mcmorgan + d2l   18

How To (Hypothetically) Hack Your School's Surveillance System | Gizmodo
Tracking pitched to students - and parents - as Keys to Success. Students aren’t naive: they know admin is tracking them for retention and sales - not security. Tracking via D2L is prevalent, too. They know when you are reading; they know when you are late. On D2L, that creepy prof can see your exchanges with other students - and administrators can see when that creepy prof is checking in and out.

> Balan listed off several easily foreseeable scenarios in which relatively untested school-wide surveillance systems put data in the hands of faculty. An evildoer can carry out a man-in-the-middle attack on any network, injecting downloads with malicious code. An impersonation attacker could spoof a Bluetooth identifier. A bad teacher with access to location data could stalk a student; a good teacher with a dumb password could be easily hacked. “Say I’m a teacher, and my password is Whitney123,” Balan postulated. “Arguably, out of ten thousand students, someone is going to try that password.”

> If school surveillance looks anything like school security, he says, a “password123” blunder ranks high on the list of probabilities; Balan calls the present state of security tech in public spaces like hospitals and university campuses “a disaster.” “The software and operating systems are outdated, and passwords are leaked,” he said. “Surveillance cameras are on the same network as other computers, and the access to that network would be the word ‘password.’ And by no means was this an isolated case.”

It’s an opportunity for guerrilla theatre. How about hacking a classroom to show all students present all the time. How about sitting down at all entrances to an admin building - blocking them in or out. How about spamming the D2L message system with Wham! lyrics.

> Vick countered with an offer to students:

>> If you are at one of these schools asking you to install apps on your phone to track you, hit me up for some totally hypothetical academic ideas on how one might dismantle such a system.

> We’re always up for hacker class, so Vick supplied Gizmodo with a few theories for inquiring minds.
education  surveillance  lms  universities  privacy  d2l 
december 2019 by mcmorgan
Academic Freedom in a Triangle of Threats | ACADEME BLOG
We’re looking at you, d2l. Learning environments threaten and constrained academic free speech.

> EdTech aimed at producing a personalized experience for students undercuts the values of core curricula and education as a collective experience.

> Correspondingly, education is reduced to content and professors to content deliverers, and students have less opportunity to stretch beyond their own perspectives and acquire awareness of others’ differences. Student data is mined for profit by private industry and various incentives and constraints put pressure on educators to adopt EdTech for the purpose of generating this profit. The schools themselves don’t profit, but the false economy of whiz-bang automated efficiency makes EdTech difficult for most schools to resist.

More on the point,

> Dr. Hearn predicts that postsecondary educators will “increasingly be asked to prefigure course content in advance to make it more amenable to datafication and coding.” She concludes by warning that “the current free speech debates provide a familiar distraction from what is, in fact, an unprecedented assault on university autonomy by educational technologies and their proprietary, black-boxed forms of data extraction.”

This has been happening for years, with standardized templates for course descriptions and learning objectives that assist admins and data kids.

D2L  edtech  turnitin 
march 2019 by mcmorgan
A Flexible, Interoperable Digital Learning Platform: Are We There Yet? -e-Literate
Defining learning platforms.

> I believe incentives in the industry have changed enough that we could have a win-win scenario for all implementing parties.

Hmmm. Break into small groups. Discuss.
lms  elearning  D2L  wiki 
may 2017 by mcmorgan
Ed-Tech and the Commercialization of School
> Humans are not widgets. The cultivation of a mind cannot be mechanized. It should not be mechanized. Nevertheless, that’s been the impetus – an automation of education – behind much of education technology throughout the twentieth century. The commercialization of education is just one part of this larger ideology.
d2l  LMS  learning_analytics  edtech 
july 2016 by mcmorgan
'I Love My Label': Resisting the Pre-Packaged Sound in Ed-Tech
Tapping into a volume of historical data, the predictive algorithm guides course selection in a way that improves academic success and drives on-time degree completion.” But just like the predictive modeling in music, this process should prompt us to ask a lot of questions about what feeds that algorithm and what are the results: What sorts of classes get recommended? Are students offered something that sounds familiar, comfortable? What signals to the algorithm what a student might find familiar? What happens in the face of an algorithmic education to intellectual curiosity? To risk-taking, to exploration, experimentation, play? To the major that many of us pursue for a while, “Undecided.” Does the educational system as-is, with or without an algorithm, value these things? And what happens when classes are devised in order to perform well according to this algorithm?
d2l  corporateculture 
march 2016 by mcmorgan
The Fraught Interaction Design of Personalized Learning Products
The underfunded universities are going to paying a lot for suggestions about time management from the machine. And are students going take those suggestions or are teachers setting up to enforce them? Ah, you make learning fun!

