We can reclaim the Web and more broadly ed-tech for teaching and learning. But we must reclaim control of the data, content, and knowledge we create. We are not resources to be mined. Learners do not enter our schools and in our libraries to become products for the textbook industry and the testing industry and the technology industry and the ed-tech industry to profit from.
Really philosophical article about what it is Higher Ed is trying to do here. It’s not just about student portfolios, it’s Everything. It is the books you check out the seminars you attend, the videos you watched the notes you took all the artifacts of learning. And currently they are all squirreled away and stashed inside data silos like Learning Management Systems.
The original World Wide Web was like the Wild, Wild West, an open frontier without visible limit. Cloud services and commercial offerings has fenced in the frontier in a series of waves of fashion. Whether it was AOL, Tripod.com, Geocities, Friendster, MySpace, Facebook the web grew in the form of gated communities and cul-de-sacs for “members only”. True the democracy of it all was membership was open and free, practically anyone could join, all you had to do was hand over the control, the keys to YOUR data. That was the bargain, by giving up your privacy, you gained all the rewards of socializing with long lost friends and acquaintances. From that little spark the surveillance and “data mining” operation hit full speed.
Reclaiming ownership of all this data, especially the component that is generated in one’s lifetime of learning is a worthy cause. Audrey Watters references Jon Udell in an example of the kind of data we would want to own and limit access to our whole lives. From the article:
“Udell then imagines what it might mean to collect all of one’s important data from grade school, high school, college and work — to have the ability to turn this into a portfolio — for posterity, for personal reflection, and for professional display on the Web.“
Indeed, and at the same time though this data may live on the Internet somewhere access is restricted to those whom we give explicit permission to access it. That’s in part a project unto itself, this mesh of data could be text, or other data objects that might need to be translated, converted to future readable formats so it doesn’t grow old and obsolete in an abandoned file format. All of this stuff could be give a very fine level of access control to individuals you have approved to read parts or pieces or maybe even give wholesale access to. You would make that decision and maybe just share the absolute minimum necessary. So instead of seeing a portfolio of your whole educational career, you just give out the relevant links and just those links. That’s what Jon Udell is pursuing now through the Thali Project. Thali is a much more generalized way to share data from many devices but presented in a holistic, rationalized manner to whomever you define as a trusted peer. It’s not just about educational portfolios, it’s about sharing your data. But first and foremost you have to own the data or attempt to reclaim it from the wilds and wilderness of the social media enterprise, the educational enterprise, all these folks who want to own your data while giving you free services in return.
Audrey uses the metaphor, “Data is the new oil” and that at the heart is the problem. Given the free oil, those who invested in holding onto and storing the oil are loathe to give it up. And like credit reporting agencies with their duplicate and sometime incorrect datasets, those folks will give access to that unknown quantity to the highest bidder for whatever reason. Whether its campaign staffers, private detectives, vengeful spouses, doesn’t matter as they own the data and set the rules as to how it is shared. However in the future when we’ve all reclaimed ownership of our piece of the oil field, THEN we’ll have something. And when it comes to the digital equivalent of the old manila folder, we too will truly own our education.