DOCSLIB.ORG

Open Educational Practices (OEP): Design-Based Research on Expanded High School Learning Environments, Spaces, and Experiences

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Open Educational Practices (OEP): Design-Based Research on Expanded High School Learning Environments, Spaces, and Experiences University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2019-09-11 Open Educational Practices (OEP): Design-based Research on Expanded High School learning Environments, Spaces, and Experiences Roberts, Verena Roberts, V. (2019). Open Educational Practices (OEP): Design-based Research on Expanded High School learning Environments, Spaces, and Experiences (Unpublished doctoral thesis). University of Calgary, Calgary, AB. http://hdl.handle.net/1880/110926 doctoral thesis https://creativecommons.org/licenses/by-sa/4.0 University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Open Educational Practices (OEP): Design-based Research on Expanded High School learning Environments, Spaces, and Experiences by Verena Roberts A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION GRADUATE PROGRAM IN EDUCATIONAL RESEARCH CALGARY, ALBERTA SEPTEMBER, 2019 Verena Roberts 2019 Abstract In current K-12 learning contexts, there is much potential for research that examines the expansion of learning beyond formal learning environments and enquiry about how digital networks can support all learners in accessing people, content and ideas that were previously inaccessible. Using a design-based research (DBR) approach, this research examined how high school learners expanded their learning beyond formal learning environments as a result of the teacher implementing an open learning design intervention (OLDI) and designing for open educational practices (OEP). This study builds upon an analysis of existing research on developing open learning practices in K-12 learning environments, describes and evaluates OEP in an existing high school classroom and evaluates the impact of OEP in a high school learning environment to inform broader K-12 OEP design and high school open learning principles. The research participants included 23 high school students and one teacher from the Building Futures high school program. The research occurred through three specific DBR phases with iterative cycles within each phase. Phase 1 included an examination of the current OEP landscape and two design prototypes called learning pathways. Phase 2 included the implementation of two prototype learning pathways. Finally, phase 3 examined and analyzed all data from the four prototype learning pathways which considered the perspectives of all open learning participants and the open learning process. All learning pathway prototypes were designed using the OLDI framework which was revised and updated throughout the research. The data collection included student, teacher and researcher reflections, classroom observations and the Visitor and Resident mapping tool. The key findings from this research suggest that high school open learning is dependent upon the opportunity for learners to co-design personally relevant learning pathways. Secondly, learners need to collaboratively and individually share their learning experiences through feedback loops and by transparently demonstrating their learning in meaningful ways that integrate curriculum and competencies. Finally, open learning occurs through stages and continuums and is a personal learning experience that transcends formal learning environments. This research expands upon current literature and distinguishes itself by emphasizing the process and pedagogical potential of high school open learning. Keywords: open educational practice, K-12, high school, learning environments, networked learning, digital communities Acknowledgments My heartfelt thanks and deep appreciation are first given to my family. My husband Jay, my daughter Mackenzie and my sons Carson and Paxton inspire me to be a better educator and person every day. Thank you for always believing in me. Secondly, I want to acknowledge my collaborating teacher, Mark Turner and the Building Futures, Airdrie students. Their participation and voices were appreciated and this research could not have happened without their dedication and support. I also want to thank my supervisor, Dr. Michele Jacobsen and my supervisory committee, Dr. Barbara Brown and Dr. David Porter. Their patience, guiding questions, challenges, encouragement and constant support helped me co-design my own personal learning pathway. Finally, I want to thank my academic peers. Dr Kirk Linton, the Global OER Graduate Network (#GO-GN) community, Leo Havemann and countless other open researchers from around the world who have provided me a consistent network of peers and colleagues to turn to throughout the entire dissertation process. I deeply appreciate your time and support. Thank you all, this research would not have happened without my local and global learning village. v Table of Contents Abstract .......................................................................................................................................... 2 Acknowledgments ........................................................................................................................ iv Table of Contents .......................................................................................................................... v List of Tables ................................................................................................................................. x List of Figures ............................................................................................................................... xi List of Symbols, Abbreviations and Nomenclature ................................................................ xiii Chapter 1: Introduction and Overview of Study ....................................................................... 1 Philosophical Underpinnings........................................................................................................ 5 Background................................................................................................................................... 8 Problem Statement...................................................................................................................... 10 Statement of Purpose .................................................................................................................. 11 Research Questions .................................................................................................................... 12 Research Approach ..................................................................................................................... 12 The Researcher ........................................................................................................................... 14 Rationale and Significance ......................................................................................................... 15 Operational Definitions .............................................................................................................. 19 Chapter 2: Literature Review .................................................................................................... 21 Current Digital Learning Contexts ............................................................................................. 22 Online, blended, and networked learning. ............................................................................... 22 Formal and informal learning. ................................................................................................. 24 Informal Learning in Social Networks ....................................................................................... 25 Networked learning. ................................................................................................................. 27 Connected learning. ................................................................................................................. 28 Learning ecosystems. ............................................................................................................... 30 Participatory learning culture. .................................................................................................. 32 Foundational Educational Theory for Open Educational Practice ............................................. 36 Progressive education. ............................................................................................................. 36 Sociocultural theory. ................................................................................................................ 37 Criticism of sociocultural theory. ............................................................................................. 40 Open Learning and Open Pedagogy ........................................................................................... 41 Current research in K-12 open learning environments. ........................................................... 47 Open Educational resources. .................................................................................................... 47 Current research exploring OER and teacher practice. ...........................................................
