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mostlysignssomeportents · 1 year

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Company that makes millions spying on students will get to sue a whistleblower

Yesterday, the Court of Appeal for British Columbia handed down a jaw-droppingly stupid and terrible decision, rejecting the whistleblower Ian Linkletter’s claim that he was engaged in legitimate criticism when he linked to freely available materials from the ed-tech surveillance company Proctorio:

https://www.bccourts.ca/jdb-txt/ca/23/01/2023BCCA0160.htm

If you’d like an essay-formatted version of this post to read or share, here’s a link to it on pluralistic.net, my surveillance-free, ad-free, tracker-free blog:

https://pluralistic.net/2023/04/20/links-arent-performances/#free-ian-linkletter

It’s been a minute since Linkletter’s case arose, so I’ll give you a little recap here. Proctorio is a massive, wildly profitable ed-tech company that sells a surveillance tool to monitor students while they take high-stakes tests from home. The tool monitors the student’s computer and the student’s face, especially their eye-movements. It also allows instructors and other personnel to watch the students and even take control of their computer. This is called “remote invigilation.”

This is ghastly in just about every way. For starters, Proctorio’s facial monitoring software embeds the usual racist problems with machine-learning stuff, and struggles to recognize Black and brown faces. Black children sitting exams under Proctorio’s gimlet eye have reported that the only way to satisfy Proctorio’s digital phrenology system is to work with multiple high-powered lights shining directly in their faces.

A Proctorio session typically begins with a student being forced to pan a webcam around their test-taking room. During lockdown, this meant that students who shared a room — for example, with a parent who worked night-shifts — would have to invade their family’s privacy, and might be disqualified because they couldn’t afford a place large enough to have private room in which to take their tests.

Proctorio’s tools also punish students for engaging in normal test-taking activity. Do you stare off into space when you’re trying through a problem? Bzzzt. Do you read questions aloud to yourself under your breath when you’re trying to understand their meanings? Bzzzt. Do you have IBS and need to go to the toilet? Bzzzt. The canon of remote invigilation horror stories is filled with accounts of students being forced to defecate themselves, or vomit down their shirts without turning their heads (because looking away is an automatically flagged offense).

The tragedy is that all of this is in service to the pedagogically bankrupt practice of high-stakes testing. Few pedagogists believe that the kind of exam that Proctorio seeks to recreate in students’ homes has real assessment merit. As the old saying goes, “Tests measure your ability to take tests.” But Proctorio doesn’t even measure your ability to take a test — it measures your ability to take a test with three bright lights shining directly on your face. Or while you are covered in your own feces and vomit. While you stare rigidly at a screen. While your tired mother who just worked 16 hours in a covid ward stands outside the door to your apartment.

The lockdown could have been an opportunity to improve educational assessment. There is a rich panoply of techniques that educators can adopt that deliver a far better picture of students’ learning, and work well for remote as well as in-person education. Instead, companies like Proctorio made vast fortunes, most of it from publicly funded institutions, by encouraging a worse-than-useless, discriminatory practice:

https://pluralistic.net/2021/06/24/proctor-ology/#miseducation

Proctorio clearly knows that its racket is brittle. Like any disaster profiteer, Proctorio will struggle to survive after the crisis passes and we awaken from our collective nightmare and ask ourselves why we were stampeded into using its terrible products. The company went to war against its critics.

In 2020, Proctorio CEO Mike Olsen doxed a child who complained about his company’s software in a Reddit forum:

https://pluralistic.net/2020/07/01/bossware/#moral-exemplar

In 2021, the reviews for Proctorio’s Chrome plugin all mysteriously vanished. Needless to say, these reviews — from students forced to use Proctorio’s spyware — were brutal:

https://pluralistic.net/2021/09/04/hypervigilance/#radical-transparency

Proctorio claims that it protects “educational integrity,” but its actions suggest a company far more concerned about the integrity of its own profits:

https://pluralistic.net/2022/02/16/unauthorized-paper/#cheating-anticheat

One of the critics that Proctorio attacked is Ian Linkletter. In 2020, Linkletter was a Learning Technology Specialist at UBC’s Faculty of Education. His job was to assess and support ed-tech tools, including Proctorio. In the course of that work, Linkletter reviewed Proctorio’s training material for educators, which are a bonanza of mask-off materials that are palpably contemptuous of students, who are presumed to be cheaters.

