Podcast appearances and mentions of chris gilliard

Surveillance scholar Chris Gilliard on Facebook's spy glasses Tomaš Dvořák - "Gameboy Tune" - "Mark's intro" - "Interview with Chris Gilliard" [0:02:57] - "Mark's comments" [0:43:09] Marie Davidson - "Demolition (Radio Edit)" [0:54:51] https://www.wfmu.org/playlists/shows/152175

The Myths of Genius, IP, and Surveillance ft. Chris Gilliard

Supervillains in tech – with Greg Epstein, Chris Gilliard, and Jim Starlin Tomaš Dvořák - "Gameboy Tune" - "Mark's intro" - "Interview w/Greg Epstein, Chris Gilliard, Jim Starlin" [0:06:40] - "Mark's comments" [0:46:20] Alan Silvestri - "Thanos Theme (Suite)" [0:54:35] https://www.wfmu.org/playlists/shows/148678

Paris Marx is joined by Chris Gilliard to discuss David Golumbia's final book Cyberlibertarianism and how right-wing politics shaped how we think about the internet.Chris Gilliard is co-director of the Critical Internet Studies Institute and author of the forthcoming book Luxury Surveillance, coming in 2026.Tech Won't Save Us offers a critical perspective on tech, its worldview, and wider society with the goal of inspiring people to demand better tech and a better world. Support the show on Patreon.The podcast is made in partnership with The Nation. Production is by Eric Wickham.Also mentioned in this episode:David Golumbia wrote an essay called “ChatGPT Should Not Exist” in December 2022.Matt Bors drew a comic called “You made become a Nazi!”Cyberlibertarianism is out now from the University of Minnesota Press.Support the show

On this episode of Tech Won't Save Us, Paris Marx is joined by Chris Gilliard to discuss David Golumbia's final book Cyberlibertarianism and how right-wing politics shaped how we think about the internet.Chris Gilliard is co-director of the Critical Internet Studies Institute and author of the forthcoming book Luxury Surveillance, coming in 2026.Advertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

Chris Gilliard on what AI is really for Tomaš Dvořák - "Game Boy Tune" - Machinarium Soundtrack - "Mark's Intro" - "Interview with Chris Gilliard" [0:03:22] - "Mark's comments" [0:39:05] Hurst & Ottsc - "AI" - Spameater [0:52:45] https://www.wfmu.org/playlists/shows/139898

Just Tech Fellow Dr. Chris Gilliard aka "Hypervisible" joins Emily and Alex to talk about the wave of universities adopting AI-driven educational technologies, and the lack of protections they offer students in terms of data privacy or even emotional safety.References:Inside Higher Ed: Arizona State Joins ChatGPT in First Higher Ed PartnershipASU press release version: New Collaboration with OpenAI Charts theFuture of AI in Higher EducationMLive: Your Classmate Could Be an AI Student at this Michigan UniversityChris Gilliard: How Ed Tech Is Exploiting StudentsFresh AI Hell:Various: “AI learns just like a kid”Infants' gaze teaches AI the nuances of language acquisitionSimilar from NeuroscienceNewsPolitico: Psychologist apparently happy with fake version of himselfWSJ: Employers Are Offering a New Worker Benefit: Wellness ChatbotsNPR: Artificial intelligence can find your location in photos, worrying privacy expertPalette cleanser: Goodbye to NYC's useless robocop.You can check out future livestreams at https://twitch.tv/DAIR_Institute. Follow us!Emily Twitter: https://twitter.com/EmilyMBender Mastodon: https://dair-community.social/@EmilyMBender Bluesky: https://bsky.app/profile/emilymbender.bsky.social Alex Twitter: https://twitter.com/@alexhanna Mastodon: https://dair-community.social/@alex Bluesky: https://bsky.app/profile/alexhanna.bsky.social Music by Toby Menon.Artwork by Naomi Pleasure-Park. Production by Christie Taylor.

Chris Gilliard, part of the inaugural class of Just Tech Fellows at the Social Science Research Council, talks to Professor Danielle Citron about the impact of “luxury surveillance” — surveillance consumers pay for, such as smart home and fitness tracking devices. The event was sponsored by the school's LawTech Center and Law, Innovation, Security & Technology (LIST). (University of Virginia School of Law, Feb. 9, 2023)

Paris Marx is joined by Brian Merchant, Chris Gilliard, and Gita Jackson to discuss the year in tech, including Elon Musk's Twitter takeover, the biggest stories of the year, what they'll be watching in 2023, and the worst person in tech of 2022.Brian Merchant is the author of The One Device and Blood in the Machine: The Origins of the Rebellion Against Big Tech. Chris Gilliard is a Just Tech Fellow at the Social Science Research Council. Gita Jackson is a tech and culture journalist. You can follow them on Twitter at @bcmerchant, @hypervisible, and @xoxogossipgita.Tech Won't Save Us offers a critical perspective on tech, its worldview, and wider society with the goal of inspiring people to demand better tech and a better world. Follow the podcast (@techwontsaveus) and host Paris Marx (@parismarx) on Twitter, support the show on Patreon, and sign up for the weekly newsletter.The podcast is produced by Eric Wickham and part of the Harbinger Media Network.Also mentioned in this episode:Paris wrote about Netflix and streaming services for Business Insider.Brian wrote about how 2022 was a disastrous year for the tech industry for The Atlantic.Chris and Kishonna Gray wrote about digital migration and what it means for Black users for Wired.Gita wrote a review of Dwarf Fortress's Stream release.Part of the show discusses a Twitter policy that was briefly launched to restrict sharing of links from several other social media platforms. It was rescinded after the initial discussion.Support the show

From paying for the privilege of "luxury surveillance" to workplace monitoring for long-haul truckers, this week, we're tracking the growth of surveillance solutionism – the idea that we can solve personal, social and economic problems with mass monitoring. With guests Karen Levy, Chris Gilliard and Albert Fox Cahn.