Load more

Recommended publications
  • Centering Civil Rights in the Privacy Debate
    August 2019 Centering Civil Rights in the Privacy Debate Becky Chao, Eric Null, Brandi Collins-Dexter, & Claire Park Last edited on September 17, 2019 at 11:28 a.m. EDT Acknowledgments The authors would like to thank Francella Ochillo, Erin Shields, Alisa Valentin, Miranda Bogen, Priscilla González, and Gaurav Laroia for participating in the event highlighted in this report and Lisa Johnson, Austin Adams, and Maria Elkin for communications support. Open Technology Institute would also like to thank Craig Newmark Philanthropies for generously supporting its work in this area. newamerica.org/oti/reports/centering-civil-rights-privacy-debate/ 2 About the Author(s) Becky Chao is a policy analyst at New America’s Open Technology Institute, where she works to promote equitable access to a fair and open internet ecosystem. Eric Null is senior policy counsel at the Open Technology Institute, focusing on internet openness and affordability issues, including network neutrality, Lifeline, and privacy. Brandi Collins-Dexter is the senior campaign director at Color Of Change and oversees the media, democracy and economic justice departments. Claire Park was an intern at New America's Open Technology Institute, where she researched and wrote about technology policy issues including broadband access and competition, as well as privacy. About New America We are dedicated to renewing America by continuing the quest to realize our nation’s highest ideals, honestly confronting the challenges caused by rapid technological and social change, and seizing the opportunities those changes create. About Open Technology Institute OTI works at the intersection of technology and policy to ensure that every community has equitable access to digital technology and its benefits.
    [Show full text]
  • Connecting Equity to a Universal Broadband Strategy
    Wired: CONNECTING EQUITY TO A UNIVERSAL BROADBAND STRATEGY A JOINT REPORT FROM: BY RAKEEN MABUD AND MARYBETH SEITZ-BROWN SEPTEMBER 2017 About the Roosevelt Institute Until economic and social rules work for all, they’re not working. Inspired by the legacy of Franklin and Eleanor, the Roosevelt Institute reimagines America as it should be: a place where hard work is rewarded, everyone participates, and everyone enjoys a fair share of our collective prosperity. We believe that when the rules work against this vision, it’s our responsibility to recreate them. We bring together thousands of thinkers and doers—from a new generation of leaders in every state to Nobel laureate economists— working to redefine the rules that guide our social and economic realities. We rethink and reshape everything from local policy to federal legislation, orienting toward a new economic and political system: one built by many for the good of all. About The New School Founded in 1919, The New School was born out of principles of academic freedom, tolerance, and experimentation. Committed to social engagement, The New School today remains in the vanguard of innovation in higher education, with more than 10,000 undergraduate and graduate students challenging the status quo in design and the social sciences, liberal arts, management, the arts, and media. The New School welcomes thousands of adult learners annually for continuing education courses and calendar of lectures, screenings, readings, and concerts. Through its online learning portals, research institutes, and international partnerships, The New School maintains a global presence. For more information, visit The New School’s website.
