Ethics and Contributed by Organizations or Campuses
Digital Citizen Project
| Title: | Digital Citizen Project (ID: CSD5042) | | Origin: | Contributed by Organizations or Campuses (08/10/2007) | | Type: | Programs and Projects | | Abstract: | The Illinois State Digital Citizen Project is a multi-year project to impact illegal piracy on campus using a multi-faceted approach to confront pervasive attitudes and behaviors in peer-to-peer downloading of movies, music, and media. By addressing ethical and legal issues involved through K-16 education, public relations, and rewards, Illinois State plans to create a nationally recognized program that is cost-effective, based on comparison and research of the products currently available, and is replicable on other college campuses.
| | View this resource: | |
We Are All Public Now: Surveillance, Technology, and the Sanctity of the Classroom
| Title: | We Are All Public Now: Surveillance, Technology, and the Sanctity of the Classroom (ID: CSD4905) | | Author(s): | Siva Vaidhyanathan (New York University) | | Origin: | Contributed by Organizations or Campuses (2007) | | Type: | Presentations/Speeches | | Abstract: | This lecture was presented by The Cornell University Computer Policy and Law Program.
As information and communicative technologies pervade the higher education classroom; academia has been justifiably enamored of the democratizing potential of constant connectivity and inexpensive information distribution. But these technologies -- Web sites, blogs, social networking sites, course management systems, digital video, and camera phones, instant messaging, etc. -- have generated some profound negative externalities as well. Chief among these is the loss of the sense that the classroom is a special, even sacred, space. Professors and students now operate in an environment of almost constant surveillance. And for those teaching and learning controversial subjects, the potential for abuse is clear and present. This talk argues that we in the academy should avoid the temptation of "quick fixes" such as restrictive technologies and regulations. Instead, we should foster a structures conversation that generates better norms, protocols, and ethics and aims to restore the classroom as a safe and special place for the deliberation of ideas and the dissemination of knowledge and wisdom. | | View this resource: | |
Democratizing Software: Open Source, the Hacker Ethic, and Beyond
| Title: | Democratizing Software: Open Source, the Hacker Ethic, and Beyond (ID: CSD2996) | | Origin: | Contributed by Organizations or Campuses (2003) | | Type: | Articles, Papers, and Reports | | Abstract: | The development of computer software and hardware in closed-source, corporate environments limits the extent to which technologies can be used to empower the marginalized and oppressed. Various forms of resistance and counter-mobilization may appear, but these reactive efforts are often constrained by limitations that are embedded in the technologies by those in power. In the world of open source software development, actors have one more degree of freedom in the proactive shaping and modification of technologies, both in terms of design and use. Drawing on the work of philosopher of technology Andrew Feenberg, I argue that the open source model can act as a forceful lever for positive change in the discipline of software development. A glance at the somewhat vacuous hacker ethos, however, demonstrates that the technical community generally lacks a cohesive set of positive values necessary for challenging dominant interests. Instead, Feenberg's commitment to "deep democratization" is offered as a guiding principle for incorporating more preferable values and goals into software development processes. | | View this resource: | |
|