Paris Marx is joined by Chris Gilliard to discuss the push to expand surveillance technologies in schools during the pandemic and in response to school shootings, and why they're making life worse for students without addressing the problems they claim to solve.Chris Gilliard is Just Tech Fellow at the Social Science Research Council at a recurring columnist at Wired. Follow Chris on Twitter at @hypervisible.Tech Won't Save Us offers a critical perspective on tech, its worldview, and wider society with the goal of inspiring people to demand better tech and a better world. Follow the podcast (@techwontsaveus) and host Paris Marx (@parismarx) on Twitter, support the show on Patreon, and sign up for the weekly newsletter.The podcast is produced by Eric Wickham and part of the Harbinger Media Network.Also mentioned in this episode:Chris recently wrote about why school surveillance won't protect kids from shootings.Chris and David Golumbia wrote about luxury surveillance for Real Life.Pia Ceres wrote about how students' school devices are still tracking what they do on them.Amazon is launching a new show called “Ring Nation” to make Ring surveillance videos seem less invasive.Studies by the Center for Democracy and Technology have found negative effects from surveillance on student expression and increasing their contact with police.After nine members of Axon's AI ethics board resigned, plans for a taser drone in schools seem to still be inching forward.Todd Feathers reported on how school monitoring tools could flag searches for sexual and reproductive health resources.Pasco County in Florida deployed a predictive policing system targeting children. Some books mentioned: David Noble Progress Without People and Forces of Production, and Dan Greene wrote The Promise of Access: Technology, Inequality, and the Political Economy of Hope.Support the show

Every time a new technology that collects, stores, and analyzes our data is released to the world or permitted a new role, we are promised that it will work as intended and won't cause undue harm. But writer, professor, and speaker Dr. Chris Gilliard has found that this is rarely how these stories actually end. In this discussion with Senior Fellow Arthur Holland Michel, Dr. Gilliard explains why the arc of surveillance technology and novel "artificial intelligence" bends toward failures that disproportionately hurt society's most vulnerable groups, what this means for our notions of "responsible tech" and "AI ethics," and what we can do about it moving forward. For more, please go to carnegiecouncil.org. 

Hello and welcome to The Tech Humanist Show! In this introductory episode, host Kate O'Neill explains what a tech humanist is and what you can expect from future episodes. Guests on this episode includue Emma Bedor Hiland, Oluwakemi Olurinola, Dorothea Baur, Rumman Chowdhury, Chris Gilliard, and Rahaf Harfoush. The Tech Humanist Show is a multi-media […]

Hello and welcome to The Tech Humanist Show! In this introductory episode, host Kate O'Neill explains what a tech humanist is and what you can expect from future episodes. Guests on this episode includue Emma Bedor Hiland, Oluwakemi Olurinola, Dorothea Baur, Rumman Chowdhury, Chris Gilliard, and Rahaf Harfoush. The Tech Humanist Show is a multi-media format program exploring how data and technology shape the human experience. Hosted by Kate O'Neill. To watch full interviews with past and future guests, or for updates on what Kate O'Neill is doing next, subscribe to The Tech Humanist Show hosted by Kate O'Neill channel on YouTube. Transcript Hello humans, and welcome to The Tech Humanist Show! In this introductory episode, I'll explain what a tech humanist is, and what you can expect from future episodes. A Tech Humanist, as I've coined it, is a person who sees the exciting opportunities technology offers humanity, while remaining cautious & conscious of the potential risks and harms those technologies bring. It isn't the same thing as a techno-utopian, who believes technology will inevitably bring about a utopia in the future, or a techno-solutionist, who believes technology is the solution to all our problems. Instead, a tech humanist believes that when we design technology, we have to think of humanity first and foremost, and remain active and diligent in making technology work better for all people. Here are a few clips from some of the experts I've spoken with for The Tech Humanist Show who sum it up well. Emma Bedor Hiland: “I do actually identify as a tech humanist, because I am optimistic about what technologies can do, and offer, and provide and the ways they might be utilized to enhance human flourishing, especially in health spaces and including the mental healthcare space, too. I just think we also need to be realistic about what technology can do, and the ways that technologies are deployed which might cause us harm.” Oluwakemi Olurinola: “I actually like the humanist put beside the tech. Since I advocate for empathy and social and emotional learning while we also train on the digital skills, I am a tech humanist.” Dorothea Baur: “I'm proud to be a humanist! I believe that there is something distinctive about humans that we need to keep alive. One of the biggest achievements is that, like, 200 and, y'know, 40 years ago, when the Enlightenment set in, where we said, ‘hey, people, dare to use your own minds!' it was like a wake-up call, because we didn't really make an effort to explore the world because we thought everything was determined by God. By stepping out of this dependency and using our own brains, we liberated ourselves. And so now, are we taking it too far? Have we used our brains so far that we're eventually training machines that are smarter than us and they're kind of imposing their decisions again upon us, and not just imposing their decisions on us, but also imposing decisions that are equally as intransparent as god's decisions, if you look at certain algorithms. We cannot delegate our responsibility to machines! We can use machines to improve our health, and our well-being, etc., to improve the world, but we cannot entirely delegate responsibility to machines.” Right now, we're seeing massive shifts in the way humans live and interact with technology, which makes tech humanism more important than ever. To maintain our agency, we need to work together to fight bias in our algorithms, make sure we think of the user experience and how technology affects us, and consider the role humans play in a world that is becoming increasingly automated. Dr. Rumman Chowdhury: “I recognize and want a world in which people make decisions that I disagree with, but they are making those decisions fully informed, fully capable. Whether it's being able to derive meaning from the systems we've created, or understanding what our meaning is, or what our purpose is as a human being, and not having that be shaped or guided by other forces.” Dr. Chris Gilliard: “We really need to think about the effects of these things. Like, what are the potential harms of this thing? Before you put it out, right? When [REDACTED] came out and said, ‘we had no idea that people would use it to spread racism and misogyny!' …they could have done that work, right? One of the things I've seen that does give me a little bit of hope is that there are more and more people not only saying that we have to do that work, but being inside these companies and actually holding them accountable for doing it.” Rahaf Harfoush: “For me I think the reality is that everything that has the capacity to help us can also simultaneously hurt us in some new and different ways. I don't necessarily think about what's gonna help humanity, I think about, ‘what challenges are gonna emerge from this technology, and how can we navigate that?'.” The first season of this podcast featured a number of interviews with some of today's top thinkers, experts, and educators in the field of technology, with one guest interview per episode. From season 2 onward, every episode will instead focus on a key area of the intersection of technology and humanity, and the ways technology is changing and shaping the human experience. Each episode will feature multiple guests, featuring clips pulled from season one, as well as brand-new interviews that haven't been and won't be released on the podcast. Together, we'll be tackling big ideas about how to make the future a brighter place for everyone. The guests you heard in this episode were, respectively, Emma Bedor Hiland, Oluwakemi Olurinola, Dorothea Baur, Rumman Chowdry, Chris Gilliard, and Rahaf Harfoush. You can hear more from them and all my guests in past and future episodes of the podcast, or find full interviews at TheTechHumanist.com.

