Data Protection and Privacy - Europe and the U.S.

If you had a meeting and Apple CEO Tim Cook gave a speech and he was followed by Sir Tim Berners-Lee, and after the lunch break Facebook's Mark Zuckerberg and Google's Sundar Pichai were on the screen giving video messages, you would consider this to be a pretty high-powered meeting.

That was the lineup for some European data regulators at the 40th International Conference of Data Protection and Privacy Commissioners, held this year in the European Parliament in Brussels.

I saw part of it on a recent 60 Minutes. Tim Cook talked about the "crisis" of "weaponized" personal data. It's not that Apple doesn't collect data on its users, but companies like Facebook and Google rely much more on user data to sell advertising than hardware-based Apple.

The focus in that segment is on Europe where where stricter laws than in the U.S. are already in place. Of course, they affect American companies that operate in Europe, which is essentially all major companies.

Multi-billion dollar fines against Google for anti-competitive behavior re in the news. The European Union enacted the world's most ambitious internet privacy law, the General Data Protection Regulation (GDPR).

Tim Cook said he supports the law, but Jeff Chester, executive director of the Center for Digital Democracy, says that "Americans have no control today about the information that's collected about them every second of their lives." The only exception is some guaranteed privacy on the internet for children under 13, and some specific medical and financial information.

This is an issue that will be even more critical in the next few years. Since GDPR was passed, at least ten other countries and the state of California have adopted similar rules. And Facebook, Twitter, Google, and Amazon now say they could support a U.S. privacy law. Of course, they want input because they want to protect themselves.

 

Data and Goliath: The Hidden Battles to Collect Your Data and Control Your World

Data Privacy Law: A Practical Guide

Work FOMO

#workFOMO

FOMO is the acronym for Fear of Missing Out which is defined as "a pervasive apprehension that others might be having rewarding experiences from which one is absent."

Another characteristic of this form of social anxiety is that a person compensates with a desire to stay continually connected with what others are doing.

Of course, we associate this social anxiety with social media but, though the acronym is new, the fear of missing out on things has surely been an issue since ancient times. People of the past were lucky - or unlucky, depending on your point of view - because they didn't have social media. Today we are much more aware of what others are doing.

I have written here about people I call "The Disconnected" but today I'm writing about people who are too connected. And yet, there is overlap in those two groups because the connections that "The Disconnected" often still maintain are social networks. 

Some people call the younger generations (Millennials and Gen Z) generations that are "always on," as in always online and always on their devices.

We associate much of this activity with "social" usage such as activity on Facebook and Instagram and updates on where we are, what we are doing and who is with us. Lately, I am seeing more attention paid to the "always on" aspects of work life

Part of that work condition comes from what I will call "Work FOMO." This is when we see people checking their phones, and reading work texts and email long after they have left the workplace. When does the work day end? Perhaps never. And that isn't healthy mentally or physically, and it might not be even helping their career.

You have seen those studies that show that social media can reduce young adults’ sense of well-being and satisfaction with their life. How does checking work messages all day and night affect your well being and satisfaction with your job? Does this increase our fear that our fellow employees are doing things and connecting with others and getting ahead of us in the workplace?

Both social and Work FOMO research probably suffers from correlation and causation issues. Does being on social media make you feel less happy, or do unhappy people spend more time using social media? Does Work FOMO cause you to keep checking in, or does checking in just increase your fear that you're missing out on that important message?

It is popular to post advice on how to overcome FOMO. (Here's one from psychologytoday.com.) The advice sounds reasonable but not always easy to follow. Are you "willing to not have it all?" Can you accept that your needs are limited, but your desires are endless?

There is one piece of advice that sounds reasonable and doable. Focus on one thing at a time. A decade a or two ago, "multitasking" was the thing to do. Then, we started to get research in the late 1990s that showed that we are not good at multitasking. Subjects exhibited severe interference when asked to perform even very simple tasks simultaneously. The human brain really can only respond successfully to one action request at a time. If you have a fear of missing out on something important at work, maybe you should turn your attention away from the screen.

