Documents found
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3561.More information
Monitoring technologies are increasingly used in schools to track students’ digital activity—including web browsing, app use, and more—and can even follow them beyond the physical schoolhouse gates. Informed by interviews with twenty-two US-based teachers, we propose a theory of “algorithmic theater” that captures the negotiated role these technologies play as instruments of schooling and state control. This theory situates the relationship among labor, performativity, infrastructure, and audience in the production of an algorithmic script, much as a theater company employs those elements in producing a play. We use algorithmic theater to frame the teachers’ statements about these technologies and to disentangle the coordinated and contested narratives about algorithmic omniscience, efficiency, and care from the material realities of the classroom. For example, while tracking technologies are often marketed as omniscient, students can successfully resist and evade the tools. These technologies elicit strong beliefs among teachers: some feel assured by a cheating-proof, distraction-free learning environment; others are concerned about the extreme nature of the monitoring. But all of the teachers who used the tools experienced a reconfiguring of the school environment to make space for algorithms that changed the nature of deviance, productivity, and accountability. Drawing on literature of surveillance and performativity, we argue that school tracking regimes employing monitoring tools harbor constrictive views of teachers and students’ capacities, as the biases encoded within these tools promote the othering and disciplining of non-normative behaviors related to movement, self-expression, exploration, learning, and creativity. Ultimately, we contend that tracking technologies exceed a necessary level of surveillance in schools while covertly promoting racist and ableist socio-technical arrangements.
Keywords: Student Activity Monitoring Software, Algorithmic Surveillance, Artificial Intelligence, teachers, resistance, performativity, schools
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3562.More information
Objective – The purpose of this study was to examine the status and viability of application-based open access funds (OAFs) across the University of California (UC) Libraries to assist with long-term planning for this type of funding at UC.Methods – In 2022, the authors surveyed the 10 UC campus libraries about both the outcome of an earlier UC-wide OAF pilot and the current status of application-based OAFs to support article processing charges (APCs), book processing charges (BPCs), and open educational resources (OERs). Five campuses reported having a current OAF. These five campuses responded to additional questions about their budgets and their sustainability, the number of publications funded, policies, and staffing resources for managing the OAF.Results – Five UC campuses had an active application-based OAF, with budgets or expenditures ranging from $20,000 - $271,000 annually. Only two campuses felt their budget was sustainable. One of the five campuses closed its fund after the survey. The number of staff resources per fund ranged from 1 to 6 with 3 to 32 hours of work weekly. Funding policies were similar to other institutional OAFs with some distinctions. All campuses had revised their criteria to disallow funding for journals covered by UC’s transformative open access agreements.Conclusion – Providing application-based funds for OA publishing at high-publishing academic institutions requires a substantial budget and workforce. Though these funds benefit some authors, the wider equity of APCs and BPCs needs to be considered.
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3563.More information
Objective – The goal of this study was to examine whether an undergraduate student's race influences their interactions and perceived quality of experiences with librarians/library staff and student employees.Methods – The study consisted of a survey distributed by email to undergraduate students at a medium size public university located in North Central Massachusetts. Students answered questions about the frequency of their interactions with librarians and student employees, whether they felt respected during the interactions, whether their information needs were met, and whether the interactions increased their feelings of belonging at the university. Data analysis on the 366 students who completed the survey was conducted in SPSS using Fisher’s exact test.Results – Findings revealed that Black students reported more frequent interactions with librarians/library staff and student employees than Latina/o/e and White students did. The difference across races regarding the frequency of interactions with librarians/library staff and student employees was statistically significant. Although Black students also reported higher levels of agreement for feeling respected, having their information needs met, and feelings of belonging than their counterparts, the differences among races were not statistically significant. Black, Latina/o/e, and White students felt respected, had their information needs met, and felt a sense of belonging regardless of whom they interacted with. Further, preferences for whom students interacted with depended on the type of information needed. Students sought librarians for research help and student employees for logistical support.Conclusion – To improve the undergraduate student library experience, the authors discuss how to create a more accessible and inclusive library environment by leveraging student employees for peer mentoring, enhancing faculty collaboration to integrate library resources into coursework, and providing professional development for library staff to foster a welcoming atmosphere.
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3564.More information
Over the past decade, new technologies have been increasingly deployed in a manner that allows designers to remotely collect usage data, facilitating the development and rollout of updates and adjustments after their release. By retaining control over product stabilization, designers can discourage technologies from being used in manners other than that which they prescribe, thereby reducing interpretive flexibility. As a result, end users are increasingly shepherded towards use-patterns that reflect the interests of designers. This paper explores this agential shift using three case studies. The first considers the evolution of a video game series, exploring how expanding data-collection practices in subsequent releases changed design processes and user experiences. The second case examines the evolution of social media design and the rise of algorithmic nudging. The third case broadly analyzes humanitarian design, demonstrating how dataveillance has expanded beyond consumer electronics. By maintaining control over use-patterns, designers can reduce uncertainty and increase profitability. However, these subtle power shifts also have consequences for user agency and interpretive flexibility, reanimating debates about technological determinism.