At the time, a debate over remote invigilation tools was raging through Canadian education circles, with students, teachers and parents fiercely arguing the merits and downsides of making surveillance the linchpin of assessment. Linkletter waded into this debate, tweeting a series of sharp criticisms of Proctorio. In these tweets, Linkletter linked to Proctorio’s unlisted, but publicly available, Youtube videos.

A note of explanation: Youtube videos can be flagged as “unlisted,” which means they don’t show up in searches. They can also be flagged as “private,” which means you have to be on a list of authorized users to see them. Proctorio made its training videos unlisted, but they weren’t private — they were visible to anyone who had a link to them.

Proctorio sued Linkletter for this. They argued that he had breached a duty of confidentiality, and that linking to these videos was a copyright violation:

https://pluralistic.net/2020/10/17/proctorio-v-linkletter/#proctorio

This is a classic SLAPP — a “strategic litigation against public participation.” That’s when a deep-pocketed, thin-skinned bully, like Proctorio, uses the threat of a long court battle to force their critics into silence. They know they can’t win their case, but that’s not the victory they’re seeking. They don’t want to win the case, they want to win the argument, by silencing a critic who would otherwise be bankrupted by legal fees.

Getting SLAPPed is no fun. I’ve been there. Just this year, a billionaire financier tried to force me into silence by threatening me with a lawsuit. Thankfully, Ken “Popehat” White was on the case, and he reminded this billionaire’s counsel that California has a strong anti-SLAPP law, and if Ken had to defend me in court, he could get a fortune in fees from the bully after he prevailed:

https://twitter.com/doctorow/status/1531684572479377409

British Columbia also has an anti-SLAPP law, but unlike California’s anti-SLAPP, the law is relatively new and untested. Still, Proctorio’s suit against Linkletter was such an obvious SLAPP that for many of us, it seemed likely that Linkletter would be able to defend himself from this American bully and its attempt to use Canada’s courts to silence a Canadian educator.

For Linkletter to use BC’s anti-SLAPP law, he would have to prove that he was weighing in on a matter of public interest, and that Proctorio’s copyright and confidentiality claims were nonsense, unlikely to prevail on their merits. If he could do that, he’d be able to get the case thrown out, without having to go through a lengthy, brutally expensive trial.

Incredibly, though, the lower court found against Linkletter. Naturally, Linkletter appealed. His “factotum” is a crystal clear document that sets out the serious errors of law and fact the lower court made:

https://drive.google.com/file/d/1aB1ztWDFr3MU6BsAMt6rWXOiXJ8sT3MY/view

But yesterday, the Court of Appeal upheld the lower court, repeating all of these gross errors and finding for Proctorio:

https://www.bccourts.ca/jdb-txt/ca/23/01/2023BCCA0160.htm

This judgment is grotesque. It makes a mockery of BC’s anti-SLAPP statute, to say nothing of Canadian copyright and confidentiality law. For starters, it finds that publishing a link can be a “performance” of a copyrighted work, which meant that when Linkletter linked to the world-viewable Youtube files that Proctorio had posted, he infringed on copyright.

This is a perverse, even surreal take on copyright. The court rejects Linkletter’s argument that even Youtube’s terms of service warned Proctorio that publishing world-viewable material on its site constituted permission for people to link to and watch that material.

But what about “fair dealing” (similar to fair use)? Linkletter argued that linking to a video that shows that Proctorio’s assurances to parents and students about its products’ benign nature were contradicted by the way it talked to educators was fair dealing. Fair dealing is a broad suite of limitations and exceptions to copyright for the purposes of commentary, criticism, study, satire, etc.

So even if linking is a copyright infringement (ugh, seriously?!), surely it’s fair dealing in this case. Proctorio was selling millions of dollars in software to public institutions, inflicting it on kids whose parents weren’t getting the whole story. Linkletter used Proctorio’s own words to rebut its assurances. What could be more fair dealing than that?

