Category Archives: Technology

New issue of Workplace: Marx, Engels and the Critique of Academic Labor #highered #criticaled #criticaleducation

Marx, Engels and the Critique of Academic Labor

Special Issue of Workplace
Edited by
Karen Lynn Gregory & Joss Winn

Articles in Workplace have repeatedly called for increased collective organisation in opposition to a disturbing trajectory in the contemporary university… we suggest that there is one response to the transformation of the university that has yet to be adequately explored: A thoroughgoing and reflexive critique of academic labor.

 

Table of Contents

  • Marx, Engels and the Critique of Academic Labor
    Karen Lynn Gregory, Joss Winn
  • Towards an Orthodox Marxian Reading of Subsumption(s) of Academic Labour under Capital
    Krystian Szadkowski
  • Re-engineering Higher Education: The Subsumption of Academic Labour and the Exploitation of Anxiety
    Richard Hall, Kate Bowles
  • Taxi Professors: Academic Labour in Chile, a Critical-Practical Response to the Politics of Worker Identity
    Elisabeth Simbürger, Mike Neary
  • Marxism and Open Access in the Humanities: Turning Academic Labor against Itself
    David Golumbia
  • Labour in the Academic Borderlands: Unveiling the Tyranny of Neoliberal Policies
    Antonia Darder, Tom G. Griffiths
  • Jobless Higher Ed: Revisited, An Interview with Stanley Aronowitz
    Stanley Aronowitz, Karen Lynn Gregory

Threat Convergence: The New Academic Work by Petrina, Mathison & Ross #academicfreedom

THREAT CONVERGENCE:
THE NEW ACADEMIC WORK, BULLYING, MOBBING AND FREEDOM

Stephen Petrina, Sandra Mathison & E. Wayne Ross

The convergence of the casualization, fragmentation, intensification, segmentation, shifting and creep of academic work with the post-9/11 gentrificaton of criticism and dissent is arguably one of the greatest threats to academic freedom since the Nazi elimination of the Jewish professoriate and critique in 1933, Bantu Education Act’s reinforcement of apartheid in South Africa in 1952, and McCarthyism in Canada and the US in the 1950s and 1960s. In the history of education, this would be quite the claim yet the evidence seems to speak for itself. Academic work has been fragmented into piecemeal modes and intensified as academics absorbed, through amalgamation, traditional clerical staff and counseling work. The balance of the academic workforce has been reduced and casualized or segmented to an “at whim,” insecure, unsalaried part-time labor pool, the 8-hour workday and 40-hour academic workweek collapsed to 60-80 hours, and the primary locus of academic work shifted off-campus as the workplace crept into the home and its communal establishments. Academic stress— manifested as burnout through amalgamation and creep of work, and as distress through bullying, mobbing and victimization— underwrites increases in leaves of absence. Non-tenure track faculty are hit particularly hard, indicating “contingency or the precariousness of their position” as relentless stressors.

Nowadays, it’s whimsical to reminisce about work-life balance and promises that the academic workforce will be renewed as boomers retire with baited expectations, or that the workweek and workplace for salaried full-timers could be contained within the seduction of flextime and telecommuting. In many ways, the flexible workplace is the plan for boomers by boomers with both nest eggs and limits on retirement age breaking. As currency values, retirement portfolios, and savings spiral downward while dependent children and grandchildren and inflation spiral upward, incentives to retire erode. Precariously unemployed, underemployed and part-time academics aside, boomers still in the academic system are trended to face the biggest losses. As economic incentives to retire decrease, incentives for intellectual immortality and legacy management flourish with the boomers’ political leanings moving toward the center. One can hardly blame them.

