scritic + teaching   2359

Freedom Isn't Free
Good history of the open-source movement and its challenges. Is the open-source movement a challenge to capitalism? Or not? How could it be? 100j

Which is a shame, because the movement had the potential to be so much more. Free software arose out of the desire to decommodify data, to contest the idea of treating information as property. Of course, the movement’s ability to fulfill this desire was hampered by a lack of political analysis and historical context. Crucially, free software advocates neglected to recognize information as simply the latest battlefield in a centuries-old story of capital accumulation, as capital discovers new engines of profit-making and new areas of our common life to enclose. Still, there was something there: glimmers of a recognition that property is the enemy of freedom.
3 hours ago by scritic
How do you keep an AI’s behavior from becoming predictable? – Ars Technica
nice summary of how Facebook plans to police spammers. 100j

To avoid this, Facebook's researchers have shifted from using account data to what might be called account metadata. Rather than using the number of posts a given account might make, it looks at the number of post a typical friend's account makes. Similar values can be generated for the average number of friends that the account's friends are connected to, how often friend requests are sent, and so on. A series of values like this are combined into a profile that the company's researchers are calling a "deep entity."
yesterday by scritic
Working for an Algorithm: Interview with Corentin Curchod – University of Edinburgh Business School

Alex: I really enjoyed reading your article 'Working for an Algorithm: Power Asymmetries and Agency in Online Work Settings'. I think it serves as a nice exemplification of how online work settings tend to move away from formerly dyadic evaluation relationships between superior and employee towards a somewhat triadic relationship in which online customer evaluations play an increasingly powerful role. This message was impressively conveyed by illuminating the dark side of human-algorithm entanglement and how customer evaluations can potentially elicit power asymmetries in online work settings. Your article reveals power asymmetries at two levels—the transactional level and the governance level—as well as the three main mechanisms that invoke power asymmetries between customers and sellers at eBay: online customer evaluations as a new form of employee monitoring; algorithms as mediating and objectifying actor relations; and online evaluations as prompting sellers to find practical ways for retaining individual agency. Can you please tell us more about the context of the study? How and when did the idea for your article develop?
yesterday by scritic
Supply Chains and the Coronavirus - The Atlantic
We’ve built a global supply chain that runs on outsourcing and thin margins, and the coronavirus has exposed just how delicate it is. “I guess we’ve done a good enough job within the health-care supply chain of getting pricing down to the point that the vendors don’t have a lot of extra margin or slack to play with,” Watkins said. So when demand spikes, everyone feels it.
5 days ago by scritic
talking to students about P/NP - Google Groups
Employment and Graduate School
We assure you that P grades this semester will not adversely affect your future employment or admission to graduate programs. Berkeley will annotate your transcript explaining the P/NP policy. Many universities have switched to P/NP this term and it is highly likely that almost all will do so soon, some without the letter grade option. Employers and graduate programs will know this and will expect it. Moreover, they will have a hard time interpreting Spring 2020 letter grades as there is (fortunately) no comparable semester.

If you are considering asking one of your current professors for a letter of recommendation, remember that the faculty member already has a record of your work in the first half of the semester. For the rest of the term, we suggest that you do your remaining work well and participate actively on Piazza, Zoom, and the other forums that your classes are using for communication. Your professor will notice and appreciate it. In fact it will give them more to say in their letter than if all they knew was that you got a good grade in their class.

In summary, we urge you to stay with the default P/NP option. We hope that you will be able to set grades aside and focus on learning, as far as is possible in these difficult times.
6 days ago by scritic
Grading policy - Google Groups
Sabrina is correct: students who take a course P/NP have the option of petitioning later for a change back to a letter grade. This is why we are (now and always, though with spotty compliance in the past) required to submit a letter grade for every student, even those who take the course P/NP. For P/NP students, we are supposed to put the letter grade earned in the comments field. We've always been required to do this.

And, yes, I'm very aware that lots and lots of us don't.

I pushed back on this, a lot, not always nicely, in the development of the policy. What I was told by a number of folk is that providing a letter grade as described in my first paragraph is a legal requirement in all but "only offered P/NP" courses that comes to us from the UC Regents and which could only be changed by the Regents.

