business Insider, “Cameras are also mounted at eye level for kids, so teachers can review successful lessons and ‘the steps leading up to those ‘ah-ha’ moments,’ head of school Kathleen Gibbons said. Some children use them as confessionals, sharing their secrets with the camera.”"

"Since Ventilla’s platform is marketed as a way to customise education to children, and a less-expensive alternative than hiring more teachers, we should be most concerned about its implementation in schools that are under-funded and where communities are under-served.

Paul Hirschfield has documented the different effects of surveillance in schools “even when implemented under the same federal funding initiative.” Surveillance becomes “disparate and unequal,” especially when it interacts with the racism that drives exclusionary discipline policies. While “surveillance methods that are popular in largely white towns and suburbs appear designed to affirm and preserve student individuality and dignity,” the same is not true in the ‘bad neighbourhoods’ with exclusionary discipline techniques, metal detectors, and the police."

"Yet, if neoliberals have succeeded in appropriating the discourse of change, in part this is because the power to act as a consumer has resonance in the face of entrenched failures of the welfare state model and administration of public education, particularly in cities.”"

"In their keynote at Digital Pedagogy Lab, ℳąhą Bąℓi مها بال and Chris Gilliard argue that platforms embody an extractive politics that has deep implications for how we treat each other as people we can ‘extract’ work from. As we bring extractive platforms into the classroom and normalise surveillance, Emmeline Taylor argues that we create a destructive ‘hidden curriculum’. Some schools have rotuinzed finger printing students so that they can access services, such as meals in the cafeteria."

"This objectification of children is also nothing new. I spend a lot of time thinking about the similarities between personalisation, the Silicon Valley solution to education, and manualisation, the drive to find ‘what works’ & implement ‘no excuses’ policies. Just because the Silicon Valley version comes with bright-rubber iPad cases and bean bags doesn’t mean that it’s not about the control of children and the deprofessionalising of teachers to the same extent as Doug Lemov’s Teach Like a Champion – different mechanisms and packaging, same result. Children become objects of control and surveillance, and adults give up professional autonomy to platforms and manuals. As Lupton and Williamson argue, “learning analytics platforms appear to displace the embodied expert judgement of the teacher to the disembodied pattern detection of data analytics algorithms.” This platformisation only defers the dreams of emancipatory education, perhaps putting it out of reach permanently, given that it’s backed by billionaires with an agenda to reshape the world."

"“Altschool Open” – the name of the platform that Ventilla wants to market – openwashes itself: it is neither free nor open-source. As Martin Weller argues, like ‘green’, “’open’ has acquired a certain market value and is worth proclaiming.” And in what we might then call empowerwashing, the Altschool website tells us that their platform is about “Using Technology to Empower People”: “AltSchool tools make insights actionable, super-powering teachers to do what they do best.”

The openwashing of Ventilla’s platform matters at a deeply pedagogical level because much of what is called ‘open’ is in fact black-boxed. Suppose that the Altschool platform delivers up a playlist based on its representation of your child. What mechanism is there for understanding how that decision came about and for contesting it? As Frank Pasquale argues, the extent to which algorithms are black-boxed and protected as trade secrets “makes it practically impossible to test whether their judgments are valid, honest, or fair”; “black box methods are just as likely to entrench a digital aristocracy.”

In an interview with John Battellle, Ventilla tells us that “you don’t leave a place like Google to do something hokey and small.” We should indeed be worried about an entrenched digital aristocracy overtaking education. Battelle asks: “You have raised over $100 million, so when you’re pitching to the big money, like Andreessen or Founders Fund, and you’re saying, “Here’s the total addressable market,” is it the US school system?”"

"It’s easy to keep track of the overt authoritarians, but wrapped in the language of ‘choice’, platforms become insidious. Ben Williamson has exposed the deeper structure of the political economy:
“Silicon Valley has successfully juxtaposed the student-centered progressivist philosophy of homeschooling on to its technocratic vision; it has latched on to the U.S. charter schools agenda to launch its own startup schools; its interests are integrated into prestigious teaching and research centers such as Stanford University; it has generated new entrepreneurial apprenticeship programs and fellowships through its philanthropic donors; and it has become entwined with the therapeutic culture of self-help training curricula associated with behavioral economics.”

In his book Disruptive Fixation, Christo Sims draws an important lesson from his ethnography of a school in New York that venture philanthropists designed to give kids the kind of engaging education they thought would prepare students for economic success. The philanthropists focused on “newly available means”, such as digital technology and game-based learning, but that focus “tended to fix reformers energy and attention on what they could foreseeably control and transform with these new tools.” Thus, “seemingly cutting-edge philanthropic interventions” often “help sustain and extend the status quo.”

