How many of the images we see in the mass media, in textbooks, and in other vehicles, are such spurious, falsified “factoids?” Does anyone in the field consider the consequences to the subjects of such images generated by such misuse? And, on a larger scale, the consequences to the citizenry when its informational network is thus compromised and corrupted? […]
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Follow me on Mastodon:
@adcoleman@hcommons.social
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Photographs made of people on the street or in other public places without the consent of the subjects raise questions of ethics as well as aesthetics. What rights do we have as citizens over the control of representation of ourselves, and what rights do photographers have in regard to making images in public situations? […] We can’t know how Socrates would respond to our current situation, of course. But as someone who tries to teach in an approximation of what I understand as the Socratic style, I find synchronous online/distance learning anything but impersonal. To the contrary, it’s extremely personal, interactive, and involving. […] In short, if you work on a computer and use the internet you already have and use some applications that will serve to generate the content you need to augment your F2F teaching and begin to teach online. Your first task, then, is to take inventory of the applications with which you already work and the skillsets you already have: your present toolkit for online and distance learning. […] |
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Autumn Leaves: Bits and Pieces
Free-market capitalist economies not only allow but encourage and, frequently, reward even the most disruptive technological innovations. Indeed, the very term “disruptive” has become an honorific and a term of uncritical approval. Yet the events of recent years have offered up a veritable bouquet of expressions of regret from pioneers of aspects of the internet and online life. […]