I like to pretend that I’m somewhat web savvy, and that I can generally guess where links on large websites will take me. This apparently isn’t the case with Blogger – I have a Blogger account to occasionally comment on blogs in the Google blogsphere, but despise the service enough that I don’t use the service. I do, however, have an interest in Google’s newly released Dashboard that is intended to show users what Google knows about them, and how their privacy settings are configured.
Given that I don’t use Blogger much, I was amazed and pleased to see that there was a link to the Dashboard in the upper-right hand corner of a Blogger page that I was reading when I logged in. Was this really the moment where Google made it easy for end-users to identify their privacy settings?
Alas, no. If I were a regular Blogger user I probably would have known better. What I was sent to when I clicked ‘Dashboard’ was my user dashboard for the blogger service itself. This seems to be a branding issue; I had (foolishly!) assumed that various Google environments that serve very different purposes would be labeled differently. In naming multiple things ‘dashboard’ it obfuscates access to a genuinely helpful service that Google is now providing. (I’ll note that a search for ‘Google Dashboard’ also calls up the App Status Dashboard, and that Google Apps also has a ‘Dashboard’ tab!)
In this post I want to consider privacy from a bit of a ‘weird’ point of view: What information do you want students to reveal to each other and yourself, and what do you want to reveal to them? What ethical responsibilities do educators have to their students concerning their disclosure of information to one another?
In many classrooms, instructors and their students develop bonds by becoming vulnerable to one another by sharing personal stories with one another. ‘Vulnerability’ should be understood as developing a rapport of trust that could be strategically or maliciously exploited, though there is not an implicit suggestion that vulnerability will necessarily lead to exploitation. Some of the best teachers and professors that I have ‘revealed’ themselves as human beings – once I saw that they were like me I felt more comfortable participating in the classroom environment. With this comfort and increased participation, I developed more mature understandings of subject material and my personal stances regarding it. The rapports of trust that I developed with faculty led to the best learning environments I have ever experienced.
Wiki means ‘quick’ in Hawaiian and is commonly used to refer to relational databases that allow for collaborative content creation and revision. These databases have some similarities to blog structures, insofar as they allow a group of people to comment on content, but are distinct from blogs insofar as they upset blogging’s authorial structure by letting readers make modifications to articles’ content. Whereas in blogs, readers can comment on content, in a wiki the readers can modify and come to ‘own’ the content. Wikis have been called the simplest kind of database, and this is (in part) due to ease of inserting and modifying content. All wiki’s use the following process for content generation: Edit >> Write >> Save. That’s it!
In situations where students are increasingly learning online, wikis can provide a space for them to work with one another to address/confront common problems and challenges. This can mean that a group of students use a wiki to write an essay so that they can all contribute to the project (and track each others’ modifications) without needing to find a time and space to sit down and talk with one another at length, to creating a set of class notes that reflect what occurs in lectures, to establishing a coherent content management system that lets students track how the courses they take throughout their academic degree interrelate with one another. In transitioning from analogue technologies and environments to digital wikis, students can (at least partially) overcome the challenges of space, scheduling, particular content retention, and tedious subject cross-references.