On this week's episode, we're rethinking education to bring about a brighter future for humanity. I speak with guests about the ways technology has changed the way we think about what's possible for education, as well as how we can challenge our assumptions to make the system work better for all humans. Which technologies can we use to improve learning? Who benefits from the lessons we learned throughout the ongoing COVID pandemic? And in what ways can we rethink our current system to help all learners reach their potential? Guests include Dr. Rumman Chowdhury, Dr. Chris Gilliard, Rahaf Harfoush, John C. Havens, & Dr. Oluwakemi Olurinola. The Tech Humanist Show is a multi-media-format program exploring how data and technology shape the human experience. Hosted by Kate O'Neill. To watch full interviews with past and future guests, or for updates on what Kate O'Neill is doing next, subscribe to The Tech Humanist Show hosted by Kate O'Neill channel on YouTube. Transcript Today on the show, we're talking about how we can achieve A Brighter Future for Education. Schools are not created equal, as any parent will tell you. For proof, look no further than the recent college admissions bribery scandal, or the fact that we still grade our schools and use those metrics to determine school budgets. Beyond that, budgetary restrictions and teacher experience can make for vastly different education outcomes. And with our rapidly changing technology, some of these differences will become magnified. In my book A Future So Bright, I write about the opportunity for a brighter future for education–which is critical to ensuring we meet United Nations Sustainable Development Goal #4: “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”When we think about what it might take to make the future brighter for education, most teachers and administrators I have spoken with in the US will start their answer with “budgets” and move on to “curricula.” This isn't a strictly American occurrence, either. I spoke with Dr. Oluwakemi Olurinola, who is both an educator and an educational technology consultant, speaker, and a Microsoft Global Training partner based in Nigeria, about attempts to improve the education system in Nigeria and where the most significant gaps are. [Dr. Oluwakemi Olurinola] “Sometimes when we think about the teaching and learning, and we think about the instructional materials, most times we are looking at how to get these things bought, you know? We are talking about budgets. You know sometimes we engage with some schools and they tell you ‘oh, I'm ICT compliant' because they have quite a number of laptops, but then you go into how these devices are actually used and you see that basically all they are doing is converting their hard notes to soft copies and that isn't really what technology integration is really about. And you know sometimes you also see where budgets and large amounts of money spent buying devices, because there used to be this imagination that once you have technology in the hands of students, definitely there is improved learning, and we know that that is not true. One of the lessons taken away was actually the skill gap of the teachers. We've seen governments or budgets spend on technology, but then you still have that skill gap.” Budget and curriculum are very real limitations, but before we even get there, there are more fundamental challenges facing education, many of which are globally relevant. But as we look at the challenges and what I call “Change Factors” faced by schools and teachers, we see a lot more to overcome. A brighter future starts with full acknowledgment of harms & risks, as well as the opportunities for improvement. If we want the future of education to be as bright as possible, we have to do that here. Largely, when we talk about the future, we think of two extremes: Dystopia vs. Utopia. While it feels like we should be aiming for utopia in our planning and strategizing, deep down we know that's not possible, and that makes that useless. It's a problem of framing. Several of the experts I've spoken with share this view, including Rahaf Harfoush, a Strategist, Digital Anthropologist, and Best-Selling Author who focuses on the intersections between emerging technology, innovation, and digital culture and John C Havens, Executive Director of the IEEE Global Initiative on Ethics of Autonomous and Intelligent Systems, who each elaborate on why it doesn't make sense to think of things this way. [Rahaf Harfoush] “Everything has the capacity to help us, it's just that it's going to also simultaneously hurt us in some new and different ways. I don't necessarily think about what's going to help humanity, I think about what new challenges are going to emerge from this technology, and how can we navigate that? The bigger question for me becomes, how can we prepare people to hold this duality? What worries me is that the tech crowd comes in and they try to push you this utopian version, and other people push the dystopian version. Both of those are not true, but both are true in different ways. For every single case of facial recognition used to catch a criminal there's a case where it's used to breach privacy. I always say, ‘it's going to be equally awesome and equally terrible at the same time,' and that's why it's going to be so hard to predict the future. We just have to continuously ask ourselves which side of the equation we're falling on.” [John C Havens] “Six years ago I was writing a series for Mashable. What I was finding was that even 6 years ago, there were only the extremes… here's the dystopian aspect of AI, here's the utopian… I just kept calling people and asking ‘is there a code of ethics for AI? Because that will help balance things out.' And more and more, no one knew of one.” There will never be a complete utopia or complete dystopia—they exist simultaneously. Within our tech and within ourselves. The “either/or” model distances us from the very real consequences of our decisions, and how they play out in future realities. When it comes to technology in education, there are externalities to our decisions that must be considered. The good news is, we make decisions that affect the future every day, which means we can still bend that future towards the most uplifting and empowering outcomes for all of humanity. First, though, let's look at the potential Harms and Risks within our current system. One major issue that has cropped up and been magnified since the onset of the Pandemic is lack of equitable broadband access. Dr. Chris Gilliard, a writer, professor and speaker whose scholarship concentrates on digital privacy and the intersections of race, class, and technology, explains the consequences he's seen firsthand because of this inequity in Detroit. [Dr. Chris Gilliard] “Lack of access to internet can be tied to health outcomes, long-term educational outcomes, or employment opportunities. And If you looked at a redlining map of the city of Detroit, many of the ways these maps were drawn, a lot of the disproportionate affects of discrimination are still being felt by the populations. What I call that is digital redlining. If you drive along 8 Mile, or some other roads in Detroit, it's very clear 50-60-70 years later, the after-effects of these housing policies. I teach at a community college. I started to see through my work with students how these effects became digital, whether it was lack of access to broadband, or scholarly publications.” These were issues before COVID, but our changing education landscape has made them much more noticeable and urgent. Shortly after the onset of the COVID-19 Pandemic, UNESCO reported that 192 countries had closed all schools and universities, which left nearly 1.6 billion children and young people (representing more than 90 percent of the world's learners) scrambling to adapt—not to mention their teachers, parents, and guardians. UN data reveals a ‘nearly insurmountable' scale of lost schooling due to Covid. The research suggests that “…up to 70% of 10-year-olds in low- and middle-income countries cannot read or understand simple text, up from 53% pre-Covid.” “In South Africa, schoolchildren are between 75% and a whole school year behind where they should be, with up to 500,000 having dropped out of school altogether between March 2020 and October 2021. This has long-term implications as well. In the 2005 Pakistan earthquake, students missed 3 months of school, but four years later were still 1.5 years behind where they would have been. Then there are intersectional issues of gender, class, and race. Around the world, girls' education is most at risk, with over 11M girls at risk of not returning to school after COVID-19 for a variety of reasons, including caregiving demands, early and forced marriages, adolescent pregnancy, beliefs that girls aren't supposed to be educated, and more. On top of that, there is a tremendous inequity of resources