Not so fast, the appeals panel says: they say that Linkletter could have made his case just as well without linking to Proctorio’s materials. This is…bad. I mean, it’s also wrong, but it’s very bad, too. It’s wrong because an argument about what a company intends necessarily has to draw upon the company’s own statements. It’s absurd to say that Linkletter’s point would have been made equally well if he said “I disbelieve Proctorio’s public assurances because I’ve seen seekrit documents” as it was when he was able to link to those documents so that people could see them for themselves.

But it’s bad because it rips the heart out of the fair dealing exception for criticism. Publishing a link to a copyrighted work is the most minimal way to quote from it in a debate — Linkletter literally didn’t reproduce a single word, not a single letter, from Proctorio’s copyrighted works. If the court says, “Sure, you can quote from a work to criticize it, but only so much as you need to make your argument,” and then says, “But also, simply referencing a work without quoting it at all is taking too much,” then what reasonable person would ever try to rely on a fair dealing exemption for criticism?

Then there’s the confidentiality claim: in his submissions to the lower court and the appeals court, Linkletter pointed out that the “confidential” materials he’d linked to were available in many places online, and could be easily located with a Google search. Proctorio had uploaded these “confidential” materials to many sites — without flagging them as “unlisted” or “private.”

What’s more, the videos that Linkletter linked to were in found a “Help Center” that didn’t even have a terms-of-service condition that required confidentiality. How on Earth can materials that are publicly available all over the web be “confidential?”

Here, the court takes yet another bizarre turn in logic. They find that because a member of the public would have to “gather” the videos from “many sources,” that the collection of links was confidential, even if none of the links in the collection were confidential. Again, this is both wrong and bad.

Every investigator, every journalist, every critic, starts by looking in different places for information that can be combined to paint a coherent picture of what’s going on. This is the heart of “open source intelligence,” combing different sources for data points that shed light on one another.

The idea that “gathering” public information can breach confidentiality strikes directly at all investigative activity. Every day, every newspaper and news broadcast in Canada engages in this conduct. The appeals court has put them all in jeopardy with this terrible finding.

Finally, there’s the question of Proctorio’s security. Proctorio argued that by publishing links to its educator materials, Linkletter weakened the security of its products. That is, they claim that if students know how the invigilation tool works, it stops working. This is the very definition of “security through obscurity,” and it’s a practice that every serious infosec professional rejects. If Proctorio is telling the truth when it says that describing how its products work makes them stop working, then they make bad products that no one should pay money for.

The court absolutely flubs this one, too, accepting the claim of security through obscurity at face value. That’s a finding that flies in the face of all security research.

So what happens now? Well, Linkletter has lost his SLAPP claim, so nominally the case can proceed. Linkletter could appeal his case to Canada’s Supreme Court (about 7% of Supreme Court appeals of BC appeals court judgments get heard). Or Proctorio could drop the case. Or it could go to a full trial, where these outlandish ideas about copyright, confidentiality and information security would get a thorough — and blisteringly expensive — examination.

In Linkletter’s statement, he remains defiant and unwilling to give in to bullying, but says he’ll have to “carefully consider” his next step. That’s fair enough: there’s a lot on the line here:

https://linkletter.opened.ca/stand-against-proctorios-slapp-update-30/

Linkletter answers his supporters’ questions about how they can help with some excellent advice: “What I ask is for you to do what you can to protect students. Academic surveillance technology companies would like nothing more but for us all to shut up. Don’t let them silence you. Don’t let anyone or anything take away your human right to freedom of expression.”

Today (Apr 21), I’m speaking in Chicago at the Stigler Center’s Antitrust and Competition Conference. This weekend (Apr 22/23), I’m at the LA Times Festival of Books.

[Image ID: A girl working on a laptop. Her mouth has been taped shut. Glaring out of the laptop screen is the hostile red eye of HAL9000 from '2001: A Space Odyssey.' Behind them is a tattered, filthy, burned Canadian flag.]