Enthusiasts of anything “flexible” (learning, space, time, work, etc.) and everything “tele” (commuting, conference, learning, phone, work, etc.), academics readily workshift with additional liability but no additional remuneration— instead is an unquestioned acceptance of the “overtime exemption”— while the employer saves about $6,500 per year per worker in the tradeoff as worksite or workspace shifts from campus to home. The academic workweek is now conservatively 60 hours with many PT and FT reporting persistent 70-80 hour weeks. Perhaps academic women can finally have it all after putting in the 120 hour workweek. One reason institutions now cope with many fewer FT hires is that academics are all too willing to do the work of two. As Gina Anderson found a decade ago, “with apparently unconscious irony, many academics reported that they particularly valued the flexibility of their working week, in terms of both time and space… in the same breath as reporting working weeks in the order of 60 hours.” For most academic workers, the cost of flexibility is effectively a salary cut as overheads of electricity, heat, water, communication and consumables are shifted to the home. Carbon footprint reductions are a net benefit and for a minority, the savings of commuting and parking offset the costs of this homework or housework. What is the nature or implications of this increasing domestication of academic work and displacement of the academic workplace? For academic couples with or without children, the dynamics of housecohabitry, househusbandry or housewifery necessarily change as the academic workplace shifts and labor creeps into the home. With temptations to procrastinate on deluges of academic deadlines, academic homes have never been cleaner and more organized. Nevermind the technocreep of remote monitoring. Over the long run, although some administrators cling to the digital punch card and time stamp with HivedeskWorksnaps or MySammy, “smashing the clock” in the name of flextime and telework is about the best thing that ever happened to academic capitalism.

This is not exactly a SWOT analysis, where Strengths, Weaknesses, Opportunities and Threats are given due treatment. Rather, the focus is on this threat convergence as it resolves through historic displacements of the academic workplace and work. To what degree are the new policies for academic speech inscribed in academic work, regardless of where it’s done? As the academic workplace is increasingly displaced and distributed, are academic policies displaced and distributed as well? Observed at work, monitored at home and tracked in between—these are not so much choices as the cold reality of 21st century academic work.

Read More: Threat Convergence

New Workplace Issue: Academic Bullying & Mobbing #highered #ubc #caut

New Workplace Issue #24

Academic Bullying & Mobbing

Workplace and Critical Education are published by the Institute for Critical Education Studies. Please consider participating as author or reviewer. Thank you.

We should have said #jesuischarlie before

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Emma-Kate Symons, Quartz, January 7, 2014– The world is rallying around satirical magazine Charlie Hebdo and the French people today, after masked assassins – uttering the prayer “God is Great” and invoking vengeance for the prophet Mohammed – massacred 12 in central Paris.

But the global solidarity with the heroic cartoonists, writers and editors of this struggling weekly publication, targeted and murdered by terrorists during their weekly news conference, and victims of a fire-bomb attack on their office and years of death threats from Islamists, comes far too late.

Charlie Hebdo, which has published on and off since 1969, is proudly anti-organised religion and congenitally politically incorrect.

On a shoestring budget it has been fighting the good fight for freedom of thought and expression and a secular public space for years when many were ambivalent.

For its courage it has run into frequent trouble with local and international Islamofascists, having been forced to move its headquarters several times following threats and a fire bombing, notably after it published an edition in 2011 called “Charia Hebdo”.

Its editors had also annoyed and irritated political leaders in its native France, in Britain, and the United States.

When it bravely republished the infamous Danish cartoons mocking the prophet Mohammed in 2006, even as fundamentalist leaders incited demonstrators to violence around the world, it earned a notorious rebuke from president Jacques Chirac who condemned its “overt provocation“.

As I reported from Paris at the time, then Charlie Hebdo publisher Philippe Val hit back at Chirac, saying he was “shocked” the French head of state would accuse the magazine of inflaming passions.

It is not a provocation. The provocation began well before – the fire was sparked on September 11 in New York, and in the attacks on London and on Madrid.

When there were the attacks on Madrid, on London, did we see the Arab street demonstrating because some assassins had committed horrible crimes in the name of Mohammed? We cannot leave it to religious groups to dictate the laws of freedom of expression.

Some in the Bush administration, wary of violence across the Islamic world, joined in the chorus calling for limits on press freedom. The British foreign secretary Jack Straw deplored newspapers’ “insensitivity and lack of respect”. The elite media in these two countries was also far from unanimous in its support.

Even in Paris over the past week, leading figures in the French fourth estate have been condemning the novelist Michel Houellebecq for allegedly bringing extreme right wing ideas into literature with the publication of his incendiary novel Submission.

The book depicts a France in 2022 governed by an Islamist political party. But Houllebecq is now part of this drama having been featured on the cover of this week’s edition of Charlie Hebdo. So what do editors like Laurent Joffrin at Libération newspaper now have to say? Should the novelist, like the editorial staff at Charlie Hebdo, have held their tongues and their pens?