Keywords: dataveillance, interpretive flexibility, technology designers, technological determinism, Surveillance Capitalism
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3565.More information
We are a Collective of occupational therapists from all areas of practice and roles with longstanding commitments to working for human rights in the context of colonial oppressions, including genocide. We aim to affirm our deep commitment to occupational therapy’s values and principles by naming and acting against the ongoing genocide of Palestinian people. This paper is an act of collective resistance, self-assertion and solidarity for all those in the profession who have been erased, denied, and harmed by the silence of occupational therapy’s national and international governing bodies, as well as the silencing. We write this piece anonymously to add our voices to those healthcare professionals who are speaking out – including those working in healthcare in Gaza. We begin by naming the injustice, citing recent evidence and the rulings of various international bodies considered authoritative and legitimate. Then we address the injustice of silence, as experienced in the occupational therapy profession through the silencing of its members. We continue by reviewing relevant professional obligations and ethical responsibilities of occupational therapists, including the requirement to speak out against occupational injustices. This is followed by an outline and critique of our profession’s governing bodies’ problematic responses and complicity, naming the harms caused from within. We conclude this paper by indicating the only ethical option for action; one that also applies to other healthcare professions whose institutions have been silent, hoping this will incite them to break their silence.
Keywords: occupational justice, war, expanded awareness, bioethics, immigrant settlement
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3566.More information
This article presents the results of exploratory research on social and solidarity economy ecosystems. In the discussion section, it introduces a reflective analysis addressing four questions inspired by the advances and learnings emerging from the consulted documents. Finally, it lays the groundwork for a research agenda on the concept of ecosystem in resonance with the transformations currently observed both at the geopolitical level and in terms of the current situation.
Keywords: écosystèmes d’économie sociale et solidaire, social and solidarity economy ecosystems, écosystèmes d’entreprises innovantes, innovative business ecosystems, relational ontology, ontologie relationnelle, programme de recherche, research agenda, social and ecological transition, transition sociale et écologique
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3567.More information
The rapid rise of artificial intelligence (AI), exemplified by ChatGPT, has transformed education. However, few studies have examined the factors influencing its adoption in higher education, especially among Mathematics student teachers. This study investigates factors that influence the behavioural intentions of Mathematics student teachers regarding using ChatGPT. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) model, data were collected through a questionnaire of 24 items across six factors on a 5-point Likert scale. Using multiple linear regression analysis with RStudio, the findings reveal that Intrinsic Motivation, Performance Expectancy, Social Influence, and Perceived Trust positively affect behavioural intentions to adopt ChatGPT. The study emphasizes implications for developers and educators to enhance AI integration in education, thereby supporting personalized and engaging learning experiences.
Keywords: artificial intelligence, ChatGPT, behavioural intention, intelligence artificielle, intentions comportementales, ChatGPT, stagiaires en mathématiques, Mathematics student teacher
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3568.More information
Every year, the French national police force recruits and trains several thousand police officers, who are at the bottom of the hierarchicalpyramid. Recruited from all over France - in the Île-de-France region, the provinces and the French overseas departments and territories - they are mainly expected to be posted to the Île-de-France region, where four out of ten French police officers work, and from where more officers leave during their career – a priori to seek a better quality of life elsewhere in France - than are transferred from these other French territories. This article sets out to take the measure of what this constraint represents in police recruitment, at a time when the latter is particularly complicated by a number of applications well below what the institution hopes for. It shows how the administration is looking for the right strategy to relativize the negative weight of this very real constraint.
Keywords: police, police, recruitment, recrutement, formation, training, concours, competition, assignment, affectation
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3569.More information
The ever-changing digital context, digital habits and pressures, demands and practices, often contribute to online learners experiencing burnout, stress, fatigue, sleep deprivation, cognitive overwhelm, and work-life imbalance, just to mention a few issues identified in literature. With the rise of online learning offerings, an increasing number of educators across diverse contexts and disciplines are faced with questions pertaining to the optimal experience and design for online learning. Current research has highlighted both positive and negative impacts of teaching and learning in the digital space. This online learning design debate has identified a need for practices that contribute to the holistic wellbeing of learners rather than merely cognitive outcomes. There is a need for an evidence-based pedagogical framework centred on wellbeing that enables the creation of learning “by design”. This research, applying secondary data analysis and a mindfulness-informed lens, results in such a framework, i.e., the DW-FOLD: Digital Wellness Framework for Online Learning – to guide intentional use of technology and online learning pedagogical principles that ensure active and meaningful learning while using technology for the good of all learners.
Keywords: Online Learning Design, bien-être numérique, cadre, Digital wellness, mieux-être numérique, framework, Instructional Design, conception pédagogique, conception de l’apprentissage en ligne, digital wellbeing
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3570.More information
This case study explores the thematic thread of joy within the patterned quilt (Dyson & Genishi, 2005) of a longitudinal university-based summer literacy camp (for ages 4 to 12) led by pre-service teachers. We explore pre-service teachers’ roles as curriculum makers in relation to examples of negotiated curriculum leading to shared joyful literacy learning.
Keywords: literacy camp, responsive pedagogies, joyful learning, case study