What I've also been reminded is that there are faculty whose classes are not based on exams, where proctoring is a non-issue, where academic integrity is about an absence of plagiarism which can continue to be checked by Turn-It-In, and so there are some classes for which a letter grade can readily be assigned.  There are also online classes for which our move to remote instruction is no move whatsoever.

But the key thing: we're required, in classes in which receiving a letter grade is an option, to provide a letter grade for each and every student, whether taking the course P/NP or for a letter grade. The only difference between P/NP students and GRD students is the column the letter grade is recorded in.

(not happy about it, just providing info).


Dear Students,

The chair of the Academic Senate has written to explain that for this semester only, the default grades that instructors will give are Pass and No Pass. We’re writing with more information about this for all of you in the College of Letters & Science.

The corona virus pandemic has made the lives of students, instructors, and staff very difficult, but we have been heartened by all the ways in which the members of our community are pulling together to help one another. What you will see below is part of the College’s effort to help students stay on track in their courses this semester, so that they can do their best to learn despite the challenges they face.

By the end of spring break, we will give you detailed information about how the Senate’s policy will work in L&S, but we want to give you a number of assurances right now.

1. A notation on every student’s transcript will explain the changes made this semester. Please bear in mind that future employers and admissions committees will be seeing similar notations on transcripts from virtually every college and university in the U.S.

2. Classes taken this semester will satisfy University, campus, College, major and minor requirements even though they receive P grades.

3. Limits on the total number and types of courses taken P/NP will be relaxed.

4. Graduation GPA standards will be relaxed to take this semester’s P grades into account.

5. Students will be able to drop classes until a date during RRR week; we will be able to specify that date soon.

6. Students who withdraw this semester will be able to return next semester.

7. Capped majors will soon announce their methods of taking this semester’s P grades into account when deciding on entry into their major; these policies will be published as soon as possible.

8. Students will not be put on probation based on P grades, and progress on existing probation will be measured generously.

9. Although we strongly recommend against it, students can request a letter grade provided they do so before May 8th.
6 days ago by scritic
How to come up with letter grade equivalents this term - Google Groups
none of it will be enhanced by taking the course for a letter grade this term.

In order to earn a P in Econ 100B, you must earn at least a C- in the course. Based on a point total of 500 points, that means you must earn a total of 275 points.

If you opt for the letter grade equivalent, the letter grade will be based on your performance on MT1 only. The letter grade equivalents for MT1 scores are as follows <TBD>. In order to receive this letter grade equivalent, you must continue to do well in the course. In particular, to receive this letter grade equivalent, you must pass MT2 and pass the final. If you receive an NP on MT2 or on the final, but still have enough points to pass the class, your letter grade equivalent will be a C-. If you receive an NP on MT2 or the final, and this drops your total point score down below 275 points, you'll get NP and the letter equivalent will be either D or F.

We will not base letter grade equivalents on your MT2 and final exam scores because it was only MT1 where we were able to actively proctor and ensure, to the best of our ability, academic integrity.

Again, a reminder: admission into the major and your progress through the major are unaffected by any letter grades received this term. See the email from Econ advising.
8 days ago by scritic
Zoom trolls - Google Groups
Should I use my personal meeting ID for multiple live sessions via Zoom or create a new meeting with a unique meeting ID each time?
There are many reasons why you might opt to create a new meeting for each live session or use your personal meeting room ID. The main difference between the two is that once you give out your personal meeting room ID or opt to generate a meeting that uses your personal meeting room ID rather than a unique ID, it is possible for anyone with the link to join at any time. When you schedule a meeting and generate a unique link, only people invited to that meeting at that time can access it.