available to students in low-income communities, leaving far too many students–including a disproportionate number of non-White students–at a significant disadvantage. And then there are issues of safety. With the increasing number of school shootings, many districts are increasing their security–often at the expense of jobs designed to help students progress. NYC public schools, for example, have over 5,000 full-time police officers but only 3,000 guidance counselors. The presence of these officers drives up rates of punitive measures for students of color–including instances of punishment for things like burping–which feeds into the school-to-prison pipeline. On top of all of this, the cost of education is increasing–especially higher education like colleges and universities. Daniel Bignault of WBIR-TV in Knoxville calculated the increases in in-state tuition at the University of Tennessee compared with wages over a nearly forty-year span and found that “from 1982 to 2018, college costs at UT grew by 1,430%, while median income grew by 213% and minimum wage grew by only 116%.” The total amount of student debt carried by people well out of school is far too high. College didn't used to be a risky investment, but for many students–especially those from low-income backgrounds–it very much is. And we still haven't talked about curriculum. In addition to the quality of information varying wildly from school to school, many schools don't offer contemporary technical skills, aren't as inclusive as they could be, and don't take into account the differing learning styles of the students. Because of this variety of challenges, we have a long way to go if we want to reach the goal of education equity. Now, let's take a look at The Bright Side! What, for example, are the unique advantages of remote learning?Because I investigated the intersection of online and offline experiences for my 2016 book Pixels and Place, I have been particularly intrigued with the pros and cons of the mass pivots to online experiences since early 2020.First, online learning fosters a different type of imagination. For a long time, students have existed in a binary where they are either “at school,” where learning is done, or “not at school,” where learning is not expected to happen. With the onset of online learning, students' homes have become a sort of “thirdspace,” which is described by Edward Soja in the field of human geography as “an in-between space between binaries that enables the possibility to think and act otherwise.” This thirdspace ideology has allowed teachers to begin rejecting the long-held assumption that school buildings are the locus of learning, and toward imagining ways in which meaningful learning can occur outside our rigid perceptions of what constitutes “legitimate” education. For instance, a 2021 study published in *Education Sciences* explores the ways that teachers in Scotland were pushed to not only learn how to use new digital tools for online learning during COVID-19, but to, even more importantly, imagine how to teach adaptively, a practice that requires “deep and sophisticated knowledge about learning, learners, and content.” This pushed teachers to embrace the idea that learning can occur in various forms and mediums, including during activities usually seen as “just for fun.” Dr. Olurinola encountered this in Nigeria as well, and spoke to me about the joys of watching teachers embrace novelty and creativity in their teaching processes. [Dr. Oluwakemi Olurinola] “We had all forms of interventions as a country, because we were aware there was a disparity in access to technology, especially for not-too-developed cities and remote areas. One of the lessons was the skill gap of the teachers… so one of the major things we saw the government do, and I think they are learning from the experience, was teacher development. We had a lot of government initiatives in upskilling teachers, especially with digital skills. Radio broadcasts, TV stations with teachers teaching via television… but for schools that could afford it, there was technology integration at different levels. The beauty about that period was the creativity of the teachers. We saw teachers use tools not originally developed for academic purposes. We saw them adapt to meet the needs of their students during this period. One lesson learned was the importance of technology to everyday life, we couldn't adopt the ostrich approach, we had to stand up and embrace this change. In fairness to the teachers & students within that period, we saw a lot of them taking up these challenges head-on. Because destruction was sudden, teachers weren't really prepared, but we saw them take up crash-courses, improve upon professional development, learning how to use various technology tools, just to ensure learning continued even though the pandemic was on.” In using thirdspaces to challenge the “at school or not” binary, some students have been better able to participate and learn than they ever were in the classroom. Classrooms were not designed for all learning styles, and with thirdspace learning, “some of the underlying logics, assumptions and norms that make people feel excluded and alone within [institutionalized spaces] are unmasked and made visible”—a practice that can lead to greater inclusion, self-expression, and change. Neurodivergent students, for example, seem to be better able to thrive in at-home learning, where they are able to be in a familiar environment so the novelty of learning is not overwhelming. A 2017 report from the All Party Parliamentary Group on Autism (APPGA) in England presented survey results showing that “fewer than half of children and young people on the autism spectrum say they are happy at school; seven in ten say that their peers do not understand them, and five in ten say that their teachers do not know how to support them.” Sean Arnold, a special educator and STEM coach in NYC, noticed a significant change when his students were working from home, saying ‘I had students who were selectively mute, and had never spoken to their peers in school in person. But because they had a familiar space… they literally spoke to their classmates for the first time in remote learning. I think that's meaningful.' He also noted a trend: nearly all of the remote students with whom he works showed more growth than in-person classmates.” An article by Eva Tesfaye for NPR suggests that some students with autism and other neurological differences tend to focus better without other classmates around. Bobby, a sixth grader in western Massachusetts, told NPR that he likes online learning because “it's a lot easier to focus. I can be in my room and be a lot more comfortable doing stuff.” It's worth noting that virtual learning isn't always the best solution for neurodivergent students, particularly in situations when remote learning requires significant support from parents, when certain learners need to focus on developing social skills with classmates, or when remote learning conflicts with meeting other objectives in a student's Individualized Education Plan. That said, there is a growing and vocal contingent of parents, teachers, and students who want to permanently incorporate virtual or at-home learning as a resource. Which leads us to the part where we look forward. How can we achieve A Brighter Future in regards to education? What opportunities can we take action on today? Our goal is to make education equitable, inclusive, accessible, available to all ages, & resilient – in spite of existing infrastructure gaps and climate challenges. That means there's still a need to ensure public access to at least the basics of education. It's hard to quantify the spillover benefits of public education, but society can only gain in both economic prosperity and overall quality of life by continuing to invest in it. I've put together a number of specific areas that, if we focus our attention, we can have the largest impact on future prosperity. First, invest in educating girls worldwide. UNESCO lists several compelling statistics on their website that demonstrate the value of education at the individual level (“just one more year of school can increase a girl's earnings, when she is an adult, by up to 20%”) and at the more macroeconomic level (“some countries lose more than US $1 billion a year by failing to educate girls to the same level as boys”). Dr. Olurinola works to expand what girls see as possible for themselves in STEM fields. Although girls in Nigeria knew they could be Doctors, that was the only job they could see themselves in. [Dr. Oluwakemi Olurinola] “Over time, especially in this climate of gender stereotypes of the place of a woman and types of career that she can or cannot do. To change this narrative, we started “Girls in Science & Technology” program, (in short, GISTs) so it's basically an initiative in that educating girls by providing girls the opportunity to learn about STEM. I remember in that particular time I ran a program and invited 70 girls. I asked which of them wanted to be medical doctors, and everyone's hands went up. I had only one person in that room who was considering a career in engineering. I realized they loved science, but they didn't know what other career options were available to them. So you have the problem of awareness. One of the things that I love to do is show them videos of women who are trailblazing in different career paths in science & tech fields so they know this is a possibility, they have people they can look up to and mentors they can say ‘okay, if she can do it, why can't I also do it if I have an interest in this field?'