openness   2149

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Twitter
Merkmal für ? Für offene Haltungen wie , werden Hashtags etabliert, sodass andere Anschluss…
OER  Openness  OpenData  from twitter
11 days ago by eoto
Open offices are overrated - YouTube
"Open offices have been around a surprisingly long time. But they're relatively misunderstood for their role in workplace culture. Where did open offices and cubicles come from, and are they really what we want?

This episode of Overrated explores the history, including Frank Lloyd Wright, Herman Miller, and other key figures in the office design movement. Our workplaces haven't always been this way — this is how we got here."
openoffices  offices  architecture  interiors  design  2017  productivity  interaction  openness  franklloydwright  hermanmiller  furniture 
13 days ago by robertogreco
MAT
We imagine indigenous cultures as the epitome of caring and sharing. In scholarly and popular representations of Indigenous Australians, resources are freely shared within kin groups. Land is a cosmological actor and cannot be owned. Besides, survival in harsh environments requires complete cooperation. But traditionally in Indigenous Australian cultures, knowledge is anything but open (Keen 1994). Controlling the circulation of knowledge is the basis of traditional authority (perhaps all human societies are ‘knowledge economies’).

In postcolonial societies, the control of knowledge held by indigenous communities and produced from indigenous resources (including indigenous bodies and body parts) has become ‘political’ as well as ‘cultural’. Indigenous communities fight to maintain control over lands and peoples, and Western research is often in the firing line. Aware of the history of racial science and more recent scandals (Anderson 2002; Reardon 2005), indigenous people may be wary of participating in research (Smith 2012). Calls to global knowledge and the greater good that motivate ‘altruistic’ participation in the general community ring false to those who feel that scientific progress is made not for their benefit, but at their expense....

Everywhere we are struggling with when to share and when to withhold. Perhaps the critical point is not whether something is open or closed, but who has the control to make this decision. The world of open access proliferates the decisions that need to be made....

Yet when a journal is able to reach a readership no longer defined exclusively by members of a discipline (if this is ever the case), and anticipates that wider market of readers/consumers, does that not change the kinds of things (topics, concerns, methods) that are valued and thus supported by open-access journals and their editors, peer reviewers, etc.? Open access is not only about dissemination; it is about the expectation of an audience as a mode of scholarly production....

‘Opening’ work to collaboration with local actors (as described by Sharon above) does not necessary lead to greater equality. I think we should question the notions of the public sphere and of sharing that underlie normative understandings of open access. As any anthropologist who has read their Mauss can tell you, sharing can be a profoundly coercive practice as much as a leveling one. Sharing and collaboration restrain as much as they generate.
archives  data  open_access  openness  indigenous  anthropology 
5 weeks ago by shannon_mattern
Twitter
Das Zauberhafte an : Die meisten Personen, die durch sie neue Erfahrungen dazu gewinnen konnten, setzen s…
Openness  from twitter
5 weeks ago by eoto
Twitter
Eben hat in der Session zu Metadatenaggregator und Discovry für vorgestel…
Openness  HamburgOpenScience  from twitter
5 weeks ago by jensws
Twitter
Da könnte man mal näher recherchieren zu Reformator*innen wie Luther und Bewegungen für wie
Openness  OpenScience  from twitter
5 weeks ago by eoto
Invisible Labor and Digital Utopias
Thought provoking post on the cost of openness - namely the emotional labour of dealing with everyone's ability to interact with you/your posts
education  technology  open  openness 
9 weeks ago by fortythieves
Invisible Labor and Digital Utopias
"So I’ve been thinking a lot, as I said, about “permissions” and “openness.” I have increasingly come to wonder if “permission-less-ness” as many in “open” movements have theorized this, is built on some unexamined exploitation and extraction of labor – on invisible work, on unvalued work. Whose digital utopia does “openness” represent?"



"I like to remind people that with all this sweeping rhetoric about revolution and transformation, that John Perry Barlow wrote “A Declaration of the Independence of Cyberspace” in 1996 in Davos, Switzerland, at the World Economic Forum. I don’t know about you, but that’s neither a site nor an institution I’ve never really associated with utopia. Indeed, perhaps much of this new technology was never meant to be a utopia for all of us after all."



"When we think about “open” and labor, who do we imagine doing the work? What is the work we imagine being done? Who pays? Who benefits? (And how?)"



"Ignoring racism in the technological imagination does not make it go away."



"What do machines free us from? Not drudgery – not everyone’s drudgery, at least. Not war. Not imperialism. Not gendered expectations of beauty. Not gendered expectations of heroism. Not gendered divisions of labor. Not class-based expectations of servitude. Not class-based expectations of leisure.

And so similarly, what is the digital supposed to liberate us from? What is rendered (further) invisible when we move from the mechanical to the digital, when we cannot see the levers and the wires and the pulleys."
audreywatters  2018  utopia  technology  labor  resistance  permission  open  openness  opensource  exploitation  copyright  creativecommons  johnperrybarlow  freedom  class  leisure  work  servitude  liberation  digital 
10 weeks ago by robertogreco
An Upsurge of Questioning and Critique: toward a Community of Critical Pedagogy
"There has been, of late, a lot of talk about centers of teaching and learning, digital innovation centers, and efforts to grapple with the emergent nature of the educational profession and practice. Academics of a certain shade are padding down desire lines toward a future where learning and progressive digital education might leave its paddock and find its space upon the wider pasture of higher education. Many of these efforts, though, look and feel like paddocks themselves, circumscribed around professionalism, administrative power or vision, closed by the choice of their constituency even in their testament of openness.