    [Show full text]
  • Taylor, Taylor Vs ATT Corp Re
    Before the Federal Communications Commission Washington, DC 20554 In the matter of ) ) Edward G. Taylor, ) Proceeding Number ________ Ray Taylor ) Complainants, ) ) Bureau ID Number EB-______ v. ) ) AT&T Corp., ) ) Defendant. ) FORMAL COMPLAINT OF EDWARD G. TAYLOR AND RAY TAYLOR Daryl Parks Parks & Crump 240 North Magnolia, Drive Tallahassee, Florida, 32301 [email protected] (850) 222-3333 (850) 224-6679 Counsel for Edward G. Taylor and Ray Taylor ! !!!! ! ! Dated: September 25, 2017 ! ! 1 ! TABLE OF CONTENTS SUMMARY………………………………………………………………………………………2 PARTIES AND COUNSEL……………………………………………………………………...4 JURISDICTION………………………………………………………………………………….5 REQUIRED CERTIFICATIONS………………………………………………………………..6 FACTS……………………………………………………………………………………………7 I. Introduction…………………………………………………………………………………….7 II. Complainants………………………………………………………………………………….7 III. Evidence of AT&T Redlining in Detroit….………………………………………………9 IV. Redlining is Widespread in the United States and Not Unique to Detroit…..………………………………………………………………………………………..12 LEGAL ANALYSIS…………………………………………………………………………….14 I. No Unjust or Unreasonable Discrimination or Practices. ……………………………….14 II. Broadband Access Internet Services Legal Treatment…………………………………..15 III. Standard for Determining Discrimination Under Section 202…………………………..15 IV. Complainants Demonstrate an Unreasonable Difference in Service……………………18 V. The Commission Must Act Regardless of BIAS Title II Classification…………………19 VI. The Commission Should Initiate an Investigation Pursuant to Section 403. ……………20 COUNT I………………………………………………………………………………………...20
    [Show full text]
  • Institutional and Technological Design Development Through Use Of
    Institutional and Technological Design Development Through Use of Case Based Discussion Arindrajit Basu, Elonnai Hickok and Regulatory Amber Sinha Interventions For Emerging Economies Governing The Use Of Artificial Intelligence In Public Functions Regulatory Interventions For Emerging Economies Governing The Use Of Artificial Intelligence In Public Functions Introduction Background and Scope The use of artificial intelligence (AI) driven decision making in public functions has been touted around the world as a means of augmenting human capacities, removing bureaucratic fetters, and benefiting society. Yet, with concerns over bias, fairness, and a lack of algorithmic accountability, it is being increasingly recognized that algorithms have the potential to exacerbate entrenched structural inequality and threaten core constitutional values. While these concerns are applicable to both the private and public sector, this paper focuses on recommendations for public sector use, as standards of comparative constitutional law dictate that the state must abide by the full scope of fundamental rights articulated both in municipal and international law. For example, as per Article 13 of the Indian Constitution, whenever the government is exercising a “public function”, it is bound by the entire range of fundamental rights articulated in Part III of the Constitution. However, the definition and scope of “public function” is yet to be clearly defined in any jurisdiction, and certainly has no uniformity across countries. This poses a unique challenge to the regulation of AI projects in emerging economies. Due to a lack of government capacity to implement these projects in their entirety, many private sector organizations are involved in functions which were traditionally identified in India as public functions, such as policing, education, and banking.
    [Show full text]
  • CUB Comments to the FCC Supporting Net Neutrality
    July 17, 2017 Federal Communications Commission 445 12th Street, SW Washington, DC 20554 Re: Comments Regarding Restoring Internet Freedom NPRM, WC Docket 17-108 INTRODUCTION On May 23, 2017, less than two months prior to this comment submission on July 17, 2017, the Federal Communications Commission (FCC) released a Notice of Proposed Rulemaking (NPRM) under what the Oregon Citizens’ Utility Board (CUB) views as a particularly ironic title: “Restoring Internet Freedom” (WC Docket. 17-108). The NPRM broadly recommends a reversal of the February 2015 FCC decision to classify Broadband Internet Access Service (BIAS) as a telecommunications service under Title II of the Communications Act.1 With that reversal, the FCC would do away with what CUB argues is the appropriate and supported legal authority to enforce necessary consumer protections for customers of mobile and fixed BIAS service. CUB strongly believes that such protections are critical in an age where an increasing number of people – especially those who are most vulnerable – rely on fair, safe, and affordable Internet access to navigate the world. CUB’s approach in writing these comments is somewhat, although not entirely, different from the approach with which we generally take concerning energy or telecommunications proceedings before the Oregon Public Utility Commission (OPUC). The key difference is that, in this case, we requested the support of our constituents. We did so by asking our supporters to “sign-on” to our comments, if in fact they agreed with the general premise that to ensure net neutrality – to safeguard a fair and open Internet – the FCC should preserve the rules enshrined by the 2015 Open Internet Order.