Image: Ingo Bernhardt https://www.flickr.com/photos/spree2010/4930763550/

CC BY 2.0 https://creativecommons.org/licenses/by/2.0/

Cryteria (modified) https://commons.wikimedia.org/wiki/File:HAL9000.svg

CC BY 3.0 https://creativecommons.org/licenses/by/3.0/deed.en

Eleanor Vladinsky (modified) https://commons.wikimedia.org/wiki/File:Canadian_flag_against_grey_sky.jpg

CC BY 4.0 https://creativecommons.org/licenses/by-sa/4.0/deed.en

#pluralistic #security through obscurity #copyfight #education #cdnpoli #whistleblowers #pedagogy #canada #intimidation #corruption #slapp #ian linkletter #proctorio #censorship #remote invigilation

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sivavakkiyar · 1 year

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musictheory.net remains the Khan Academy of the basics, god bless it and what it’s allowed to those of us outside the hallowed halls since the mid 2000’s

#the present day composer refuses to die etc #music composition #pedagogy

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anarchistin · 1 month

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Governments want efficient technicians, not human beings, because human beings become dangerous to governments – and to organized religions as well.

That is why governments and religious organizations seek to control education.

— Jiddu Krishnamurti

#jiddu krishnamurti #quote #school #pedagogy #education

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odinsblog · 10 months

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In the darkest chapter of German history, during a time when incited mobs threw stones into the windows of innocent shop owners and women and children were cruelly humiliated in the open; Dietrich Bonhoeffer, a young pastor, began to speak publicly against the atrocities.

After years of trying to change people’s minds, Bonhoeffer came home one evening and his own father had to tell him that two men were waiting in his room to take him away.

In prison, Bonhoeffer began to reflect on how his country of poets and thinkers had turned into a collective of cowards, crooks and criminals. Eventually he concluded that the root of the problem was not malice, but stupidity.

In his famous letters from prison, Bonhoeffer argued that stupidity is a more dangerous enemy of the good than malice, because while “one may protest against evil; it can be exposed and prevented by the use of force, against stupidity we are defenseless. Neither protests nor the use of force accomplish anything here. Reasons fall on deaf ears.”

Facts that contradict a stupid person’s prejudgment simply need not be believed and when they are irrefutable, they are just pushed aside as inconsequential, as incidental. In all this, the stupid person is self-satisfied and, being easily irritated, becomes dangerous by going on the attack.

For that reason, greater caution is called for when dealing with a stupid person than with a malicious one. If we want to know how to get the better of stupidity, we must seek to understand its nature.

This much is certain, stupidity is in essence not an intellectual defect but a moral one. There are human beings who are remarkably agile intellectually yet stupid, and others who are intellectually dull yet anything but stupid.

The impression one gains is not so much that stupidity is a congenital defect but that, under certain circumstances, people are made stupid or rather, they allow this to happen to them.

People who live in solitude manifest this defect less frequently than individuals in groups. And so it would seem that stupidity is perhaps less a psychological than a sociological problem.

It becomes apparent that every strong upsurge of power, be it of a political or religious nature, infects a large part of humankind with stupidity. Almost as if this is a sociological-psychological law where the power of the one needs the stupidity of the other.

The process at work here is not that particular human capacities, such as intellect, suddenly fail. Instead, it seems that under the overwhelming impact of rising power, humans are deprived of their inner independence and, more or less consciously, give up an autonomous position.

The fact that the stupid person is often stubborn must not blind us from the fact that he is not independent. In conversation with him, one virtually feels that one is dealing not at all with him as a person, but with slogans, catchwords, and the like that have taken possession of him.

He is under a spell, blinded, misused, and is abused in his very being. Having thus become a mindless tool, the stupid person will also be capable of any evil – incapable of seeing that it is evil.

Only an act of liberation, not instruction, can overcome stupidity. Here we must come to terms with the fact that in most cases a genuine internal liberation becomes possible only when external liberation has preceded it. Until then, we must abandon all attempts to convince the stupid person.

Bonhoeffer died due to his involvement in a plot against Adolf Hitler, at dawn on 9 April 1945 at Flossenbürg concentration camp - just two weeks before soldiers from the United States liberated the camp.

—Dietrich Bonhoeffer’s Theory of Stupidity

#politics #dietrich bonhoeffer #republicans #theory of stupidity #donald trump #dunning kruger effect #pedagogy #stupidity #germany #conspiracy theorists #mob mentality #interesting #ethics

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historicity-was-already-taken · 24 days

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Some thoughts on learning the Holocaust.

