From c89c71e93476ca39ef262092772173c97871ec2d Mon Sep 17 00:00:00 2001 From: zoe Date: Sat, 26 Feb 2022 00:36:54 +0100 Subject: [PATCH] greta talk update --- 2022/includes/generated-bios.html | 3 +-- 1 file changed, 1 insertion(+), 2 deletions(-) diff --git a/2022/includes/generated-bios.html b/2022/includes/generated-bios.html index 3c3fbeb1..c3ff7e3a 100644 --- a/2022/includes/generated-bios.html +++ b/2022/includes/generated-bios.html @@ -428,8 +428,7 @@ In the presentation, we focus on the capabilities and integration of the softwar
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This interactive talk aims to illustrate a variety of different learning components that can be introduced to model steps towards digital freedom. First, a brief overview of the pattern-based (Goodyear & Retalis 2010), interdisciplinary problem of software freedom will be given, with attention to the problem of leaving our own traces while we ourselves are being traced (c.f. Ricoeur 1988, Goetz 2022). Next, exploration will follow on how to take a pattern-based design approach (c.f. Tunstall 2019) to teaching via small learning components that can be used in a variety of learning contexts, not just in institutionalized learning. Third, illustrations will be given of these learning components. Finally, the floor will be open to comments, concerns, and strategies related to digital freedom, with three question prompts if an ice-breaker is needed.

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Digital freedom is a wicked problem (c.f. Rittel 1973). Insights into solving it can be had by retracing the history of the digital trace (c.f. Ricoeur 1988, Goetz 2022). This helps us to understand the reach of its pattern across knowledge domains and experience (Stiegler 2018, Zuboff 2019). It also helps us leave our own creative digital traces more consciously and conscientiously. This presentation outlines the problem and proceeds to explain a pattern-based approach (Goodyear & Retalis 2010) to greater possibility for shared digital freedom. This will be illustrated by sample learning components that can be implemented in a variety of different learning environments: from academic subjects to learning "in the wild" (c.f. Hutchins 1995). Illustrations range from project-based learning across different knowledge domains, to problem-based learning that uses narratives of ethical dilemmas involving "real life" decisions that threaten to compromise digital freedom, to basic examples of how to build our own tools that make steps towards reaching digital freedom in learning environments. Illustrations will be presented in terms of resources, relationality, structure, and affordances (Tunstall 2019) involving not just people and tools but activities and outcomes (Markauskaite & Goodyear 2017). Given the ever greater threats to digital freedom today, the presentation will briefly outline counter narratives for the purpose of inspiring professionals, teachers, participants, and beginners who may feel overwhelmed by the digital context. The interactive presentation invites participatory dialogue to expand on concerns and possibilities for digital freedom.

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This interactive talk explores learning components that can be used to promote digital freedom. The wicked problem (c.f. Rittel 1973) of dark patterns and digital tracking will be countered by a pattern-based design approach to generating 'surprising' traces (Goodyear & Retalis 2010, Tunstall 2019, Ricoeur 1988, Stiegler 2018). This approach will be illustrated through examples of learning components that can be used in a variety of contexts, not just in institutionalized learning.

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