As educators, our job is not to nod along with the Silicon Valley reformers, but to look beyond what the edtech billionaires fixate on, to ask about the sacrifice zones, and engage with the community voices that have long been frustrated. Maybe we can reclaim the idea of platform as a verb, something we offer to people so we can better hear their voices, instead of something we can purchase to feed students into."
benjamindoxtdator  2017  altschool  education  schools  learning  children  surveillance  paulhirschfield  discipline  neoliberalism  mahabali  chrisgilliard  emmelinetaylor  objectification  siliconvalley  technology  maxventilla  douglemov  deborahlupton  benilliamson  empowerment  open  openwashing  martinelle  greenwashing  behavior  economics  behavioraleconomics  personalization  manualization  disruption  christosims  edtech  philanthropy 
november 2017 by robertogreco
Equitable Schools for a Sustainable World - Long View on Education
"“The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom.” bell hooks

Instead of writing a review of Different Schools for a Different World by Scott McLeod and Dean Shareski, I want to try reading it differently, from back to front. I’ll start with the last topic, equity, and then proceed to talk about: innovation, boredom, learning, economics, and information literacy. But first, I want to touch on the book’s epigraph: Seth Godin tells us to “Make schools different.”

Different is an interesting word. It’s certainly a different word from what people have used to call for educational transformation in the past. If we were to draw up teams about educational change, I’m confident that McLeod, Shareski, and I would all be against the authoritarian ‘no excuses’ strand of reform that fears student agency. We’re also for meaningful engagement over glittery entertainment.

Yet, we also part ways very quickly in how we frame our arguments. They argue that we should “adapt learning and teaching environments to the demands of the 21st Century.” Our “changing, increasingly connected world” speeds ahead, but “most of our classrooms fail to change in response to it.” I start from a different position, one that questions how the demands of the 21st Century fit with the project of equity."

"What makes McLeod and Shareski’s take different from the long history of arguments about schools? Here’s their answer:

“In some respects, the concerns in this book are no different from the concerns of the authors of A Nation at Risk… We agree schools need to change, but that change should have to do with a school’s relevance, not just with its achievement scores.”

I think that relevance is exactly the right word, but we must ask relevant to what?

Their answer is the “demands of the 21st Century” that come from “shifting from an industrial mode to a global model and innovation model.” In Godin’s book, he presents the data center as a source of individual opportunity. While that can be true, the number of well-paying jobs at Google and Youtube stars will always be limited. Freedom of expression and civic participation can’t flourish in an age of economic precarity.

So what are the alternatives?

Jennifer M. Silva writes a counter-narrative to the worship of self-sufficiency and competition, and exposes “the hidden injuries of risk”, which often lead to isolation, a hardening of the self, and tragedy. One of her interview subjects died because she lacked affordable health-care.

What Silva finds is that “working-class young adults… feel a sense of powerlessness and mystification towards the institutions that order their lives. Over and over again, they learn that choice is simply an illusion.” Writing in a global context, (2014), Alcinda Honwana gives a name – waithood – to this experience of youth who are “no longer children in need of care, but … are still unable to become independent adults.” Honwana explicitly rejects the idea that waithood represents a “failed transition on the part of the youth themselves,” and she carefully documents the agency of the youth she interviewed in South Africa, Tunisia, Senegal, and Mozambique.
“Young people I interviewed showed strong awareness of the broader socio-economic and political environments that affect their lives. They are acutely conscious of their marginal structural position and they despise and rebel against the abuse and corruption that they observe as the elites in power get richer and they become poorer … They are critical of unsound economic policies that focus on growth but do not enlarge the productive base by creating more jobs.”

There’s no sustainable future in Western countries measuring educational success by the extent to which they out-compete the globalized Other. In her conclusion, Silva presents Wally, who is like her other working-class interview subjects in every respect except his political activism, as a token of hope. Instead of privatizing his problems, he is able to translate them into political issues. The alternative lies not in making schools different, but making the world ‘different’, sustainable, and just."
benjamindoxtdator  2017  equality  equity  socialjustice  schools  sustainability  education  children  economics  globalization  competition  bellhooks  scottmcleod  deanshareski  litercy  infoliteracy  sethgodin  capitalism  digitalredlining  digitaldivide  chrisgilliard  marianamazzucato  hajoonchang  innovation  labor  work  rosslevine  yonarubinstein  jordanweissman  aliciarobb  carljames  race  class  boredom  richardelmore  mikeschmoker  robertpianta  johngoodlad  engagement  passivity  criticism  learning  howwelearn  technology  johndewey  democracy  efficiency  davidsnedden  neoliberalism  richardflorida  tonyagner  erikbrynjolfsson  andremcafee  carlbenediktfrey  michaelosborne  davidautor  inequality  surveillance  surveillancecapitalism  shoshanazuboff  jonathanalbright  henrygiroux  jennifersilva  alcindahonwana  change  precarity 
october 2017 by robertogreco
Frontier notes on metaphors: the digital as landscape and playground - Long View on Education
"I am concerned with the broader class of metaphors that suggest the Internet is an inert and open place for us to roam. Scott McLeod often uses the metaphor of a ‘landscape’: “One of schools’ primary tasks is to help students master the dominant information landscape of their time.”