.” Our next actionable and necessary step is to actively work to remove racist ideas and other systemic discrimination from the curriculum and the classroom. We can instead increase messages of inclusion and respect. Another thing to think about is reimagining our education delivery methods. One model, called Teaching at the Right Level (TaRL), attempts to sort students based on their current knowledge & learning level rather than their age. The method was pioneered in India and rolled out to ten African countries by mid-2020. Whether that method works here or anywhere is yet to be determined, but we have to be willing to be bold if we want to make big, lasting change. Where possible, we should also be working to improve learning opportunities with technology. This includes making accommodations for students with (autism spectrum disorder, or) ASD or who learn better in familiar environments. Students from The National Autistic Society's Young Ambassadors Group in England submitted a 7-point plan for how they believe schools should do things differently for students with ASD, including things like 1) tackle bullying more effectively, 2) provide safe spaces, including a quiet room that is always available to students with ASD, and 3) understand that students on the Autism Spectrum may have sensory differences, and may be particularly sensitive to things like light and noise. In addition, schools can work to use technology to enhance learning that's already happening in the current system. Dr. Olurinola explored matching specific technologies to different lessons to solidify concepts. [Dr. Oluwakemi Olurinola] “We see that different kinds of content require different kinds of engagement. One of the most common tools is Powerpoint. The Powerpoint presentation doesn't address every form of engagement. For instance, I want to teach math. There are other math tools that allow you to collaborate. For instance, if I'm using one and sharing that note with all my students, they all can collaborate in that space to solve that math problem. That has a better output than presenting rigid content using Powerpoint. Because it's there and easy to use, sometimes it's abused. For instance, I'm teaching a literature class, let's say you wrote a book about Tech Humanism. One of the ways to bring to light that content, is to actually Skype with you or have you on Zoom and have my students connect with you via live session and ask you questions about the content that you have written in your book. This is something we can do because technology enables it. It would be difficult for you to come into my classroom, but we can do this in real time because we have technology enabling, and the learning on that topic is actually enhanced.” In our increasingly digital world, we also need to teach both critical media and digital  literacies. The rise of misinformation and disinformation suggests that more people would benefit from skills in reading comprehension, critical thinking, and questioning motives driving media and institutions. A study published in PNAS in 2020 used Facebook's “Tips to Spot Fake News” article to create a short course and quiz which was given to five-thousand participants. The result? People's ability to spot fake news increased by 26.5%. This also means teaching kindness and empathy. If our goal is global equity, that means thinking of ourselves as a global community and using technology to showcase our authentic selves. Dr. Olurinola spoke to me about how she teaches her students to think of themselves as members of a global community. [Dr. Oluwakemi Olurinola] “I know that the fusion of technologies is beginning to blur, therefore I believe that the effort should be focused towards global competencies for our students, because the world has become more interconnected. Coming from a developing country, we know that it becomes more imperative that we train our students to be globally competent, to develop the skills to know how to live, learn, and work even in the global village. As we make these global connections because people are working remotely, and you have more global communities rising, our students need to know how to successfully navigate and interact within the digital space. Things like kindness and empathy. There isn't really a dichotomy between your online self and offline persona. Your online and offline persona should be the same. So if I'm kind as a person, even when I'm online and using tech, I should be kind in my use of tech and kind when I'm online engaging in the digital space. We need to learn how to be good citizens, how to develop global competences, and also to appreciate differences when they exist. For me, that's the future I see.” Along those lines, we also need to teach young people the human skills they need for the future workplace. I spoke with Dr. Rumman Chowdry, who is currently the Director of the Machine Learning Ethics, Transparency, and Accountability team at Twitter, about the dichotomy between our education system and the workplace, and the skills taught vs the skills needed. [Dr. Rumman Chowdhury] “If I were to pick one thing that got me the most interested in this technology, it's actually the potential for EdTech. What it should be is a complete reimagining of education. Because for one, educational systems do not help people get jobs or do well at their jobs. People joke that the number one skill you need to learn in college is Excel, and that's the one thing they don't teach you. So there's this disconnect between the real world and the jobs we get and then educational systems and how they're structured. We know there's inequality. There's just so much that can be resolved with this tech, whether it's remote learning or customized learning. When I started my job at Accenture, even before then, people were talking about lifelong learning, and how AI really means we have to embrace learning and think about how we're going to spend the rest of our lives educating us. What amazing aspirations! I sincerely hope that what we don't do is try to stick technology into the broken infrastructure that is our education system. That would be a disservice to us as humanity, but also to technology and its potential. KO: Is it true or not that once you use technology to accelerate a system, where it breaks might be instructive about where those institutions are already failing us? RC: Specifically using the education example, there are so many people that have already looked at the inefficiencies of these systems, what does/doesn't work, and if we really think about this in regards to human self-determination… what is the purpose of this system? Can we take a step back and emotionlessly ask, ‘is it serving the purpose it is intended to serve?' There are plenty of people pointing out the systemic flaws. Now we have technologies that could be designed to solve these problems, rather than reinforce the power imbalance and structural inequalities, and we're going to ignore what these people say because it's easier to perpetuate, amplify, and cement these inequalities rather than do the extra work to fix things.” Some of the skills that will be most in-demand are difficult-to-automate manual skills, like plumbing and other fine motor work, and the skills commonly called “soft”—usually mature versions of unique-to-human abilities such as making decisions in context, judgment calls, nuanced management, leading with emotional intelligence, and so on. As the future workplace remains uncertain, we also need to teach humans to be adept at making meaning. If our identities are tied too closely with our jobs, many people are in for a massive loss of self as the upheaval in the job marketplace forces millions of people to change career paths as we build our way to the ideal future. One way to fight this is to have a better sense of how we make meaning in our lives, and how we can begin something new without losing track of ourselves. This is by no means an exhaustive list, but consider it a blueprint to build and amend as we go. Taken as a whole, this may sound like a lot of work, but if we all focus on one thing we can influence, our combined efforts can build a future that works for everyone.