Revisiting the One Laptop Per Child Movement

students using
XOs being used at a primary school in Kigali, Rwanda using the Scratch programming language (Photo: Wikimedia)

One Laptop per Child (OLPC) is a non-profit initiative established in 2005 with the goal of transforming education for children around the world. The plan was to achieve this goal by creating and distributing educational devices for the developing world, and by creating software and content for those devices.

In 2005, the typical retail price for a laptop was considerably in excess of $1,000 (US). Prices have actually decreased since then and laptops have become far more powerful, but the OPLC objective to create a $100 laptop is still an ambitious one.

The OLPC project was started by Nicholas Negroponte at the Massachusetts Institute of Technology (MIT) with a core of MIT Media Lab personnel. The organization has grown to include passionate people creating software and hardware and sustainable community involvement to fulfill the educational mission of OLPC. 

What they created was the OLPC XO Laptop, a low-cost and low-power laptop computer. The project was originally funded by member organizations such as AMD, eBay, Google, Marvell Technology Group, News Corporation, Nortel. Chi Mei Corporation, Red Hat, and Quanta provided in-kind support.

The OLPC project has been the subject of extensive praise and criticism. It was praised for pioneering low-cost, low-power laptops.

It can be given some credit for inspiring later variants such as Eee PCs and Chromebooks.

It certainly generated interest at high levels of government and educational leadership in computer literacy as a mainstream part of education in many poorer countries.

The OLPC group and others have created interfaces that work without literacy in any language, and particularly without literacy in English. And it has increased the attention and production of free and open source software.  

My partner on Serendipity35, Tim Kellers, bought an XO laptop. At the time, your purchase funded a second XO going out free into the world. When Tim left NJIT where we had both worked, he passed the XO on to me. I can't say that I find the device to be much more than a museum piece for my purposes. Then again, it was not designed for me or my purposes or my situation.

laptops
                       via Twitter 

I was reminded of the OLPC movement by a post by Allie Cooper on the topic. She wrote:

According to One Laptop Per Child’s Chief Financial Officer Robert Hacker, the most important thing about having these laptops is the capability to access the Internet. “When we think about the causes of poverty, access to information is essential,” said Hacker. “That opens up a huge resource for learning.”

The laptops being given to students are uniformly designed all over the world. The signature mint green color is used by almost two and a half million impoverished children spanning over 40 countries. Called XO Laptops or the Children’s Machine, these low-cost devices function both as traditional notepads or tablets. It has an open-source operating system which is compatible with a plethora of educational apps included in the Sugar software suite. Sugar is designed to be a tool to help students even without the aid of a teacher.

 

By 2015, OLPC reported that more than 3 million laptops had been shipped. That is a success, but the project also met with criticism. My initial criticism of the laptop was that it was not intuitive to use, and the organization has been criticized for its lack of troubleshooting support. 

Back in 2005 OLPC received concerns about the environmental and health impacts of the hazardous materials found in most computers. OLPC said that it aimed to use as many environmentally friendly materials as it could. The laptop and all OLPC-supplied accessories would be compliant with the EU's Restriction of Hazardous Substances Directive (RoHS). The unit would also far less power than the typical consumer netbooks available. The XO-1 is the first laptop to have been awarded an EPEAT Gold level rating

Over 2 million children and teachers in 42 countries are learning with XO laptops today.

You can learn more about OLPC at:
laptop.org
wiki.laptop.org/go/The_OLPC_Wiki

 

The 5 Minute University

How long have teachers been hearing about the shortening attention spans of students? I'm sure teachers in the 1950s were hearing about that in relation to increased TV viewing. The rise of cable TV and then video recording took that up a few notches. And then came the Internet. And now it is smartphones.  All of out attention spans have shortened as the option of things to engage with have increased.

When I first starting designing and teaching online courses around 2000, recorded lectures (mostly on VHS tapes) were the standard 90-minute lecture in length. Some were less than that, but we started hearing that research showed they should be less than 20 minutes and even better at under 10 minutes. That did not go over well with most faculty i worked with on instructional design.