McLeod’s central metaphor – mastering the information landscape – fits into a larger historical narrative that depicts the Internet as a commons in the sense of “communally-held space, one which it is specifically inappropriate for any single individual or subset of the community (including governments) to own or control.” Adriane Lapointe continues, “The internet is compared to a landscape which can be used in various ways by a wide range of people for whatever purpose they please, so long as their actions do not interfere with the actions of others.”

I suspect that the landscape metaphor resonates with people because it captures how they feel the Internet should work. Sarah T. Roberts argues that we are tempted to imagine the digital as “valueless, politically neutral and as being without material consequences.” However, the digital information landscape is an artifact shaped by capitalism, the US military, and corporate power. It’s a landscape that actively tracks and targets us, buys and sells our information. And it’s mastered only by the corporations, CEOs and venture capitalists.

Be brave? I have no idea what it would mean to teach students how to ‘master’ the digital landscape. The idea of ‘mastering’ recalls the popular frontier and pioneer metaphors that have fallen out of fashion since 1990s as the Internet became ubiquitous, as Jan Rune Holmevik notes. There is of course a longer history of the “frontiers of knowledge” metaphor going back to Francis Bacon and passing through Vannevar Bush, and thinking this way has become, according to Gregory Ulmer, “ubiquitous, a reflex, a habit of mind that shapes much of our thinking about inquiry” – and one that needs to be rethought if we take the postcolonial movement seriously.

While we might worry about being alert online, we aren’t exposed to enough stories about the physical and material implications of the digital. It’s far too easy to think that the online landscape exists only on our screens, never intersecting with the physical landscape in which we live. Yet, the Washington Post reports that in order to pave the way for new data centers, “the Prince William County neighborhood [in Virginia] of mostly elderly African American homeowners is being threatened by plans for a 38-acre computer data center that will be built nearby. The project requires the installation of 100-foot-high towers carrying 230,000-volt power lines through their land. The State Corporation Commission authorized Dominion Virginia Power in late June to seize land through eminent domain to make room for the towers.” In this case, the digital is transforming the physical landscape with hostile indifference to the people that live there.

Our students cannot be digitally literate citizens if they don’t know stories about the material implications about the digital. Cathy O’Neil has developed an apt metaphor for algorithms and data – Weapons of Math Destruction – which have the potential to destroy lives because they feed on systemic biases. In her book, O’Neil explains that while attorneys cannot cite the neighborhood people live in as a reason to deny prisoners parole, it is permissible to package that judgment into an algorithm that generates a prediction of recidivism."

"When I talk to students about the implications of their searches being tracked, I have no easy answers for them. How can youth use the net for empowerment when there’s always the possibility that their queries will count against them? Yes, we can use google to ask frank questions about our sexuality, diet, and body – or any of the other ways we worry about being ‘normal’ – but when we do so, we do not wander a non-invasive landscape. And there few cues that we need to be alert or smart.

Our starting point should not be the guiding metaphors of the digital as a playground where we need to practice safety or a landscape that we can master, but Shoshana Zuboff’s analysis of surveillance capitalism: “The game is selling access to the real-time flow of your daily life –your reality—in order to directly influence and modify your behavior for profit. This is the gateway to a new universe of monetization opportunities: restaurants who want to be your destination. Service vendors who want to fix your brake pads. Shops who will lure you like the fabled Sirens.”

So what do we teach students? I think that Chris Gilliard provides the right pedagogical insight to end on:
Students are often surprised (and even angered) to learn the degree to which they are digitally redlined, surveilled, and profiled on the web and to find out that educational systems are looking to replicate many of those worst practices in the name of “efficiency,” “engagement,” or “improved outcomes.” Students don’t know any other web—or, for that matter, have any notion of a web that would be different from the one we have now. Many teachers have at least heard about a web that didn’t spy on users, a web that was (theoretically at least) about connecting not through platforms but through interfaces where individuals had a significant amount of choice in saying how the web looked and what was shared. A big part of the teaching that I do is to tell students: “It’s not supposed to be like this” or “It doesn’t have to be like this.”
banjamindoxtdator  2017  landscapes  playgrounds  georgelakoff  markjohnson  treborscolz  digitalcitizenship  internet  web  online  mckenziewark  privacy  security  labor  playbor  daphnedragona  gamification  uber  work  scottmcleod  adrianelapointe  sarahroberts  janruneholmevik  vannevabush  gregoryulmer  francisbacon  chrisgilliard  pedagogy  criticalthinking  shoshanazuboff  surveillance  surveillancecapitalism  safiyanoble  google  googleglass  cathyo'neil  algorithms  data  bigdata  redlining  postcolonialism  race  racism  criticaltheory  criticalpedagogy  bias 
july 2017 by robertogreco

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