There is no scale of suffering, or trauma, or hell. Someone who survived Treblinka and someone who survived Bergen Belsen both went through hell, just different versions of it. Holocaust survivors all experienced variations of hell, from Denmark to Minsk.

But when LEARNING about the Holocaust, it’s extremely normal to learn about it at levels, starting with the least horrifying; which is why, I think, Anne Frank’s narrative has become such a universalized understanding of the Holocaust.

But then you move to transit camps, to internment camps, the ghettos, to Auschwitz, to the Operation Reinhard Death Camps (Belzec, Sobibor, and Treblinka), to the Einsatzgruppen and Babi Yar Level Shit. And every new level makes the old one look less horrifying by comparison.

In that pattern of learning, it’s perfectly rational to say things like OH PLEASE BELSEN WAS NOTHING because you are a student absorbing traumatic history in the healthiest possible way. Saying something like that, as a student of history, is not a judgement on the experiences of survivors; it’s a commentary on sequential learning.

Historiographically speaking, Holocaust survivors and Holocaust historians often mutually fail to understand each other; to the point where survivors actively dislike historians (although soon this sentence will be entirely in past tense, unfortunately). And I’m pretty sure that, for historians of things that happened within living memory, this is an ongoing concern—language of experience and survival vs. language of learning and understanding. I’m not sure where I’m going with this, but I wish we had better language for this chasm.

#historiography #modern history #holocaust history #pedagogy

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pratchettquotes · 1 year

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"And Mrs. Earwig," said Mistress Weatherwax, her voice sinking to a growl, "Mrs. Earwig tells her girls it's about cosmic balances and stars and circles and colors and wands and...and toys, nothing but toys!" She sniffed. "Oh, I daresay that's all very well as decoration, somethin' nice to look at while you're workin', somethin' for show, but the start and finish, the start and finish, is helpin' people when life is on the edge. Even people you don't like. Stars is easy, people is hard."

She stopped talking. It was several seconds before birds began to sing again.

"Anyway, that's what I think," she added in the tones of someone who suspects that she might have gone just a bit further than she meant to.

Terry Pratchett, A Hat Full of Sky

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fanhackers · 9 months

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This excerpt is from "Teaching trans studies through fan fiction in college English classes" by Peizhen Wu. It can be read for free on Transformative Works and Cultures!

Wu argues that trans studies should be taught widely, not just in courses explicitly about gender (like gender studies courses). Fanfiction and fan studies classes, Wu suggests, might be good avenues to explore that kind of teaching.

This article synthesizes the results of Wu’s teaching an undergraduate fan studies course with a three-week unit on gender studies. Students discussed gender fluidity in Loki, fanfiction with trans representation, and Omegaverse. Wu concludes, “Although this is a course about fan fiction instead of trans studies in the social sciences, adding reading materials such as timely news about current trans situations alongside fan fiction and theory-related materials might help students situate themselves better in the discussion of trans topics.”

-Lianne

#loki #genderfluid loki #fan studies #trans studies #omegaverse #fanhackers #author: lianne #gender #pedagogy

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nathanielthecurious · 7 months

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i hate the page where athenaze book 1 uses the old oligarch/pseudo-xenophon as extremely weak non-sequitur evidence for a statement that athenian slaves were not always treated inhumanely, but it does provide an excellent opportunity for students to see that their basic reading comprehension is a valuable analytical skill and that textbooks sometimes say really stupid things

#tagamemnon #pedagogy #ancient greek #the old oligarch: athens is terrible! you can’t even hit strangers in public because slaves and citizens dress the same #some textbook writer: as you can clearly see from this slavery was not that bad #not only is your source a radical anti democracy pamphlet with a well-known bias it also clearly doesn’t say what you claim it says

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shitacademicswrite · 4 months

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#college #teaching #pedagogy #studying #cooperative learning #in a form that actually works!!

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mostlysignssomeportents · 3 months

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American education has all the downsides of standardization, none of the upsides

Catch me in Miami! I'll be at Books and Books in Coral Gables on Jan 22 at 8PM.

We moved to America in 2015, in time for my kid to start third grade. Now she's a year away from graduating high school (!) and I've had a front-row seat for the US K-12 system in a district rated as one of the best in the country. There were ups and downs, but high school has been a monster.