"The seemingly endless cycle of mass shootings has scarred America's schools. In response, Dearborn Public Schools and many districts across the nation are ramping up school security efforts in order to prepare for threats and protect students and staff. But researchers and advocates warn these methods could have harmful consequences in the meantime. In this episode, Eleanore Catolico investigates a new agreement between the schools and the police in Dearborn, Michigan. Plus, Chris Gilliard joins Antajuan Scott to talk about the effects of digital surveillance on students.

The seemingly endless cycle of mass shootings has scarred America's schools. In response, Dearborn Public Schools and many districts across the nation are ramping up school security efforts in order to prepare for threats and protect students and staff. But researchers and advocates warn these methods could have harmful consequences in the meantime. In this episode, Eleanore Catolico investigates a new agreement between the schools and the police in Dearborn, Michigan. Plus, Chris Gilliard joins Antajuan Scott to talk about the effects of digital surveillance on students.

This month, Jack and Shobita discuss the resignation of the Director of the White House Office of Science and Technology Policy, African scientists' success in copying the Moderna vaccine and the potential long-term implications, and the politics of long COVID. And we speak with scholar and writer Chris Gilliard about the rise of surveillance technologies, their implications especially for marginalized communities, and what we can do about it.Related links:- Chris Gilliard (2022). "Crime Prediction Keeps Society Stuck in the Past." WIRED. January 2.- Chris Gilliard (2021). "A Black Woman Invented Home Security. Why Did It Go So Wrong?" WIRED. November 14.- Chris Gilliard and David Golumbia (2021). "Luxury Surveillance." Real Life. July 6.- Chris Gilliard (2020). "Caught in the Spotlight." Urban Omnibus. January 9.- Chris Gilliard (2018). "Friction-Free Racism." Real Life. October 15.- Will Oremus (2021). "A Detroit community college professor is fighting Silicon Valley's surveillance machine. People are listening." The Washington Post. September 17.- Alex Thompson (2022). "Biden's top science adviser bullied and demeaned subordinates, according to White House investigation." Politico. February 7.- Amy Maxmen (2022). "South African scientists copy Moderna's COVID vaccine." Nature. February 3.Study Questions:1. Can you think of additional examples of luxury and imposed surveillance? What are their similarities and differences?2. What are the limitations to the consent model for accessing digital technologies? What harms might it cause?3. Think of a common digital technology that clearly produces social harm (e.g., Facebook, facial recognition technology). How might you redesign it to maximize the social benefits while limiting the harms?4. How might governments regulate emerging digital technologies to maximize societal benefits?Transcript available at thereceivedwisdom.org

Chris Gilliard (@hypervisible) is a leading critic of surveillance technology, digital privacy, and the problematic ways that tech intersects with race and social class. We talk about the automated forms of surveillance that are coming into schools and colleges – from ‘online examination proctoring' to the use of ‘Alexa' in classrooms. Why do people in EdTech seem reluctant to call out the harms arising from these technologies? Can we ever trust ‘big tech' companies like Amazon? What hope is there for grassroots resistance against oppressive technologies in education?

Tazin Daniels is an assistant director at the Center for Research on Learning and Teaching at the University of Michigan. She has a doctorate in medical anthropology and her current scholarship focuses on promoting equity and inclusion in teaching and in faculty development. She's been practicing equity-focused teaching in online environments long before we were figuring out how to teach on Zoom during a pandemic, and she's deeply committed to helping other instructors reflect on and improve their teaching practices. In our interview, Tazin shares her journey into this work, steps both big and small that faculty can take toward equity-focused teaching, and her vision for the future of educational technology in higher ed. Links • The Pedagologist, Tazin Daniels' website, https://www.thepedagologist.com/ • @ThePedagologist on Twitter, https://twitter.com/ThePedagologist/ • Tazin Daniels' staff page, https://lsa.umich.edu/ncid/people/diversity-scholars-directory/tazin-karim-daniels.html • “Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math,” by Elli Theobold et al., https://www.pnas.org/content/117/12/6476 • Leading Lines Episode 62: Chris Gilliard, https://leadinglinespod.com/episodes/episode-62-chris-gilliard/

Paris Marx is joined by Chris Gilliard to discuss the ethics of tech media recommending surveillance devices, aspects of “smart” technologies you might not have considered, and why we should think twice about surrounding ourselves with cameras and microphones.Chris Gilliard is a Visiting Research Fellow at the Harvard Kennedy School Shorenstein Center. Follow Chris on Twitter at @hypervisible.

Earlier this month, https://www.rit.edu/directory/emsgsh-evan-selinger (Evan Selinger), a professor of philosophy at the Rochester Institute of Technology, https://www.tandfonline.com/doi/abs/10.1080/09505431.2021.1983797 (published a paper) with co-author Darrin Durant in the journal Science as Culture titled Amazon's Ring: Surveillance as a Slippery Slope. Last month, a https://www.washingtonpost.com/technology/2021/09/16/chris-gilliard-sees-digital-redlining-in-surveillance-tech/ (must-read profile) of https://twitter.com/hypervisible (Chris Gilliard) by Will Oremus for The Washington Post also started out with concerns about Ring, before detailing Gilliard's perspective and background. I invited Evan and Chris to join me to discuss their writings on Ring, and how it fits into their broader views on tech and society. 

A huge thank you to the OE Global community for awarding our project a 2021 Open Education Award of Excellence for Reuse/ Remix/ Adaptation. for the 25 Years of EdTech: The Serialized Audio Version. From the OE Global Awards team: The award was given to the project in the “Open Reuse/Remix/Adaptation” category and, according to the adjudicators, the project is an outstanding example of the power of OER reuse for the following reasons; Remixing the physical book into an audiobook has increased accessibility by providing the text in an alternate format. Drawing together the open education community around the reading of the text sparked the companion “Between the Chapters” podcast, providing a deeper dive and critical analysis by experts into the topic of each chapter. This has added an additional layer of richness to the original book.  The weekly podcast release schedule, and accompanying critical analysis created a fundamentally new way to experience the book – slower and in bitesize chunks.  Each episode of the main recording or the companion podcast also now exists as an OER available for future use / reuse. This was a project that could not have happened without an openly licensed book so thank you @mweller & @au_press -- thank you so much! This is just a quick thank you speech (in podcast format, of course) from Laura and Clint.And a huge thank you to all the volunteers who voiced and/or guested as part of the project. We have listed everyone by name below (and we hope we did not miss anyone who contributed):Bonni Stachowiak, Jeffery Saddoris, Tim Carson, Ken Bauer, Angela Gunder, Brian Lamb, Lorna M. Campbell & Phil Barker, Tom Farrelly, Lee Skallerup Bessette, Catherine Cronin, Chad Flinn, Sukaina Walji, Grant Potter, Julian Prior, Simon Horrocks, Terry Greene, Laura Czerniewicz, Rajiv Jhangiani, Brenna Clarke Gray, Deb Baff, Maha Bali , Caroline kuhn, Anne-Marie Scott, Alan Levine, Jim Groom, Mark Brown, Clare Thompson, Jessie Stommel Mark Guzdial, Kelvin Bentley Brian Lamb John Robertson D'Arcy Norman Laura Gibbs Bonnie Stewart, Maren Deepwell, Judith Pete, Virginia Rodés Bryan Alexander, Alexandra Pickett, Sara Frick, Orna Farrell, David Wicks, Sue Beckingham, Chrissi Nerantzi, Tanis Morgan Autumm Caines, Rebecca Hogue, Christian Frierich, Helen DeWaard, Dave Cormier, Rolin Moe, Amanda Coolidge, George Veletsianos Dragan Gasevic, Joyce Seitzinger, Chris Gilliard, David Kernohan, Audrey Watters, sava sahali singhDo you have thoughts, comments, or questions about this podcast? Send us a message or tweet. 