Horribly, the scene at Charlie Hebdo is worthy of an excerpt from a novel by Houllebecq, and eerily echoes his reading of the Koran: “The obvious conclusion is that the jihadists are bad Muslims … an honest reading will conclude that a holy war of aggression is not generally sanctioned, prayer alone is valid.”

But this is not fiction and it is too easy to dismiss the role of religion and, yes, jihadi prayer in this horror.

France has Europe’s largest Muslim population, rising support for the anti-Islam extreme right, a growing problem with homegrown terrorism, fuelled by hundreds who have fought alongside Islamic State and al-Qaeda in Syria and elsewhere, and also the strongest commitment to the secular separation of church and state of almost any Western democracy.

It has a huge job on its hands trying to manage all its internal conflicts, and the sheer shock and fury this attack has created. This is a tipping point akin to the violence that followed the publication of Salman Rushdie’s Satanic Verses in 1988.

Beyond the immediate political fallout, the “greatest” to emerge from this crime expressly motivated by religious fanaticism are not God, the “avenged” prophet, or Islamist extremism – even if the death cult we associate with IS and Al Qaeda has come to the heart of the city of lights, and the Enlightenment, for centuries a refuge for intellectuals, writers, and artists.

Despite the murderers’ prayers invoking God and Allah, the heroes in this horror are the creative minds of this noble publication. Atheistic agitators, they fought literally to the death for freedom of thought and expression, the liberty to offend, and the right to be iconoclasts.

Their fidelity to the fundamental values of democracy, even as many around the world and in France found their editorial line too “provocative” or “offensive”, will long endure after these killers are brought to justice.

They died as they lived: standing up for their principles, the principles the French first fought for in the 1789 Revolution. Their only “weapons” were their illustrating pens and their words.

The martyred editor-in-chief and beloved illustrator “Charb” said it best in 2012, after years of attacks against his magazine:

I am not afraid of reprisals. I don’t have kids, I don’t have a wife, I don’t have a car, I don’t have credit. This may sound a bit pompous but I would prefer to die standing than to live on my knees.

Read More: Quartz

#iPopU innovation in evaluation #occupyed #edstudies #criticaled

iPopU
Innovation in Evaluation

Mayor of iPopU
Edutainum Infinitum

Facebook-thumbs-up

Let’s face it: Evaluation is silly. Reviews of programs and units in universities in this day and age are even sillier. Units put the Unit in Unitversity, so what’s to review? No one really believes the Commission on Institutions of Higher Education when they boast in the naval-gazing Self-Study Guide that “undertaking a self-study is a major enterprise” or “self-study cannot be done well under rushed conditions.” Says who? These academic proverbs sell booklets with a wink wink and a chuckle.

That is the gist of the administrative genius of a major innovation in evaluation at iPopU. We drilled down to what is the core of the Review process and then inventoried trends to find that the Rating widget solves every problem of evaluation.

There are three types of evaluations, Conformative, Normative, and Summative, or what I’m told is better known in the field nowadays as Corporative, and the Rating widget solves all three at once. Yes, I hear you nodding, quite the little workhorse that Rating widget!

Yet, it took iPopU to repurpose it to the depth work of admin.

When we announced that it was time for Reviews, the yawning started and then came the dragging of the heels, for years. Check, we hear you when you say evaluations never change anything. Check, we hear you when you say you have better things to do. Check, we hear you when you say self-studies can be completed by a grad student or staff member with a Fillitin app on their phones. Check, we hear you when you say accreditation is a carry-over make-work relic of the medieval scholiastics. Check, we see you when you ask there must be a better way.

In one School, we have fourteen senior administrators who are already bumping into each other. Assigning a few to oversee a Review just adds to this. Remember, a bustling administrative office is like hot air when heated with a fan, electrons expand and collide with each other. In the old days, we dragged out Reviews for years, from one to the next, thinking that the best review was the prolonged review. We had two Associate Deans of the Office of Review. When we reviewed our 65 programs some time ago, comic relief faculty lovingly referred to this as a three-ring circus and then posted it on iPopUtube as a keystone cops episode. So we made admin offices bigger to avoid that. But, I listen to you wondering, are these admins underworked? I answer to that, better to have many than few. Am I right?

So iPopU introvated and in 2013 did all Reviews with the Rating widget.

