If you’ve been following recent updates around Domains19, you’ll know that we’ll be hosting quite a few keynotes this year to round out the event. Jim blogged about the following featured keynote presentations already:
Chris Gilliard &
Martin Hawksey will explore the ethical boundaries of the technology we have come to take for granted, focusing on privacy & surveillance and ownership.
Ryan Seslow has recently created a series of work called Communicating my Deaf and Hard of Hearing Self. His keynote at Domains 19 will be an extension of this in the form of art exhibits and installations.
I now have the pleasure of introducing our fifth and final presenter, Amy Collier, Associate Provost for Digital Learning at Middlebury College, who will take on the pedagogical piece of the future of technology as it relates to Surveillance, Ownership, and Accessibility in the classroom. Collier leads Middlebury’s strategic vision for digital learning and oversees a group (DLINQ) that works with faculty, staff, and students to explore and question the roles digital technologies play in education. Her work surrounding Digital Detox and After Surveillance is inspiring, and we’re excited to see what she’ll bring to the table in June. Here’s an abstract for her upcoming talk, Wakefulness, Agency, Ownership, and Trust:
What does teaching and learning look like when we take seriously our students’ privacy and agency? This is a question we wrestle with in my group at Middlebury, Digital Learning and Inquiry, and I imagine this will feel like a familiar or even front-and-center concern for others at Domains. Surveillance and other troubling practices enter our teaching in seemingly benign ways, with mostly good intentions. This presentation will ask us to reconsider those practices and explore how pedagogy is transformed when we center the ideas of wakefulness, agency, ownership, and trust (ooh and freedom, and possibility, and love, and…and…and…). There will be a lot of expertise in the room and I hope to draw that expertise out with opportunities for us to move between examples of work that is currently happening and speculative futures for education.
Featured image via Creative Commons.