"the perceived value of the product is directly related to the confidence that students and teachers have that the product is rendering an accurate diagnosis. That’s why I think products that provide black box diagnoses are doomed to market failure in the long term. As the market matures, students and teachers are going to want to know not only what the diagnosis is but what the basis of the diagnosis is, so that they can judge for themselves whether they think the machine is correct."
de  d2l  prescriptivism  predictive 
august 2015 by mcmorgan
The Web We Need to Give Students — Bright — Medium
Audrey weighs in on The domain of ones own initiative. "And then — contrary to what happens at most schools, where a student’s work exists only inside a learning management system and cannot be accessed once the semester is over — the domain and all its content are the student’s to take with them. It is, after all, their education, their intellectual development, their work.
dh  d2l  privacy 
july 2015 by mcmorgan
68% of Statistics Are Meaningless, D2L Edition
Told u so. the LMS has nothing to offer in analytics. Wake up, partner. "I can’t remember the last time I read one of D2L’s announcements without rolling my eyes."
d2l  edcrap 
june 2015 by mcmorgan
the Indie Web and resistance
Indie web and other ways to resist edu-corp.
d2l  edtech 
december 2014 by mcmorgan
Beyond the LMS
Yet another reason - or set of reasons - not to use d2l. "After all, at the end of each class, students would lose access to the materials — could lose, I suppose. there are some administrative controls to extend it. Anything they’d written in the forums, for example, any interactions they’d had through the messaging system: gone. And when I left the university, I lost access to all the materials that I’d posted there. My syllabi, my handouts, the rosters of my students. Gone."
dh  pedagogy  d2l  lms  ple 
september 2014 by mcmorgan
Watters: Student Data is the New Oil: MOOCs, Metaphor, and Money
A direct connect to students on what's collected and who profits (spoiler: it's not the student). Added bonus, Why I Don't Use D2l Reason #11: "Degree Compass [data mining and analytics"Instead it uses predictive analytics techniques based on grade and enrollment data to rank courses according to factors that measure how well each course might help the student progress through their program."] was acquired by the learning management system Desire2Learn in early 2013 for an undisclosed amount of money." One for FYC and A&E to read.
fyc  a&e  d2l  education 
june 2014 by mcmorgan
Top Ed-Tech Trends of 2012: Education Data and Learning Analytics
Watters essays the politics of data collection and use inside and out of the cms."The promise of this data they argue is that through mining and modeling, we can enhance student learning and predict student success." Addresses "what is data" along the way. "However, not everything that can be counted counts, and not everything that counts can be counted.” – William Bruce Cameron (1963) Or this from one of Watters's earlier considerations: "the easily quantifiable but in the end meaningless. There are a lot of obvious numbers in our day-to-day lives – what we read, where we click, what we like, how much time we spend studying, who we talk to and ask for help. It’s the administrivia of education. And frankly that seems to be the focus of a lot of “what counts” in learning analytics. But does this really help us uncover, let alone diagnose or augment learning? What needs to happen to spur collection and reflection over our data so we can do a better job of this – not for the sake of the institution, but for the sake of the individual?"
d2l  learningenvironments  learningoutcomes  learninganalytics 
april 2014 by mcmorgan
A Domain of One's Own | University of Mary Washington
U Mary Washington gets it right: "freshmen with their own domain names and Web space. Students will have the freedom to create subdomains, install any LAMP-compatible software, setup databases and email addresses, and carve out their own space on the web that they own and control"
ple  fyc  d2l  bigdata  identity  privacy  learninganalytics 
august 2013 by mcmorgan
The Discussion Forum is Dead; Long Live the Discussion Forum
"With the right teacher and engaged students, discussion in the classroom includes carefully cultivated spontaneity, more akin to an organic garden. Online discussion forums require the same careful attention and engagement, the same understanding of when to train and prune and when to allow things to take their own course, flourish in their own way, on their own time. And in order for that to happen, the technology must make room for that spontaneity."
dl  de  e-pedagogy  discussions  d2l 
may 2013 by mcmorgan
A Bill of Rights and Principles for Learning in the Digital Age | HASTAC
Still in progress. Makes walled gardens the near-equivalent of separate but equal. It will be scoffed in the closed boardrooms. Those wacky academic! What will they come up with next.
academic_integrity  academicfreedom  d2l  de  dh  DigitalHumanities 
february 2013 by mcmorgan
zombiescholar [licensed for non-commercial use only] / More Brains!
Weller and Groom. State of the academy: " The uptake of new technologies in research and associated practices can be seen as a barometer for innovation within higher education. ... We suggest one possible antidote to this zombification of higher education is the use of new technologies and particularly the cultural norms they embody." Yes, and yes again. Complication arises when the local culture is a Dawn of the Dead shopping mall.
ple  mooc  OER  research  scholarship2.0  D2L  en3177 
march 2011 by mcmorgan
Higher education and Web 2.0
students — faculty, too — are increasingly aware of and irritated by the clumsiness and inflexibility of the tech tools that higher education currently uses.
web2.0  d2l  twwt 
june 2008 by mcmorgan
The Chronicle: 1/5/2007: What Web 2.0 Can Teach Us About Learning
critique of stock cms - and education grounded in them - as info delivery. followed by catalog of alternatives
d2l  de  cms  education  web2.0 
january 2007 by mcmorgan

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