Read More: iPopU: Innovation in Evaluation

#CAUT begins censure of #UBC for course copyright policy #highered #bced #bcpoli #yteubc #criticaled

Faculty Association of UBC, March 20,  2014– At its meeting on March 14 & 15, the CAUT Academic Freedom and Tenure Committee considered UBC’s Policy 81 and all of the associated documentation.  Following that consideration, the committee voted unanimously to recommend to the CAUT Executive that it bring a motion to CAUT Council in early May to begin the censure process of the UBC Administration. If they approve the recommendation, the Executive would bring a motion to Council that “CAUT will censure the UBC Administration at its November 2014 Council meeting unless the University ends the policy that the University may use, revise, and allow other UBC Instructors to use and revise a faculty member’s teaching materials, unless the faculty member specifically prohibits such use.”
Read More:

#UBC passes course copyright policy with minimal consultation #bced #bcpoli #highered #caut

The University of British Columbia’s Board of Governors passed a new “Use of Teaching Materials” policy on February 26 with minimal consultation with the Faculty Association of UBC (FAUBC). Unless faculty members indicate on course materials that their use is protected or unless they file “a prescribed Use of Teaching Materials form” form each course each time its offered, the University now claims the right to use the materials as administrators see fit:

…if a UBC Instructor makes his/her Teaching Materials available for use by others, unless that UBC Instructor places restrictions upon the Teaching Materials he/she shares in accordance with Section 2, UBC may, through its Faculties, Departments and individual Instructors, use, revise, and allow other UBC Instructors to use and revise the Teaching Materials to facilitate ongoing offerings of Credit Courses. The contribution of all UBC Instructors to the development of such Teaching Materials will be acknowledged in accordance with accepted scholarly standards unless the UBC Instructors advise UBC, at any time, that they do not wish such acknowledgement.

FAUBC President Nancy Langton cautioned faculty members:

If you share your teaching materials without taking any additional steps, you will be deemed to have given permission for anyone in the UBC teaching community to use and revise your materials at will. This deemed consent is irrevocable. It is not clear what the policy means when it refers to “sharing” teaching materials. This may include situations such as if someone asks to see your syllabus, or a case you wrote, or you post your materials on a public website.

In addition, you will have to ask UBC to “relinquish the rights” it will apparently acquire through Policy 81 prior to trying to publish your teaching materials. Although you will still technically own the copyright, this a hollow right if others may use and/or revise your material without your explicit agreement or permission.  Generally, under the Copyright Act, only a copyright owner can use, revise, or reproduce a copyrighted work or give others permission to do so.  We do not believe that Policy 81 is fully compatible with your rights as copyright owners under the Copyright Act.

The Association very much supports the notion of sharing teaching materials, and many of us do that. But traditionally, letting someone see your syllabus (or case, etc.) has not been equivalent to granting that person the legal right to use and revise the material as they see fit. Under the new policy, that’s what this will mean.

While the policy was being developed, the Association advised the University that the only acceptable version of Policy 81 is one that would involve opting into the policy, rather than opting out. Under an opt-in policy, members who want to share their teaching materials for others to use and revise without the copyright owner’s permission could mark them as such. The University refused this compromise. Instead, if you do not opt-out, your deemed consent to the use and revision of your teaching material is irrevocable.

The Association advises you that, given Policy 81, if you do not wish others to have the right to use, revise and/or reproduce your teaching materials, it is important that you mark anything that you do share in a manner that indicates that the material is for reference only.

Academic job market decimated, crashing #highered #edstudies #criticaled #caut #aaup #bced #bcpoli

Oftentimes, the academic job market for full-time (FT) faculty is inversely related to economic recessions. Not anymore. In this prolonged Great Recession, turned Great Depression II in parts of North America and across the world, youth have been particularly hard hit, more pronounced by race. The most common description for this current economy for youth is “a precipitous decline in employment and a corresponding increase in unemployment.” In Canada and the US, unemployment rates for the 16-19 year olds exceeds 25%. At the same time, one of the most common descriptions for postsecondary enrollment and participation in Canada and the US is “tremendous growth at the undergraduate level… the number of graduate students has grown significantly faster than the number of undergraduate students over the last 30 years.” With “school-to-work” and “youth employment” oxymoronic, corporate academia and the education industry are capitalizing on masses of students returning to desperately secure advanced credentials in hard times, but no longer does this matter to the professoriate.