We're a decade and a half into the "common core" experiment in educational standardization. The majority of the country has now signed up to a standardized and rigid curriculum that treats overworked teachers as untrustworthy slackers who need to be disciplined by measuring their output through standard lessons and evaluations:

https://en.wikipedia.org/wiki/Common_Core

This system is rigid enough, but it gets even worse at the secondary level, especially when combined with the Advanced Placement (AP) courses, which adds another layer of inflexible benchmarks to the highest-stakes, most anxiety-provoking classes in the system:

https://en.wikipedia.org/wiki/Advanced_Placement

It is a system singularly lacking in grace. Ironically, this unforgiving system was sold as a way of correcting the injustice at the heart of the US public education system, which funds schools based on local taxation. That means that rich neighborhoods have better funded schools. Rather than equalizing public educational funding, the standardizers promised to ensure the quality of instruction at the worst-funded schools by measuring the educational outcomes with standard tools.

But the joke's on the middle-class families who backed standardized instruction over standardized funding. Their own kids need slack as much as anyone's, and a system that promises to put the nation's kids through the same benchmarks on the same timetable is bad for everyone:

https://pluralistic.net/2021/11/28/give-me-slack-2/

Undoing this is above my pay-grade. I've already got more causes to crusade on than I have time for. But there is a piece of tantalyzingly low-hanging fruit that is dangling right there, and even though I'm not gonna pick it, I can't get it out of my head, so I figured I'd write about it and hope I can lazyweb it into existence.

The thing is, there's a reason that standardization takes hold in so many domains. Agreeing on a common standard enables collaboration by many entities without any need for explicit agreements or coordination. The existence of the ANSI/SAE J563 standard automobile auxiliary power outlet (AKA "car cigarette lighter") didn't just allow many manufacturers to make replacement lighter plugs. The existence of a standardized receptacle delivering standardized voltage to standardized contacts let all kinds of gadgets be designed to fit in that socket.

Standards crystallize the space of all possible ways of solving a problem into a range of solutions. This inevitably has a downside, because the standardized range might not be optimal for all applications. Think of the EU's requirement for USB-C charger tips on all devices. There's a lot of reasons that manufacturers prefer different charger tips for different gadgets. Some of those reasons are bad (gouging you on replacement chargers), but some are good (unique form-factor, specific smart-charging needs). USB-C is a very flexible standard (indeed, it's so flexible that some people complain that it's not a standard at all!) but there are some applications where the optimal solution is outside its parameters.

And still, I think that the standardization on USB-C is a force for good. I have drawers full of gadgets that need proprietary charger tips, and other drawers full of chargers with proprietary tips, and damned if I can make half of them match up. We've continued our pandemic lockdown tradition of my wife cutting my hair in the back yard, and just tracking the three different charger tips for the three clippers she uses is an ongoing source of frustration. I'd happily trade slightly sub-optimal charging for just being able to plug any of those clippers into the same cable I charge my headphones, phone, tablet and laptop on.

The standardization of American education has produced all the downsides of standardization – a rigid, often suboptimal, one-size-fits-all system – without the benefits. With teachers across America teaching in lockstep, often from the same set texts (especially in the AP courses), there's a massive opportunity for a commons to go with the common core.

For example, the AP English and History classes my kid takes use standard texts that are often centuries old and hard to puzzle out. I watched my kid struggle with texts for learning about "persuasive rhetoric" like 17th century pamphlets that inspired anti-indigenous pogroms with fictional accounts of "Indian atrocities."

It's good for American schoolkids to learn about the use of these blood libels to excuse genocide, but these pamphlets are a slog. Even with glossaries in the textbooks, it's a slow, word-by-word matter to parse these out. I can't imagine anyone learning a single thing about how speech persuades people just by reading that text.

But there's nothing in the standardized curriculum that prevents teachers from adding more texts to the unit. We live in an unfortunate golden age for persuasive texts that inspire terrible deeds – for example, kids could also read core Pizzagate texts and connect the guy who shot up the pizza parlor to the racists who formed a 17th century lynchmob.