You may opt to just use your personal meeting ID for the sake of ease; once students have it, you will not need to send anything to them again and it reduces the likelihood of them going to the wrong meeting. However, if you want to make sure a meeting is private and not accessible to someone who is not invited, then you would want to generate a unique meeting ID, rather than use your personal meeting ID.
8 days ago by scritic
ways of teaching online - Google Groups
No more synchronous 80-minute lectures. Instead, the content is released small chunks that can include some video and some reading. I'm using Jupyter notebooks, which makes this easy. At the end of every chunk there are a couple of short questions so that students can check that they are following.
During the week there are numerous Zoom work sessions, spread across the time zones. These sessions assume that participants are at least vaguely familiar with the content up to that point. My sessions cover the main ideas and some of the more abstract content. The GSIs' sessions are more focused on problem solving.
Mid-week, students have to turn in a couple of short, straightforward exercises to confirm that they've done some of the reading/prep. Once a week they turn in a more substantial homework and a lab; these are slightly lighter versions of the homework and labs they would have done were it not for covid19.
We are about to introduce small-group tutoring. The idea is for students to sign up to meet with a tutor a couple of times a week in groups of no more than 10, for extra support. I expect about half the class to want to do this.
Piazza is used heavily for disseminating information and for help with problem-solving, as it has been throughout.
12 days ago by scritic
break out groups and other interactive strategies in Zoom? - Google Groups
instructions on how to use breakout groups and how to predecide breakout groups zoom
14 days ago by scritic
25 Years of WIRED Predictions: Why the Future Never Arrives | WIRED

But by 2003, the digital revolution had turned exciting again. The spread of Wi-Fi and the growth of the open source movement kindled a thousand speculative business ideas. “Software is just the beginning,” WIRED declared in November 2003. “Open source is doing for mass innovation what the assembly line did for mass production. Get ready for the era when collaboration replaces the corporation.”
15 days ago by scritic
Elizabeth Warren did better with college-educated white men than with working-class women - Vox
A fascinating Pew survey conducted back in the fall of 2017 showed that views of many gender topics are strongly influenced by educational attainment and partisanship.

For example, when asked whether “men have it easier” these days, 41 percent of women but only 28 percent of men say yes. That’s a 13-point gap. But that gender gap is much less than the 30-point gap between Republicans and Democrats. And while an overwhelming 69 percent of Democrats with college degrees believe that men have it easier, only 27 percent of Democrats with no education beyond high school agree.

189 surveys
Teaching  polarization 
16 days ago by scritic
Smithsonian Releases 2.8 Million Images Into Public Domain | At the Smithsonian | Smithsonian Magazine
For the first time in its 174-year history, the Smithsonian has released 2.8 million high-resolution two- and three-dimensional images from across its collections onto an open access online platform for patrons to peruse and download free of charge. Featuring data and material from all 19 Smithsonian museums, nine research centers, libraries, archives and the National Zoo, the new digital depot encourages the public to not just view its contents, but use, reuse and transform them into just about anything they choose—be it a postcard, a beer koozie or a pair of bootie shorts.

And this gargantuan data dump is just the beginning. Throughout the rest of 2020, the Smithsonian will be rolling out another 200,000 or so images, with more to come as the Institution continues to digitize its collection of 155 million items and counting.

“Being a relevant source for people who are learning around the world is key to our mission,” says Effie Kapsalis, who is heading up the effort as the Smithsonian’s senior digital program officer. “We can’t imagine what people are going to do with the collections. We’re prepared to be surprised.”
19 days ago by scritic
Technologies of Crime Prediction: The Reception of Algorithms in Policing and Criminal Courts | Social Problems | Oxford Academic

The number of predictive technologies used in the U.S. criminal justice system is on the rise. Yet there is little research to date on the reception of algorithms in criminal justice institutions. We draw on ethnographic fieldwork conducted within a large urban police department and a midsized criminal court to assess the impact of predictive technologies at different stages of the criminal justice process. We first show that similar arguments are mobilized to justify the adoption of predictive algorithms in law enforcement and criminal courts. In both cases, algorithms are described as more objective and efficient than humans’ discretionary judgment. We then study how predictive algorithms are used, documenting similar processes of professional resistance among law enforcement and legal professionals. In both cases, resentment toward predictive algorithms is fueled by fears of deskilling and heightened managerial surveillance. Two practical strategies of resistance emerge: foot-dragging and data obfuscation. We conclude by discussing how predictive technologies do not replace, but rather displace discretion to less visible—and therefore less accountable—areas within organizations, a shift which has important implications for inequality and the administration of justice in the age of big data.
21 days ago by scritic
Announcing the Princeton-Leuven Longitudinal Corpus of Privacy Policies
This dataset contains 1 million English-language privacy policy snapshots from over 100,000 distinct websites chosen from the Alexa Top 100K from 2009-2019. In addition to sanitized privacy policy text and raw webpage HTML, the dataset includes metadata such as the archival time and the website URL that the policy belongs to. Although the dataset contains policies from as early as the late 1990s, more than 90% of the policies are from 2007 or later.