While I was not surprised to read about the idea of the 5 Minute University (5MU) project, I am sure that many faculty in higher ed would still scoff at it. This project is aimed the other way - at the instructors. 

It is instructor professional development and intended as an approach for K-12 through higher education. Faculty are as pressed for time as their students and keeping up with the literature or attending an hour or a day at faculty development workshops isn't always practical.

Do they have 5 minutes?

It is compared to movie trailers, giving you enough details to know what the basic premise is but hopefully leaving you wanting more information.

For this project, faculty co-investigators developed 5MU videos about topics related to teaching, learning, and general faculty life. Each presents one topic with a general overview, enough information to get started, and a handout to continue individual development. 

This project started as a collaboration between the schools or colleges of pharmacy, health sciences, and medicine at the University of North Carolina at Chapel Hill, Northeastern University, the University of Arkansas Medical System, Palm Beach Atlantic University and Pacific University. Their initial target audience was pharmacy and health profession educators, but it would work as well for any field.

Actually, there is no reason why the concept could not also be used in producing 5-minute videos for students as a way to introduce topics. perhaps in an online course, they could introduce the chapter or topic for the week.

This also reminds me of the print introductions offered by EDUCAUSE as "7 Things You Should Know About" which are quick reads on emerging technologies and practices that include potential implications and opportuntities in education.

Here is what one of the 5MU videos looks like.

Here is a page with additional videos and content.

 

Your Personal Learning Network, Environment and Operating System

networkI didn't get to attend a workshop on personal learning networks (PLNs) led by Helen Blunden in Ghent, Belgium at Learning Tech Day. I would have loved to travel to Belgium, but thankfully, someone who did attend posted about it. (I keep reading that blogging is dead. I disagree. And the post I found and I am passing along is some evidence of blog usefulness.)

When I first heard about a Personal Learning Network, I thought "Well, most of us already have a PLN." What I was thinking of was the informal network of people and sites that we use to do our work. Keyword: informal. 

I discovered that PLNs were more formalized. The authors define a PLN as "a trusted network of current and former colleagues or other people that are valuable to you as a professional or in other areas of your life," and Rajagopal, Verjans, and Sloep (2012) refer to it as “the network of people a self-directed learner connects with for the specific purpose of supporting their learning”

I'm editing a dissertation about "Knowledge Broker Teachers" (KBTs). They are those teachers that other teachers go to for help because of their extensive knowledge. The subjects in the dissertation are technology KBTs, but in any type of knowledge work this tends to be more cross-disciplinary. A network that involves people with different skills working together is a good way to add novelty to problem solving.

Not all PLNs are professional. People naturally create them around common interests or practices, to exchange ideas, and give or receive support to others. Blunden is interested in the professional variety. 

PLN plan

Her workshop explored "elements of your personal profile; build trust online; building reputation and credibility; curating learning and experiences; reflecting and sharing your work and projects; working out loud, and then also learning how to use social tools and media for the purposes of building trust, sharing your expertise and building a personal learning community."

Back in 2007, I was noticing that people were talking about Facebook as a PLE (Personal Learning Environment) which was another term that emerged for me about the same time as PLN. Facebook did not become a true Personal Learning Environment though people seemed to think that after MySpace it might be such a thing. 

I was reading in the "Jargon Watch" section of Wired magazine and came across the term "Social Operating System" (SOS) which they defined as "a social network site like Facebook or MySpace that seamlessly integrates activities, including entertainment and shopping, to become a platform for online living."

You can put the PLE and the PLN (and the SOS) under the heading Personalized Learning

In 2013, I was changing jobs and started get more serious about trying to build a more formal network and wrote about creating your own PLN. I did that, but within a larger professional organization. Now, that PLN has formally disbanded because the larger organization decided to no longer support it after a reorganization.

I still maintain many of the personal connections I made in that PLN, but it is again informal. How has the network changed for me? It is weaker. We meet - online and in person - a lot less than we used to connect. Formal is better.