If higher education enrollment has been significant, increases in online or e-learning enrollment have been phenomenal. Postsecondary institutions in North America commonly realized 100% increases in online course enrollment from the early 2000s to the present with the percentage of total registrations increasing to 25% for some universities. In Canada, this translates to about 250,000 postsecondary students currently taking online courses but has not translated into FT faculty appointments. More pointedly, it has eroded the FT faculty job market and fueled the part-time (PT) job economy of higher education. About 50% of all faculty in North America are PT but this seems to jump to about 85%-90% for those teaching online courses. For example, in the University of British Columbia’s (UBC) Master of Educational Technology (MET), where there are nearly 1,000 registrations per year, 85% of all sections are taught by PT faculty. In its decade of existence, not a single FT faculty member has been hired for this revenue generating program. Mirroring trends across North America, support staff doubling as adjunct or sessional teach about 45% of MET courses in addition to their 8:30-4:30 job functions in the service units. These indicators are of a larger scope of trends in the automation of intellectual work.

Given these practices across Canada, in the field of Education for example, there has been a precipitous decline in employment of FT faculty, which corresponds with the precipitous decline in employment of youth (Figure 1). Education is fairly reflective of the overall academic job market for doctorates in Canada. Except for short-term trends in certain disciplines, the market for PhDs is bleak. Trends and an expansion of the Great Recession predict that the market will worsen for graduates looking for FT academic jobs in all disciplines. A postdoctoral appointment market is very unlikely to materialize at any scale to offset trends. For instance, Education at UBC currently employs just a handful (i.e., 4-5) of postdocs.

To put it in mild, simple terms: Universities changed their priorities and values by devaluing academic budget lines. Now in inverse relationship to the increases in revenue realized by universities through the 2000s, academic budgets were progressively reduced from 40% or more to just around 20% for many of these institutions. One indicator of this trend is the expansion of adjunct labor or PT academics. In some colleges or faculties, such as Education at UBC, the number of PT faculty, which approached twice that of FT in 2008, teach from 33% to 85% of all sections, depending on the program.

Another indicator is the displacement of tenure track research faculty by non-tenure track, teaching-intensive positions. For example, in Education at UBC, about 18 of the last 25 FT faculty hires were for non-tenure track teaching-intensive positions (i.e., 10 courses per year for Instructor, Lecturer, etc.). This was partially to offset a trend of PT faculty hires pushing Education well over its faculty salary budget (e.g., 240 PT appointments in 2008). Measures in North America have been so draconian that the American Association of University Professors (AAUP) was compelled to report in 2010 that “the tenure system has all but collapsed…. the proportion of teaching-intensive to research-intensive appointments has risen sharply. However, the majority of teaching-intensive positions have been shunted outside of the tenure system.” What is faculty governance, other than an oligarchy, with a handful of faculty governing or to govern?

Read More: Petrina, S. & Ross, E. W. (2014). Critical University Studies: Workplace, Milestones, Crossroads, Respect, Truth. Workplace, 23, 62-71.

Equity, Governance, Economics and Critical University Studies #criticaled #edstudies #ubc #bced #yteubc

Workplace: A Journal for Academic Labor
Equity, Governance, Economics and Critical University Studies
No 23 (2014)

As we state in our Commentary, “This Issue marks a couple of milestones and crossroads for Workplace. We are celebrating fifteen years of dynamic, insightful, if not inciting, critical university studies (CUS). Perhaps more than anything, and perhaps closer to the ground than any CUS publication of this era, Workplace documents changes, crossroads, and the hard won struggles to maintain academic dignity, freedom, justice, and integrity in this volatile occupation we call higher education.” Workplace and Critical Education are published by the Institute for Critical Education Studies (ICES).