189 190
21 days ago by scritic
`How many cases do I need?': On science and the logic of case selection in field-based research - Mario Luis Small, 2009

Today, ethnographers and qualitative researchers in fields such as urban poverty, immigration, and social inequality face an environment in which their work will be read, cited, and assessed by demographers, quantitative sociologists, and even economists. They also face a demand for case studies of poor, minority, or immigrant groups and neighborhoods that not only generate theory but also somehow speak to empirical conditions in other cases (not observed). Many have responded by incorporating elements of quantitative methods into their designs, such as selecting respondents `at random' for small, in-depth interview projects or identifying `representative' neighborhoods for ethnographic case studies, aiming to increase generalizability. This article assesses these strategies and argues that they fall short of their objectives. Recognizing the importance of the predicament underlying the strategies — to determine how case studies can speak empirically to other cases — it presents two alternatives to current practices, and calls for greater clarity in the logic of design when producing ethnographic research in a multi-method intellectual environment.
26 days ago by scritic
All of YouTube, Not Just the Algorithm, is a Far-Right Propaganda Machine
100j platform
The actual dynamics of propaganda on the platform are messier and more complicated than a single headline or technological feature can convey — and show how the problems are baked deeply into YouTube’s entire platform and business model. Specifically, when we focus only on the algorithm, we miss two incredibly important aspects of YouTube that play a critical role in far-right propaganda: celebrity culture and community.
26 days ago by scritic
How Does the Internet Work?
Nice explainer maybe use in 100j
26 days ago by scritic
julia's drawings · julia's drawings
Nice drawing explanations to be used in 100j
26 days ago by scritic
"The Scale Is Just Unfathomable"
100j great introduction to the scale of content moderation
27 days ago by scritic
Tumblr, NSFW porn blogging, and the challenge of checkpoints – Culture Digitally
Great comparison of Tumblr "checkpoints" to other checkpoints by Gillespie. 100j. content moderation
27 days ago by scritic
I Won't Buy Another iPhone Until Apple Supports Right to Repair | OneZero
100j. I am one of three co-directors of The Maintainers, a global, interdisciplinary network that draws attention to the importance of maintenance, repair, and the ordinary work that keeps our world going. Initially, my efforts with the network focused on infrastructure and the workers we call “maintainers” — the people who repair and sustain society, who go unrecognized and are often too poorly compensated. But more and more, I started to think about the way maintenance impacts our private lives—including whether we can repair our property.
27 days ago by scritic
a journal for undergrads to submit to 190
6 weeks ago by scritic
JP Pardo-Guerra on Twitter: "A report: surprisingly useful to think about Topic Models and prior knowledge… "
189 100j. Teaching students about machine learning and topic modeling. Showing how quantitative methods still have decisions built into them.
6 weeks ago by scritic
Intelligence: a history | Aeon
Bad piece, very ahistorical. Blames Plato for the West!
6 weeks ago by scritic
Stunning Embers
And so, the work of fire safety in Australia 2020 now includes mollifying would-be disaster tourists by taking more Instagramable photos than visitors could take themselves. It’s a warning and a plea, delivered with a gift.
7 weeks ago by scritic
Starting off right in a discussion-based class - Google Groups
The followup report
I thought I would update you on the experiment. It is too early to tell what longer term impact it will have, but I am happy to say the class was evenly split and that the discussion which followed their break out groups revealed them all to be singularly focused on "speaking out loud in large group/class discussion" as the definition of participation. The lightbulb moments -- that all of the internal deliberation and discussion they had just worked through, as well as the idea that it is perfectly all right for different people to engage, learn, and participate in different styles -- both seem to have gone off. If nothing else I sense I have earned some goodwill/trust from them, and made them really believe the class I am managing is a safe space for learning.

The activity, step by step
I do this activity with the grad students in my pedagogy course but it easily could be done in the context you mention.

1) Ask: "Ponder: do you think of yourself as someone who readily participates in class, or as someone who is hesitant to participate in class? It's a binary; you have to choose one."

