Turn-U-In: Treating Students as Suspects

David Trend

It’s no secret that online learning has its problems, witnessed in the historic failure and drop-out rates resulting from thrown-together course overhauls in the early COVID months. Less widely reported has been another kind of failure owing to a loss faith in educational institutions and a widening trust gap between teachers and students.

Inherent school power inequities  have aggravated  antagonisms – now made even worse by a range of surveillance and security technologies. The distance in “distance learning” can create an atmosphere of alienation and distrust. When the in-person classroom is reduced to a screen image, teachers and students can seem more like abstractions than actual people.

This opens the door for all sorts of communication failures and misunderstandings, not to mention stereotyping and harm. The objectifying tendencies of media representations long have been associated distortions in the way individuals and groups view each other, whether in the marketing of products, sensationalizing news items, or spreading ideologies on social networks. When “Zoom school” does this, underlying beliefs and assumptions can overtake the reality of encounters, generating attitudes that destabilize the learning environment.

These problems have become especially evident in the panic about student dishonesty in online learning, as the absence of classroom proximity quickly escalated in into assumptions of cheating. Early in the 2020s a torrent of news reports warned of an “epidemic” of dishonesty in online learning, with some surveys showing over 90 percent educators believing cheating occurred more in distance education than in-person instruction.[i] New technologies often have stoked such fears, in this instance building on the distrust many faculty hold toward students, some of it racially inflected. [ii] Closer examination of the issue has revealed that much of the worry came from faculty with little direct knowledge of the digital classroom, online student behavior, and preventative techniques now commonly used.  Indeed more recent research has shown no significant differences between in-person and online academic integrity.[iii] Continue reading “Turn-U-In: Treating Students as Suspects”

Art history versus the internet

“Keeping up with the pace of change in the digital world is challenging, and harnessing its potential can be frustrating,” says the Getty Trust’s James Cuno. As presented in an essay entitled “Art History is Failing at the Internet” by Cuno carried in DailyDot,  “the biggest mistake many of us in the arts and humanities academy can make is thinking of that potential only in terms of how we can use the new technology to more quickly and broadly disseminate information. The promise of the digital age is far greater than that. It offers an opportunity to rethink the way we do, as well as to deliver new research in the arts.

“The history of art as practiced in museums and the academy is sluggish in its embrace of the new technology. Of course we have technology in our galleries and classrooms and information on the Web; of course we are exploiting social media to reach and grow our audiences, by tweeting about our books, our articles, including links to our career accomplishments on Facebook and chatting with our students online

Continue reading “Art history versus the internet”