If leaders choose groups of leaders, if those groups publish upon their pedigree in The Chronicle of Higher Education, Inside Higher Ed, Times Higher Ed, &c, then they will be hard put to magnify their purpose through an allegiance with education’s lesser privileged: students, adjuncts, “drop outs,” instructional designers—those without access, without committees, without the funding to network, without the key cards necessary to open certain doors. Change kept at high levels—change which doesn’t include, but makes obsequious gestures towards, those who lack the privilege to debate change—cannot be productive except to elevate higher the privileged and further disenchant those who most need change to occur.

Change, in other words, cannot be accomplished with a coffee klatsch, no matter how well-funded by a Mellon grant.

Maxine Greene writes that conscientization—that critical consciousness that alerts us to our agency, and that spurs us to intervene in the world—to make change— “is only available to those capable of reflecting on their own situationality” (102). If we find ourselves finally capable of that reflection only when or if we clear a certain pay band, or are granted a certain title, or are invited into the right rooms (rooms too often unlocked by respectability politics), then what of those who remain outside those rooms, who cannot—or refuse to—participate in respectability, those without the titles, those underpaid?

Doesn’t leadership in education also include the adjunct who offers their time to an online community college student? Doesn’t leadership include a student who conscientiously objects to Turnitin? If leadership in education has to include a 3D printer, an Oculus Rift, a budget to hold “summits” and attend conferences, then I fear there are too many leaders being left out.

Quoting Maurice Merleau-Ponty, Greene writes:
Praxis cannot be the viewed as the project of any single individual. Rather, it is “the cluster of relations of an ideology, a technique, and a movement of productive forces, each involving the others and receiving support from them, each, in its time, playing a directive role that is never exclusive, and all, together, producing a qualified phase of social development.” (99)

In other words, change requires movement across many lives, the weaving together of multiple and unexpected intelligences, and a radical inclusivity that is bound to make uncomfortable those who issue the call, that disrupts the disruptors, that leaves humbled leadership. It’s not that a community formed around inclusion must aim to unsettle and unseat, but rather that the myriad diversity that answers the call will necessarily yield the unexpected. A multitude will never be of a single mind; but it is a multitude, by Merleau-Ponty’s accounting, which is the only means toward change.

Similarly, Jesse Stommel has written about critical digital pedagogy, that praxis:
must remain open to diverse, international voices, and thus requires invention to reimagine the ways that communication and collaboration happen across cultural and political boundaries;
will not, cannot, be defined by a single voice but must gather together a cacophony of voices.

Cultivating these many voices to realize a praxis is an ongoing project. I wrote recently to a friend affected by the recent UCU strike in England:
There are times when a critical pedagogy refuses to be merely theoretical. It is a tradition that comes out of a concern for labor, for the agency of those doing labor, and the perspicacity inherent behind that agency. The imagination is not an impractical facility at all, not a dreamer’s tool only, but a precision instrument that delivers a certainty that things can be otherwise; and in the face of circumstances that are unfair, the imagination gives us insight into what is just.

Similarly, though, the imagination asks us to consider justice an evolutionary project, if not an asymptote we will never quite reach, a process more than a destination. “The role of the imagination,” Greene tells us, “is not to resolve, not to point the way, not to improve. It is to awaken, to disclose the ordinary unseen, unheard, and unexpected.” Each new dialogue around justice leads to new insights, new confrontations, new inventions, and each new dialogue necessarily also uncovers old hurts, systemic injustices, and offenses nested within un-inspected assumptions and behaviors.

It is with this in mind that I find myself so often blinking into a teacher’s or administrator’s assertions about grading, or plagiarism, or taking attendance, or just “making sure they do it.” There are undetected injustices riding under our teaching policies, the teaching we received, and the teaching we deliver.

There are likewise injustices riding under so many attempts to gather in our circles of prestige. To enact a just agency, we must step outside those circles into unexpected places. “An upsurge of questioning and critique must first occur,” Greene insists, “experiences of shock are necessary if the limits or the horizons are to be breached” (101)."



"It’s my belief that the Lab must be a place where a cacophony of voices can be heard, where an upsurge of questioning and critique is the mode of the day. And to make this happen, no door is left unopened. If praxis “signifies a thinking about and an action on reality” (98), then Digital Pedagogy Lab seeks to be praxis, and to make change through the movement of productive forces, new insights, new confrontations, new inventions. All gathered together in matching tee-shirts."
seanmichaelmorris  criticalpedagogy  lcproject  openstudioproject  pedagogy  inclusivity  2018  digitalpedagogylab  mauricemerleau-ponty  maxinegreene  jessestommel  praxis  inclusion  justice  vision  administration  hierarchy  injustice  professionalism  power  openness  open  teaching  learning  howweteach  howwelearn  privilege  change  respectabilitypolitics  respectability  conferences  labs  ideology  diversity 
11 weeks ago by robertogreco
Twitter
Ein wichtiger Thread über die jeweils möglicherweise unterschiedlichen Motivationen für in Wissenschaft u…
openness  from twitter
april 2018 by jensws
Twitter
Offene Lizenzen, und ?

Mitdiskutieren und Mitdenken hier möglich:

OERde  OER  SozialeArbeit  Openness  from twitter
march 2018 by eoto
On Open Companies, Consent, and Safety (among other things) by Ellen Marie Dash (duckie) | Model View Culture
"Let’s give safety and consent the absolute highest priority, with openness and transparency prioritized explicitly below those. This means digging deep, properly articulating in detail what problems you are trying to solve with openness and transparency, and handling them individually or in smaller groups."
contextualize  openness  and  transparency  with  safety  consent  gittip  gratipay  criticism 
march 2018 by mattheweppelsheimer
Introducing Buffer's Salary Calculator & New Salary Formula
"It’s been over 2 years since we first shared our transparent salary formula; we’ve been truly blown away by the response we’ve seen."
salaries  transparency  openness  buffer  dopost  management 
march 2018 by niksilver

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