2) Ask for a show of hands -- how many in each group? That's just useful info to begin with and also indicates that everyone has made a choice. One year I had 35 in the hesitant group & 7 in the readily group . . . I pulled out all my teaching tricks that term!

3) Everyone who readily participates take a seat on this side of the room; everyone who is hesitant to participate take a seat on that side of the room.

4) Then I quickly do the math in my head to figure out group size. I need to divide each group in half. Groups >5 are too big, <3 are too small. So I figure out the # of subgroups. With 36 students, I'm likely to have ~8 groups. To half the groups on the "readily" side of the room, their task is to come up with a bulleted list of "why I am the way I am" -- why they readily participate in class. To the other half the groups on the "readily" side, their task is to come up with a bulleted list of "why they are the way they are" -- why the others are hesitant to participate. And then vice-versa on the "hesitant" side of the room.

5) Reporting out is by writing lists on the board. I give them ~5 minutes to brainstorm. During the first part of the brainstorming, I'm labeling the board.

Readily Participate
Why I readily participate Why they readily participate

Hesitant to Participate
Why I am hesitant to participate Why they are hesitant to participate

Then I circulate, check in with each group, tell them that when they're ready (when they have >=3 things on their list) they should go to the board and (legibly) write down their list. Look to see what's already written down in that column and write "ditto" or a check mark if they had the same thing.

6) When all the lists are on the board and everyone is seated again, I start reading the lists. I usually start with "why they are the way they are" and pose it as "ok, this side of the room; let's see whether their perception of why you are the way you are resonates with you." Then I'll read "why I am the way I am" but now my attention is focused on the other side of the room (so why I readily participate, but I've oriented my body so it's pivoted toward the side of the room that's hesitant to participate). And then vice versa. There's usually laughter, nodding, disagreeing, a few comments during this part.

7) Then I point out that I never defined 'participate.' Most acknowledge they defined it as 'speak in front of the entire group." I point out that everyone participated in the exercise -- everyone thought, contributed to their group, etc. Light bulbs go off.

8) Then I pivot my body toward the "hesitant" side of the room and ask them "What can an instructor do to help you be less hesitant to participate?" (Again, not defining "participate" but everyone seems to slide immediately back to the standard def). I pause. I wait. And nearly every term, someone from the "readily" side of the room -- which I am not facing!! -- jumps in with an answer. I pivot, use a bit of body language, and typically there's a recognition of what just happened. So (because this is pedagogy) then we talk about how to keep the students like X from jumping in.

9) And I end it with a reminder that we are not teaching a room of mini-me's. Some people think to talk. Some people talk to think. People have lots of reasons for their participation patterns. Here's what we can do as instructors. And here's what we can do as classmates.

The original email request to me
I am writing today because during the session someone - I believe it was you, but I may be wrong - mentioned an exercise that they have conducted during their first class sessions in which they ask students to self-identify as introverts/extroverts and then together with the rest of their tribe discuss their perceptions of themselves and the other tribe in terms of their participation in class. I will be teaching a brand new seminar-based class this term in which outside readings and in-class discussions will form the primary structure for the entire class. As a result it will be important for me to ensure all students actively participate. This exercise seemed like a great way to immediately foster an environment which encourages this participation for both "types".

7 weeks ago by scritic
learning and teaching actor-network theory – scatterplot

There are two overviews that I’ve found useful, both chapters in larger volumes:

Sismondo, Sergio. 2010. An Introduction to Science and Technology Studies. Chapter 8, Actor-Network Theory.

Lezaun, Javier. 2017. “Actor-Network Theory.” In Social Theory Now. Preprint available here.
Sismondo’s text is a pretty standard introduction to the field of STS and his chapter introduces ANT in that context. In contrast, Lezaun’s chapter appears as part of an excellent overview collection covering contemporary trends in social theory and is aimed more at theoretically-minded sociologists rather than budding STS scholars.
7 weeks ago by scritic
Programmitis, DSP, and alternate ways of thinking - Google Groups
I raise it for the folks who have influence near the top of the university food chain as a way to view the many good-hearted struggles on behalf of students that come up as we teach and are often raised here. Here's a few counter-productive examples: building many small paths to graduation that require lots of advising time instead of building a large, flexible path to graduation; creating fixed costs to students linked to required courses (I'm sort of trapped into a system where undergrads have a $150 fee for my large, required class; there are waivers, they kind of work, bringing the cost down to $50, but I still end up paying out of pocket at times...); DSP letters that demand a variety of individual accommodations rather than rethinking how we as a campus could have integral features in the schedule or teaching practices for all students that need extra time, regardless of letters; increased support for career- and skill-building as, say, required modules at entry points, etc. You can say this or that is a poor fit for our campus--the point is, how to we get to big-picture solutions, rather than being overwhelmed by accommodations and individual mentoring in oversized groups of students?
8 weeks ago by scritic
“One part politics, one part technology, one part history”: Racial representation in the Unicode 7.0 emoji set - Kate M. Miltner,