But teachers are incredibly time-constrained. For one thing, at least a third of the AP classroom time seems to be taken up with detailed instructions for writing stilted, stylized "essays" for the AP tests (these are terrible writing, but they're easy to grade in a standardized way).

That's where standardization could actually deliver some benefits. If just one teacher could produce some supplemental materials and accompanying curriculum, the existence of standards means that every other teacher could use it. What's more, any adaptations that teachers make to that unit to make them suited to their kids would also work for the other teachers in the USA. And because the instruction is so rigidly standardized, all of these materials could be keyed to metadata that precisely identified the units they belonged to.

The closest thing we have to this are "marketplaces" where teachers can sell each other their supplementary materials. As far as I can tell, the only people making real money from these marketplaces are the grifters who built them and convinced teachers to paywall the instructional materials that could otherwise form a commons.

Like I said, I've got a completely overfull plate, but if I found myself at loose ends, trying to find a project to devote the rest of my life to, I'd be pitching funders on building a national, open access portal to build an educational commons.

It may be a lot to expect teachers to master the intricacies of peer-based co-production tools like Git, but there's already a system like this that K-8 teachers across the country have mastered: Scratch. Scratch is a graphic programming environment for kids, and starting with 2019's Scratch 3.0, the primary way to access it is via an in-browser version that's hosted at scratch.mit.edu.

Scratch's online version is basically a kid- (and teacher-)friendly version of Github. Find a project you like, make a copy in your own workspace, and then mod it to suit your own needs. The system keeps track of the lineage of different projects and makes it easy for Scratch users to find, adapt, and share their own projects. The wild popularity of this system tells us that this model for a managed digital commons for an educational audience is eminently achievable.

So when students are being asked to study the rhythm of text by counting the numbers of words in the sentences of important speeches, they could supplement that very boring exercise by listening to and analyzing contemporary election speeches, or rap lyrics, or viral influencer videos. Different teachers could fork these units to swap in locally appropriate comparitors – and so could students!

Students could be given extra credit for identifying additional materials that slot into existing curricular projects – Tiktok videos, new chart-topping songs, passages from hot YA novels. These, too, could go into the commons.

This would enlist students in developing and thinking critically about their curriculum, whereas today, these activities are often off-limits to students. For example, my kid's math teachers don't hand back their quizzes after they're graded. The teachers only have one set of quizzes per unit, and letting the kids hold onto them would leak an answer-key for the next batch of test-takers.

I can't imagine learning math this way. "You got three questions wrong but I won't let you see them" is no way to help a student focus on the right areas to improve their understanding.

But there's no reason that math teachers in a commons built around the (unfortunately) rigid procession of concepts and testing couldn't generate procedural quizzes, specified with a simple programming language. These tests could even be automatically graded, and produce classroom stats on which concepts the whole class is struggling with. Each quiz would be different, but cover the same ground.

When I help my kid with her homework, we often find disorganized and scattered elements of this system – a teacher might post extensive notes on teaching a specific unit. A publisher might produce a classroom guide that connects a book to specific parts of the common core. But these are scattered across the web, and they aren't keyed to the specific, standard components of common core and AP.

This is a standardized system that is all costs, no benefits. It has no "architecture of participation" that lets teachers, students, parents, practitioners and even commercial publishers collaborate to produce a commons that all may share and improve upon.

In an ideal world, we'd get rid of standardization in education, pay teachers well, give them the additional time they needed to prepare exciting and relevant curriculum, and fund all our schools based on need, not parents' income.

But in the meanwhile, we could be making lemonade of out lemons. If we're going to have standardization, we should at least have the collaboration standards enable.

I'm Kickstarting the audiobook for The Bezzle, the sequel to Red Team Blues, narrated by @wilwheaton! You can pre-order the audiobook and ebook, DRM free, as well as the hardcover, signed or unsigned. There's also bundles with Red Team Blues in ebook, audio or paperback.

If you'd like an essay-formatted version of this post to read or share, here's a link to it on pluralistic.net, my surveillance-free, ad-free, tracker-free blog:

https://pluralistic.net/2024/01/16/flexibility-in-the-margins/#a-commons

#pluralistic #education #common core #commons #set texts #pedagogy #scratch #edtech

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