We're delighted to be joined by Chris Gilliard (twitter.com/hypervisible) – one of the best experts on privacy and surveillance around – for a fantastic discussion laying out his incisive analysis of “luxury surveillance” and “imposed surveillance.” To quote Chris: “Luxury surveillance is expensive, voluntary, and sleek. Imposed surveillance is involuntary, overt, clunky, and meant to stand out.” It's not (just) the operations of technology that distinguish these two forms of surveillance, but the socio-political relations they perpetuate and plug into. We end the episode talking about some of Chris's work on “digital redlining.” Some stuff we reference: • Privacy's not an abstraction | Chris Gilliard: fastcompany.com/90323529/privacy-is-not-an-abstraction • Caught in the spotlight | Chris Gilliard: urbanomnibus.net/2020/01/caught-in-the-spotlight/ • Luxury surveillance | Chris Gilliard and David Golumbia: reallifemag.com/luxury-surveillance/ • Dark Matters: On the Surveillance of Blackness | Simone Browne: dukeupress.edu/dark-matters • Big Tech call center workers face pressure to accept home surveillance | Olivia Solon: nbcnews.com/tech/tech-news/big-tech-call-center-workers-face-pressure-accept-home-surveillance-n1276227 Subscribe to hear more analysis and commentary in our premium episodes every week! patreon.com/thismachinekills Grab your TMK gear: bonfire.com/store/this-machine-kills-podcast/

Tracking devices like fitness trackers and smartwatches are a form of external surveillance, strikingly similar to ankle monitors. Users who choose to wear them are proclaiming something about their privilege: They can opt in to "luxury surveillance" because they are already aligned with social power, and their acceptance of it extends a more intensive net of surveillance over everyone.   Read more essays on living with technology at https://reallifemag.com and follow us on Twitter @_reallifemag.

A discussion on algorithmic design, data discrimination, social media manipulation, and how racism is baked in. The conversation is led by Nehal El-Hadi, a science and environmental journalist whose work explores the connections between body, place, and technology, with guests Chris Gilliard, a writer and professor whose scholarship centers on digital privacy, surveillance, and the nexus of race, class, and technology, and Marcus Gilroy-Ware, a writer and researcher at the intersection of media and politics.

In this episode of Between the Chapters, Laura chats with Chris Gilliard about artificial intelligence (A.I.) in educational technology from Chapter 23 of Martin’s book. If you don’t follow the prolific Twitter account of @hybervisible -- you should. He’s been railing against the broad, sweeping claims ed tech vendors make about A.I. and outcomes of these software/systems in higher ed for a while. How does ed tech codify teaching, learning, and administration needs at our universities and colleges with a.i.? If things seem magical or improbable, we need to have more critical questions and understanding of how these “black boxes” work for our campus stakeholders. We talk about how robots may or may not be coming for our jobs, and what we need to understand about the technologies implemented for our work. Artificial intelligence  As LL Cool J says “Don’t Call It A Comeback” Potemkin AI by Jathan Sadowski Mechanical Turk Definitions via IBM: Artificial intelligence, machine learning, and deep learning WALL-E Not Cheating: These students figured out their tests were graded by AI — and the easy way to cheat How to Prevent Zoom-Bombing An ed-tech specialist spoke out about remote testing software — and now he’s being sued Under Surveillance: Privacy, Rights, and Those Capitalizing On Us Texas A&M Drops “Race” from Student Risk Algorithm Following MarkupInvestigation Between the Chapters: Learning Analytics - asked what is learning? How AI and Data Could Personalize Higher Education via HBR Successful AI Examples in Higher Education That Can Inspire Our Future  How AI Chatbots and Virtual Assistants Will Transcend the Current Constructs of Education  How Ed Tech Is Exploiting Students by Chris Gilliard Proctorio Is Using Racist Algorithms to Detect Faces You and the Algorithm: It Takes Two to Tango Systematic review of research on artificial intelligence applications in higher education – where are the educators? (Richter at a., 2019) The Future of Advising  2016: The shifting landscape of tech platforms, services Student Affairs Professionals on Facebook: An Empirical Look (Eaton et al., 2020) 6 reasons Artificial Intelligence technology will never take over from human teachers  The Future of Work: Technology and Robots and Digital Literacy… OH MY! Documentary to Watch: Coded Bias  About the Doc: Coded Bias - Your Undivided Attention Questions and thoughts for the community: If the ed tech tool seems magical or improbable for what it can do -- it probably is. What’s the impact for the platforms and ed tech tools you use?  What kind of agency/choice do your campus stakeholders have for the platforms they have to use for teaching/learning/research? Does anyone have examples of student surveys/interview questions you used to revaluate ed tech tools you are evaluating? Are you seeking a robot application for your job? What do you think about A.I. in higher ed? Let us know -- send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Franny French.

The interviewee in this episode is Dr. Chris Gilliard. The interviewer is Jane Rohrer. The website for the seminar can be found at https://infoecosystems.pitt.edu, where listeners can find more information about our work. Our blog can be found at https://infoeco.hcommons.org/, and our Twitter account is @Info_Ecosystems. Dr. Gilliard's website is https://hypervisible.com. The podcast team includes Jane Rohrer, Sarah Reiff Conell, Shack Hackney, Erin O'Rourke, and Briana Wipf. This podcast is produced from the community who participated a 2019-2020 Sawyer Seminar funded by the Andrew W. Mellon Foundation at the University of Pittsburgh. Our group seeks to advance critical understanding of where data comes from and how it is used, setting the present moment within a century-long history of information supply and its power-laden consequences.

Paris Marx is joined by Chris Gilliard to discuss how decisions by powerful institutions over how to implement new technologies in cities, education, health, and more have the effect of creating a form of digital redlining that hides existing social problems.Chris Gilliard is a Visiting Research Fellow at Harvard Kennedy School Shorenstein Center and teaches at Macomb Community College. You can follow Chris on Twitter as @hypervisible.

The ongoing pandemic brought many technical challenges into the spotlight, perhaps none more than educational technology and student privacy. The shift from traditional school to remote learning and teaching is riddled with digital privacy concerns, and the intersections of race, class, and technology-access amplify these issues. Elana Zeide, Anisha Reddy, Jim Siegl, Chris Gilliard, and Bill Fitzgerald join us for a dive into student privacy and online proctoring in the era of 'Zoom School.'

Dr. Chris Gilliard joins Dr. J in this episode to discuss "digital redlining," incarceration and e-carceration, the ethics of "blocking," and whether not it may be okay to torture or coerce digital copies of human consciousnesses... all in the context of Black Mirror's first special holiday episode, "White Christmas."