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“We don’t need to racialize hundreds of characters”: colorblind racism in action





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“One part politics, one part technology, one part history”: Racial representation in the Unicode 7.0 emoji set

Kate M. Miltner

First Published January 29, 2020 Research Article



Emoji are miniature pictographs that have taken over text messages, emails, and Tweets worldwide. Although contemporary emoji represent a variety of races, genders, and sexual orientations, the original emoji set came under fire for its racial homogeneity: minus two “ethnic” characters, the people emoji featured in Unicode 7.0 were represented as White. This article investigates the set of circumstances that gave rise to this state of affairs, and explores the implications for users of color whose full participation in the emoji phenomenon is constrained by their exclusion. This project reveals that the lack of racial representation within the emoji set is the result of colorblind racism as evidenced through two related factors: aversion to, and avoidance of, the politics of technical systems and a refusal to recognize that the racial homogeneity of the original emoji set was problematic in the first place.
platformization  Teaching 
8 weeks ago by scritic
tips and tricks for running a workshop
Another fun rule from the STS workshop asked for the presenter to open the conversation by saying just a few words about the project (less than 5 minutes) and then not speaking again for 10-15 minutes. That is, the other participants would ask questions and discuss possible answers while the presenter just listened rather than responding to each question in turn. Listening to other participants try to answer questions about what they think the core argument, evidence, or contribution of your work is can be a bit nerve-wracking but it’s also incredibly enlightening. Sometimes, the group comes to a consensus that your most important point is X when you thought it was Y, and perhaps you need to either own that it’s X or rewrite the paper to emphasize Y. This practice, like the written feedback in advance, leads to the presenter getting a better sense of how others understand the paper on its own terms and without their beyond-the-text clarifications.
tips  Teaching 
8 weeks ago by scritic
Another Network is Possible
100j indymedia - use as a way to think about the commercialization of networks.
8 weeks ago by scritic
Theatres of Failure: digital demonstrations of disruption in everyday life - Goldsmiths Research Online
Disruption regularly occurs in everyday life: public transport runs late, online accounts get hacked or faddish technology interrupts our experience of public spaces. These disruptions are sometimes called 'speed bumps' in our daily experience, giving insight into our expectations of a normal working order of everyday life. But mundane disruptions are not only events that occur and are then forgotten about. As I discuss in this thesis, we also demonstrate our disruption to those responsible as a form of problematisation (Callon 1986a), enrolling others into the disruption. As far as direct communication is concerned, these disruptions were once demonstrated between the disrupted party and the responsible entity via personal media such as letters, telephone conversations or emails. However, the uptake of social and digital media devices in recent years has meant demonstrations of mundane disruption have become networked, enlisting participation from broader audiences beyond those directly responsible. This leaves us with questions about the ontology and agency of the digital: is the digital a setting, an actor or an assemblage in the demonstration of disruption, or many other entities in addition? This thesis investigates how demonstrations of disruption are being reconfigured in light of the digital. I examine this phenomenon through theoretical standpoints in Science and Technology Studies, the emerging field of digital sociology and, ethnomethodology, which I bring to bear on demonstrations performed in three different field sites. The first is an ethnographic study of the situated practices of Transport for London’s social media customer service team. The second analyses blogs and YouTube videos that attempt to enrol publics in issues of cyber security. The last empirical chapter combines digital ethnography with an in situ breaching experiment to describe and analyse how people use social media to demonstrate a particular disruptive digital object, the selfie stick, in public places.
Teaching  platformization 
8 weeks ago by scritic
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