Commentary

  • Critical University Studies: Workplace, Milestones, Crossroads, Respect, Truth
    • Stephen Petrina & E. Wayne Ross

Articles

  • Differences in Black Faculty Rank in 4-Year Texas Public Universities: A Multi-Year Analysis
    • Brandolyn E Jones & John R Slate
  • Academic Work Revised: From Dichotomies to a Typology
    • Elias Pekkola
  • No Free Set of Steak Knives: One Long, Unfinished Struggle to Build Education College Faculty Governance
    • Ishmael Munene & Guy B Senese
  • Year One as an Education Activist
    • Shaun Johnson
  • Rethinking Economics Education: Challenges and Opportunities
    • Sandra Ximena Delgado-Betancourth
  • Review of Abundance: The Future is Better Than You Think
    • C. A. Bowers

Massive Open Online Courses and Beyond: the Revolution to Come

Michael A. Peters, TruthOut, August 17, 2013– The New York Times dubbed 2012 the year of the MOOCs – massive open online courses. Suddenly the discourse of MOOCs and the future of the university hit the headlines with influential reports using the language of “the revolution to come.” Most of these reports hailed the changes and predicted a transformation of the delivery of teaching and higher education competition from private venture for-profit and not-for-profit partnerships. Rarely did the media focus on questions of pedagogy or academic labor. This article suggests that MOOCs should be seen within the framework of postindustrial education and cognitive capitalism where social media has become the dominant culture.
Ernst & Young’s Universities of the Future carries the line, “A thousand year old industry on the cusp of profound change.” The report suggests that the current Australian university model “will prove unviable in all but a few cases.” It identifies five major “drivers of change”: democratization of knowledge and access, contestability of markets and funding, digital technologies, global mobility and integration with industry.

With the driver “digital technologies,” the report mentions MOOCs specifically as transformative of the way education is delivered and accessed and how “value” is created by higher-education providers. Clearly, this feature also is systematically related to the other features. I do not have the space here to evaluate this report except to say that it is self-serving in that it favors the privatization of education.

In An Avalanche is Coming: Higher Education and the Revolution Ahead, Michael Barber, Katelyn Donnelly and Saad Rizv, like the Ernst and Young, report, use the language of “revolution” to describe the changes about to transform higher education. Lawrence Summers, president emeritus of Harvard University who writes the foreword, suggests that An Avalanche is Coming correctly predicts the impending transformation:

Just as we’ve seen the forces of technology and globalisation transform sectors such as media and communications or banking and finance over the last two decades, these forces may now transform higher education. The solid classical buildings of great universities may look permanent but the storms of change now threaten them.

Michael Barber, one-time education adviser to Tony Blair and now consultant for the giant education publisher Pearson, signals that the functions of the traditional university are being “unbundled” – which means that some universities will need to specialize solely in teaching. Barber and his colleagues mention emergent forms of the university: the elite university, the mass university, the niche university, the local university, the lifelong learning mechanism. For Barber and his colleagues, MOOCs are symbolic of an avalanche: “Just as an avalanche shapes the mountain, so the changes ahead will fundamentally alter the landscape for universities.” With the student consumer as king, the growth of MOOCs and a more global system that makes up a leading part of the growth of the knowledge economy, “the new world the learner” will choose an education in a global marketplace with an “eye trained on value.”

The New York Times “Schools for Tomorrow” Conference to be held September 17, 2013, focuses on “Virtual U: The Coming of Age of Online Education.” The opening plenary asks “Is Online Education The Great Equalizer?” and provides the following primer:

There is no doubt that we are in the middle of an online education revolution, which offers huge potential to broaden access to education and therefore, in theory, level the playing field for students from lower-income, lower-privileged backgrounds. But evidence to date shows that the increasing number of poorly designed courses could actually have the reverse effect and put vulnerable students at an even bigger disadvantage.

This is to be followed with the debate: “Has The University As An Institution Had Its Day?” for which this description is added:

Higher education has always been an array of autonomous institutions, each with their own courses, their own faculty, and their own requirements for their own degrees. But online education is starting to break down those lines, in ways that are likely to lead to a lot more shared courses, consortia and credit transfers. In addition, there are a growing number of companies (not schools) providing higher education courses outside the traditional higher education institutions. As we move towards the possibility of a multi-institution, multi-credit qualification, is the traditional higher education institution in danger of losing applicants, income and identity?