    [Show full text]
  • Risks of Discrimination Through the Use of Algorithms
    Risks of Discrimination through the Use of Algorithms Carsten Orwat Risks of Discrimination through the Use of Algorithms A study compiled with a grant from the Federal Anti-Discrimination Agency by Dr Carsten Orwat Institute for Technology Assessment and Systems Analysis (ITAS) Karlsruhe Institute of Technology (KIT) Table of Contents List of Tables 5 List of Abbreviations 6 Acknowledgement and Funding 7 Summary 8 1. Introduction 10 2. Terms and Basic Developments 11 2.1 Algorithms 11 2.2 Developments in data processing 12 2.2.1 Increasing the amount of data relating to an identifiable person 12 2.2.2 Expansion of algorithm-based analysis methods 13 2.3 Algorithmic and data-based differentiations 16 2.3.1 Types of differentiation 16 2.3.2 Scope of application 18 2.3.3 Automated decision-making 20 3. Discrimination 23 3.1 Terms and understanding 23 3.2 Types of discrimination 25 3.3 Statistical discrimination 25 3.4 Changes in statistical discrimination 27 4. Cases of Unequal Treatment, Discrimination and Evidence 30 4.1 Working life 30 4.2 Real estate market 34 4.3 Trade 35 4.4 Advertising and search engines 36 4.5 Banking industry 38 4 4.6 Medicine 40 4.7 Transport 40 4.8 State social benefits and supervision 41 4.9 Education 44 4.10 Police 45 4.11 Judicial and penal system 47 4.12 General cases of artificial intelligence 49 5. Causes of Risks of Discrimination 53 5.1 Risks in the use of algorithms, models and data sets 53 5.1.1 Risks in the development of algorithms and models 53 5.1.2 Risks in the compilation of data sets and characteristics
    [Show full text]
  • Fondamentaux & Domaines
    Septembre 2020 Marie Lechner & Yves Citton Angles morts du numérique ubiquitaire Sélection de lectures, volume 2 Fondamentaux & Domaines Sommaire Fondamentaux Mike Ananny, Toward an Ethics of Algorithms: Convening, Observation, Probability, and Timeliness, Science, Technology, & Human Values, 2015, p. 1-25 . 1 Chris Anderson, The End of Theory: The Data Deluge Makes the Scientific Method Obsolete, Wired, June 23, 2008 . 26 Mark Andrejevic, The Droning of Experience, FibreCultureJournal, FCJ-187, n° 25, 2015 . 29 Franco ‘Bifo’ Berardi, Concatenation, Conjunction, and Connection, Introduction à AND. A Phenomenology of the End, New York, Semiotexte, 2015 . 45 Tega Brain, The Environment is not a system, Aprja, 2019, http://www.aprja.net /the-environment-is-not-a-system/ . 70 Lisa Gitelman and Virginia Jackson, Introduction to Raw Data is an Oxymoron, MIT Press, 2013 . 81 Orit Halpern, Robert Mitchell, And Bernard & Dionysius Geoghegan, The Smartness Mandate: Notes toward a Critique, Grey Room, n° 68, 2017, pp. 106–129 . 98 Safiya Umoja Noble, The Power of Algorithms, Introduction to Algorithms of Oppression. How Search Engines Reinforce Racism, NYU Press, 2018 . 123 Mimi Onuoha, Notes on Algorithmic Violence, February 2018 github.com/MimiOnuoha/On-Algorithmic-Violence . 139 Matteo Pasquinelli, Anomaly Detection: The Mathematization of the Abnormal in the Metadata Society, 2015, matteopasquinelli.com/anomaly-detection . 142 Iyad Rahwan et al., Machine behavior, Nature, n° 568, 25 April 2019, p. 477 sq. 152 Domaines Ingrid Burrington, The Location of Justice: Systems. Policing Is an Information Business, Urban Omnibus, Jun 20, 2018 . 162 Kate Crawford, Regulate facial-recognition technology, Nature, n° 572, 29 August 2019, p. 565 . 185 Sidney Fussell, How an Attempt at Correcting Bias in Tech Goes Wrong, The Atlantic, Oct 9, 2019 .