The next agenda is devoted to “new era business models” including “an increasing assortment of new ventures offering for-profit schools, for-profit online courses, tests, curricula, interactive whiteboard, learning management systems, paid-for verified certificates of achievement, e-books, e-tutoring, e-study groups and more.” And finally, the conference is to address “Gamechangers: How Will Online Education Revolutionalize [sic] What We Know And Understand About Learning?” with this orientation:

Traditionally, pedagogical research has been done in tiny groups; but new-generation classes of 60,000 students make it possible to do large scale testing and provide potentially game-changing research on how students learn best. Using the big data from online courses, we have access to new information about what pedagogical approaches work best. MOOCs, and many more traditional online classes, can track every keystroke, every homework assignment and every test answer a student provides. This can produce a huge amount of data on how long students pay attention to a lecture, where they get stuck in a problem set, what they do to get unstuck, what format and pacing of lectures, demonstrations, labs and quizzes lead to the best outcomes, and so on. How can we use Big Data for the good of the education profession, and not for “Big Brother”?

In “MOOCs and Open Education: Implications for Higher Education” – a self-described “white paper” – Li Yuan and Stephen Powell embrace a balanced analysis that sees MOOCs as an extension of existing online learning approach, but one that has generated “significant interest from higher-education institutions and venture capitalists that see a business opportunity to be exploited” that offer scalability and new business models of open education, enabling the disaggregation “of teaching from assessment and accreditation for differential pricing and pursuit of marketing activities.” They embrace the theory of disruptive innovation (Bower & Christensen, 1995) to explain why some innovations can disrupt existing markets at the expense of incumbent players and suggest that current UK policy through a radical agenda allows “new, for-profit providers to enter the higher education market.”

Read More: TruthOut

Lessons of Harvard’s secret email search

Dan Gillmor, The Guardian, March 11, 2013— According to Harvard Universityemail subject lines are not “content”. This remarkable claim comes in a university statement, sardonicallycalled a “partial apology” by the Boston Globe, attempting to explain why Harvard semi-searched email accounts of 16 “resident deans” to find out who’d leaked information about a student cheating scandal to the press.

The statement attempted to put to rest a mini-uproar set off by theGlobe’s initial report on the leaker probe methods. In attempting to explain what had happened, and to assure the Harvard community that people’s emails weren’t being scanned wholesale, the statement answered some questions but only provoked others.

Most of all, the entire episode highlighted several realities in today’s working world: notably, the folly of using an employer’s email system for any purpose that might ever prove controversial.

I won’t even attempt to sort out the Harvard explanation; it’s too convoluted. But I do want to point to the bizarre assertion mentioned at the top of this piece. The statement says, in part:

“The search did not involve a review of email content; it was limited to a search of the subject line of the email that had been inappropriately forwarded. To be clear: no one’s emails were opened and the contents of no one’s emails were searched by human or machine.”

I have news for the deans under whose names this statement appeared. Like most people who send email, I try hard to make the subject line relevant enough that the recipient will be inclined to open the missive and read it. Other highly relevant material in my email includes the name of the person I’m sending it to; the date; the time; the internet address of the machine I’m using; and the network I’m sending from. None of those is the message itself, but they are “content” in every way that matters. That data form the basis for all kinds of inferences and knowledge about me.

I take for granted that Harvard, like all employers, has a right to look at pretty much anything it pleases on the machines that are part of its network, and I’d put administrative email accounts, as these were, fairly high on the list. That doesn’t mean Harvard is necessarily doing the right thing, or that any employer exercising its internal snooping rights, except in the rarest of circumstances, is being honorable with its employees.

It does mean that employees should always assume that their employers’ networks are under surveillance, at least internally.

Read More: The Guardian

#IdleNoMore alive and well, University of Alberta forum hears

Edmonton Journal, Alexander Zabjek, February 8, 1013 — The Idle No More Movement is not dead, dying, or dormant.

That was the message at a University of Alberta forum Friday that attracted more than 300 participants and nine speakers, including Chief Theresa Spence of Attawapiskat in northern Ontario.

Spence, via video link from her home community, was making her first major public appearance since ending her six-week fluid-only diet in Ottawa two weeks ago. Spence started her protest around the same time as Idle No More gained speed but the two protests were separate entities with separate tactics, although Spence often seemed to dominate headlines.

On Friday, however, Spence urged First Nations leaders to work with the Idle No More movement and other grassroots organizations. She said she was glad to be back in her home community and spoke relatively briefly, alongside Danny Metatawabin, her spokesperson during her protest,

“In retrospect, I see (she) really drew attention to Canada’s indigenous people, not just in Canada but outside Canada. People started to hear about this First Nations chief in Canada who is on a hunger strike in this country that is supposed to be such a great place to live,” said speaker Tanya Kappo, of the Sturgeon Lake Cree Nation, after the forum.