    [Show full text]
  • Before the Federal Communications Commission Washington, DC 20554
    Before the Federal Communications Commission Washington, DC 20554 In the matter of ) ) Joanne Elkins, Hattie Lanfair, ) Rachelle Lee ) Complainants, ) Proceeding Number ______ ) File No. EB-___________ - v. ) ) AT&T Corp. ) Defendant. ) FORMAL COMPLAINT OF JOANNE ELKINS, HATTIE LANFAIR AND RACHELLE LEE Daryl Parks Parks & Crump 240 North Magnolia, Drive Tallahassee, Florida, 32301 (850) 222-3333 (850) 224-6679 (fax) Counsel for Joanne Elkins, Hattie Lanfair and Rachelle Lee Dated: August 24, 2017 OMD Control Number FCC 485 Federal Communications Commission 3060-0411 May 2014 Washington, D.C. 20554 SECTION 208 FORMAL COMPLAINT INTAKE FORM 1. Case Name: Joanne Elkins, Hattie Lanfair, Rachelle Lee v. AT&T Corp 2.Complainants Complainant ’s Name, Address, Phone and Facsimile Number, e-mail address (if applicable):Joanne Elkins, 1423 East 85th St, ClevelanD, Ohio, 44106; Hattie Lanfair, 12721 Iroquois Ave, ClevelanD, Ohio anD Rochelle Lee, 2270 73rD St, ClevelanD, Ohio 44103 3. Defendant’s Name, Address, Phone and Facsimile Number (to the extent known), e-mail address (if applicable): AT&T 208 S. Akard Street, Dallas, Texas 75202. 4. Complaint alleges violation of the following provisions of the Communications Act of 1934, as amended: Sections 201, 202, 206 and 208 of the Communications Act, Section 706 of the 1996 Telecommunications Act, and Sections 1.720 et seq. of the ComAnswermission’s (Y)es, (N)o rules, or N/A to the following: Y 5. Complaint conforms to the specifications prescribed by 47 C.F.R. Section 1.734. Y 6. Complaint complies with the pleading requirements of 47 C.F.R. Section 1.720.
    [Show full text]
  • Whose Streets? Our Streets! (Tech Edition)
    TECHNOLOGY AND PUBLIC PURPOSE PROJECT Whose Streets? Our Streets! (Tech Edition) 2020-21 “Smart City” Cautionary Trends & 10 Calls to Action to Protect and Promote Democracy Rebecca Williams REPORT AUGUST 2021 Technology and Public Purpose Project Belfer Center for Science and International Affairs Harvard Kennedy School 79 JFK Street Cambridge, MA 02138 www.belfercenter.org/TAPP Statements and views expressed in this report are solely those of the authors and do not imply endorsement by Harvard University, Harvard Kennedy School, or the Belfer Center for Science and International Affairs. Cover image: Les Droits de l’Homme, Rene Magritte 1947 Design and layout by Andrew Facini Copyright 2021, President and Fellows of Harvard College Printed in the United States of America TECHNOLOGY AND PUBLIC PURPOSE PROJECT Whose Streets? Our Streets! (Tech Edition) 2020-21 “Smart City” Cautionary Trends & 10 Calls to Action to Protect and Promote Democracy Rebecca Williams REPORT AUGUST 2021 Acknowledgments This report culminates my research on “smart city” technology risks to civil liberties as part of Harvard Kennedy School’s Belfer Center for Science and International Affairs’ Technology and Public Purpose (TAPP) Project. The TAPP Project works to ensure that emerging technologies are developed and managed in ways that serve the overall public good. I am grateful to the following individuals for their inspiration, guidance, and support: Liz Barry, Ash Carter, Kade Crockford, Susan Crawford, Karen Ejiofor, Niva Elkin-Koren, Clare Garvie and The Perpetual Line-Up team for inspiring this research, Kelsey Finch, Ben Green, Gretchen Greene, Leah Horgan, Amritha Jayanti, Stephen Larrick, Greg Lindsay, Beryl Lipton, Jeff Maki, Laura Manley, Dave Maass, Dominic Mauro, Hunter Owens, Kathy Pettit, Bruce Schneier, Madeline Smith who helped so much wrangling all of these examples, Audrey Tang, James Waldo, Sarah Williams, Kevin Webb, Bianca Wylie, Jonathan Zittrain, my fellow TAPP fellows, and many others.
    [Show full text]
  • Policy Platform Follows a Tradition NCAPA Began in 2004 to Present a Comprehensive Set of Policy Recommendations Related to the AA and NHPI Community
    2020 PresentedPOLICY by the National Council PLATFORM of Asian Pacific Americans (NCAPA) WHO NCAPA IS AND HOW TO USE THIS PLATFORM In 1996, a group of national Asian American Pacific Islander (AAPI) civil rights organizations recognized the need for a more unified AAPI voice at the federal level and came together to create the National Council of Asian Pacific Americans (NCAPA). Today, NCAPA has thirty-six members and represents the diverse communities within the broader Asian American, Native Hawaiian, and Pacific Islander (AA and NHPI) population—including East Asian, South Asian, Southeast Asian, Native Hawaiian, and Pacific Islander American communities. Our collective footprint through our members’ chapters, affiliates and partners span across the entire country and into three territories. This policy platform follows a tradition NCAPA began in 2004 to present a comprehensive set of policy recommendations related to the AA and NHPI community. The platform covers issue areas that include, but aren’t limited to, our five policy committees: immigration, civil rights, healthcare, education, and housing/ economic justice. This year, we include, for the first time, sections on tech and telecom policy, reflecting the work of the AAPI Tech Table, of which NCAPA is a member. We also acknowledge the threat of climate change and the need for real solutions for our communities who are/will be impacted. Just prior to publication, the COVID-19 pandemic arrived in the United States. Needless to say, few, if any of us, were prepared for the drastic impact this virus would have on life around the world. Our lives have been so fundamentally disrupted that in some ways, the policy recommendations originally outlined in this document feel strangely disconnected from the new normal of sheltering in place.
    [Show full text]
  • Transparency and Interpretability
    Transparency and Interpretability Responsible Data Science DS-UA 202 and DS-GA 1017 Instructors: Julia Stoyanovich and George Wood is reader contains links to online materials and excerpts from selected articles on transparency and interpretability. For convenience, the readings are organized by course week. Please note that some excerpts end in the middle of a section. Where that is the case, the partial section is not required reading. Week 11: Auditing black-box models 3 Tulio Ribeiro, Singh, and Guestrin (2016) “Why should I trust you? Ex- plaining the predictions of any classier” ACM KDD 2016: 1135-1144 ....................................... 4 Daa, Sen, and Zick (2016) “Algorithmic transparency via quantiative in- put inuence: eory and experiments with learning systems,” IEEE SP 2016:598-617 .............................. 14 Lundberg and Lee (2017) “A unied approach to interpreting model pre- dictions,” NIPS 2017:4765-4774 ...................... 34 Week 12: Discrimination in on-line ad delivery 44 Sweeney (2013) “Discrimination in online ad delivery” CACM 2013 56(5): 44-54 .................................... 45 Daa, Tschantz, and Daa(2015) “Automated experiments on ad privacy seings” PoPETs 2015 (1): 92-112 ..................... 56 Ali, Sapiezynski, Bogen, Korolova, Mislove, Rieke (2019) “Discrimination through optimization: How Facebook’s ad delivery can lead to biased outcomes” ACM CSCW 2019 ...................... 77 1 Weeks 13, 14: Interpretability 107 Selbst and Barocas (2018) “e intuitive appeal of explainable machines” Fordham Law Review 2018 (87): 1085-1139 ............... 108 Stoyanovich, Van Bavel, West (2020) “e imperative of interpretable ma- chines” Nature Machine Intelligence: .................. 163 Stoyanovich and Howe (2019) “Nutritional labels for data and models” IEEE Data Engineering Bulletin: 42(3): 13-23 .............
    [Show full text]
  • TEACHING TOLERANCE Tolerance.Org
    TEACHING TOLERANCE tolerance.org PODCAST TRANSCRIPT Did You Google It? MONITA BELL It was the summer of 2010, and I had recently heard about an organization dedicated to the empowerment of black girls. The work was relevant to my personal and academic interests, and I wanted to learn more, so I decided to Google it, as one does. Not remembering the exact name of the organization but recalling the phrase “black girls” in it, I used those two words as my search term. Y’all … these search results? I just can’t. In the top seven of more than 276 million results, only one was not related to porn. I was dumbfounded, I was hurt, I was angry. When searching the world’s most influential search engine for information on black girls, girls like me, like my sisters and cousins and nieces and now my child, how did it happen that we were most associated with pornographic sex? After my initial reactions subsided, my knowledge of history took over. That association of black girls and women with lewd and even pathological sexuality is so old. There’s pseudoscience around it from at least the 19th century, if not earlier. We know that enslavers used it to justify the sexual exploitation of enslaved women and that views of black women as hyper-sexual made their way into novels and films and so on. How does this history connect to Google? You’re about to find out. Just so you know, it turns out the organization I was searching for is called “Black Girls Rock.” Imagine if that was the message that rose to the top.
    [Show full text]