Kappo was the first person to use the Twitter hashtag #idlenomore in December and has spoken extensively about the Conservative government’s Bill C-45 and the effect it will have on laws governing navigable waterways. She addressed the crowd with personal stories of activism, including the time she explained to her young son why she couldn’t in good conscience attend Alberta’s centennial celebrations.

Read More: Edmonton Journal

Faculty and Staff withdraw services at BCIT

Following strike approval of its membership last week, the Faculty and Staff Association (FSA) at the British Columbia Institute of Technology have withdrawn services this afternoon. Seen as a wake-up call, job action will escalate until the Union reaches an agreement. Like a number of other locals in the province, the Union’s contract expired 30 June 2010. “Better salaries and working conditions are needed to attract career-seasoned professionals from industries where wages have kept pace with inflation,” FSA executive director and chief negotiator Paul Reniers said in a press release. “Fair wages will ensure that BCIT can hire and hold on to the kinds of professionals who built this important institution.” The FSA represents over 1,400 BCIT employees including technology and part-time studies faculty, assistant instructors, technical staff, researchers, curriculum development professionals, librarians, program advisors and counselors.

Reniers noted that “low wages are already impacting BCIT’s programs. Our rates for night school are among the lowest in the region, yet 60% of BCIT registrations are in Part-Time Studies. We are losing instructors to other colleges and universities.”

Proponents of Online Education Plan to Start Peer-to-Peer University Related materials

The Chronicle: Proponents of Online Education Plan to Start Peer-to-Peer University
Related materials

Five academics from around the world plan to open a new kind of online university early next year, built upon professor star power and students learning from one another through online social tools. The teachers will be volunteers, the courses will cost next to nothing, and no official credit will be given.

When Professors Print Their Own Diplomas, Who Needs Universities?

The Chronicle: When Professors Print Their Own Diplomas, Who Needs Universities?

David Wiley taught an online course at Utah State University last fall and let anyone fully participate, even if they weren’t enrolled. In the end, five people the registrar had never heard of joined discussions with the 15 or so regular students and got papers graded by Mr. Wiley, who considered the extra work a public service.

Blogs and Wikis and 3D, Oh My!

Inside Higher Ed: Blogs and Wikis and 3D, Oh My!

The Volokh Conspiracy is one of the most widely read legal blogs. It has been cited in court rulings. Its readership stands at over 700,000 unique visitors a month, many from academe and some from within the Supreme Court itself. Written by legal scholars and boasting instant, in-depth analysis of top court cases, the blog probably has more influence in the field — and more direct impact

UMass Student Strikers Reach Agreement With Administration

The Chronicle News Blog: UMass Student Strikers Reach Agreement With Administration

Students who staged a strike in November at the University of Massachusetts at Amherst have reached an agreement with the administration that two student governing bodies will ratify tonight.

The agreement resulted from weekly talks between students and the interim chancellor, Thomas W. Cole Jr., that he agreed to hold after the strike.

Google E-mail Service Inspires Fears of U.S. Spying Among Canadian Faculty Members

The Chronicle: Google E-mail Service Inspires Fears of U.S. Spying Among Canadian Faculty Members

An arbitrator convened a hearing this week to consider a grievance filed by the faculty association of a university in Ontario. The group fears professors’ messages will not be secure once they cross the border.

Educause Lobbies Against Piracy Measure in House Bill

The Chronicle News Blog: Educause Lobbies Against Piracy Measure in House Bill

Washington — Mark A. Luker, a vice president of Educause, said last night that his group was pushing lawmakers to block a measure designed to stem online swapping of music files on college campuses. The measure is part of legislation to reauthorize the Higher Education Act (HR 4137), which is scheduled for a vote today by the U.S. House of Representatives.

Manitoba: U of M students disciplined for cyberbullying

Globe & Mail: U of M students disciplined for cyberbullying

WINNIPEG — Nearly three dozen students at the University of Manitoba have been disciplined for a cyberbullying incident last year on the social networking website Facebook.

University spokesman John Danakis says 34 students have been disciplined for taking part in a Facebook group designed to bully a fellow student in 2007.