For TeachLab’s first Failure to Disrupt Book Club episode, Justin Reich is joined by friend and colleague Audrey Watters for her insight on Justin’s new book as a well respected writer on educational technology. They reflect on and play clips from the first live webinar Book Club from September 21st, where they were joined by special guest Chris Gilliard, Professor of English at Macomb Community College, to get his unique privacy and surveillance perspective on the book’s introductory chapter and edtech in the age of remote learning.“I mean, one for one, the pandemic highlighted that it's a place where kids go because their parents have to go to work. It's a place where kids get fed. It's all these things. As an educator, I don't want to overstate this. I believe strongly in education, but it is a place where people, in some ways, it holds people until they're adults. I'm trying to state that in the least offensive way possible. I mean “watch” in all the different ways you might think about it. Watch as in oversee. Watch as in take care of. Watch as in monitor.”  -Chris GilliardIn this episode we’ll talk about:Initial reflections on the webinarPrivacy and surveillance in schoolsMistaking surveillance for careCriticisms of “Learning at Scale”The incentives of technology companiesMoving forward with edtech during pandemic times Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book! Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub1/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

This week, we take a deep dive into remote proctoring, the increasingly pervasive technology that’s tracking children and adults at home, even in the privacy of their bedrooms. Then, for Stranger Than Science, we take a break from this gloomy technology to look back at Snow Crash, one of the greatest scifi novels ever written. Author Neal Stephenson. Our guest today is Dr. Chris Gilliard. He is a writer, professor and speaker. His scholarship concentrates on digital privacy, and the intersections of race, class, and technology. He is an advocate for critical and equity-focused approaches to tech in education. His work has been featured in The Chronicle of Higher Ed, EDUCAUSE Review, Fast Company, Vice, and Real Life Magazine. You can read Dr. Gilliard's work on his website: hypervisible.com or find him on twitter @hypervisible 

This episode features two librarians who have developed digital privacy toolkit they call Digital Shred. Sarah Hartman-Caverly is a reference and instruction librarian and Alexandria Chisholm is an assistant librarian, both at Penn State Berks. They both have a healthy interest in digital privacy, and they developed a series of workshops for students on managing one’s digital identity. Those workshops have spawned a website with a bounty of digital privacy resources for students and librarians and other educators. One of our favorite librarians, Melissa Mallon, talks with Sarah and Alex about their entry into the world of digital privacy, how they help students understand the value of digital privacy, and the kinds of resources they’ve collected for Digital Shred. Links •Digital Shred, a privacy literacy toolkit, https://sites.psu.edu/digitalshred/ •Privacy Workshop Series, https://sites.psu.edu/digitalshred/tag/privacy-workshop-series/ •@Digital_Shred on Twitter, https://twitter.com/Digital_Shred •Hartman, S., & Chisholm, A. (2020). Privacy literacy instruction practices in academic libraries: Past, present, and possibilities. IFLA Journal. https://doi.org/10.1177/0340035220956804 [open access] •“Version Control,” Sarah Hartman-Caverly’s 2017 speculative fiction, https://pennstate.pure.elsevier.com/en/publications/version-control [open access] •Six Private I's Privacy Conceptual Framework: https://sites.psu.edu/digitalshred/2020/10/01/six-private-is-privacy-conceptual-framework-hartman-caverly-chisholm/ •Privacy literacy collection (professional presentations and publications), https://scholarsphere.psu.edu/collections/5mk61rg687 •Alexandria Chisholm, https://libraries.psu.edu/directory/aec67 •Sarah Hartman-Caverly, https://libraries.psu.edu/directory/smh767 •Leading Lines episode 62 with Chris Gilliard, http://leadinglinespod.com/episodes/episode-62-chris-gilliard/

The Tech Humanist Show explores how data and technology shape the human experience. It's recorded live each week in a livestreamed video program before it's made available in audio format. Hosted by Kate O’Neill.

About this episode's guest: Dr. Chris Gilliard is a writer, professor and speaker. His scholarship concentrates on digital privacy, and the intersections of race, class, and technology. He is an advocate for critical and equity-focused approaches to tech in education. His work has been featured in The Chronicle of Higher Ed, EDUCAUSE Review, Fast Company, […]

Chris Gilliard, on Big Tech companies expressing support for the black community (which is exploited by Big Tech) Tomaš Dvořák - "Game Boy Tune" - "Mark's intro" - "Interview with Chris Gilliard" - "Mark's comments after the interview" Andy Rehfeldt - "Can't Touch This / Tiny Dancer (Andy Rehfeldt mashup)" https://www.wfmu.org/playlists/shows/93791

Chris Gilliard, on Big Tech companies expressing support for the black community (which is exploited by Big Tech) Tomaš Dvořák - "Game Boy Tune" - "Mark's intro" - "Interview with Chris Gilliard" - "Mark's comments after the interview" Andy Rehfeldt - "Can't Touch This / Tiny Dancer (Andy Rehfeldt mashup)" http://www.wfmu.org/playlists/shows/93791

Paris Marx is joined by Bianca Wylie to talk about the response to COVID-19, how governments’ emphasis on tech solutions ignores (and potentially entrenches) social inequalities, and how we might take control of technology to ensure it works for the public good.Bianca Wylie is the co-founder of Digital Public and Tech Reset Canada, and a Senior Fellow at the Centre for International Governance Innovation. Follow Bianca on Twitter as @biancawylie.After listening to the interview, consider reading Chris Gilliard on luxury surveillance, Jay Pitter on forgotten densities, and Nora Loreto on long-term care facilities.Tech Won't Save Us offers a critical perspective on tech, its worldview, and wider society with the goal of inspiring people to demand better tech and a better world. Follow the podcast (@techwontsaveus) and host Paris Marx (@parismarx) on Twitter.Support the show (https://patreon.com/techwontsaveus)

#bitcoin In todays show we delve into the latest crypto news including the FUD floating around what WILL cheat many 80%ers out of their coins! One such article states that Bitcoin Miners are capitulating and basically intimating yet again that Bitcoin is dead. It's ALL FUD people - don't buy into it. We also look at the latest hack on Gatehub, who's leading the Crypto race in the UK, more FUD around crypto crime, what's going on at LocalBitcoins… AND the crypto buzzword ‘Lambo' looking at blockchain too. Some tweets as well people!

#bitcoin With the two sides of the argument under debate (Should Bitcoin be implemented into Bitcoin For Privacy Or Not) , Rocky Palumbo interviews MWC Lead Dev Chris Gilliard and drills down with regards to MWC and where Chris feels it will find it's niche or home!

#bitcoin Really excited to be interviewing Chris Gilliard on my live show today. Chris is a Bitcoiner at heart but is also the lead Developer on the MWC coin, so I'm sure we will delve a little into that side of things, so do join us for what promises to be a great interview!

Privacy scholar Chris Gilliard returns to the show to discuss surveillance during corona. Tomaš Dvořák - "Game Boy Tune" - "Mark's intro" - "Interview with Chris Gilliard" - "Mark's comments" Pink Tiles - "The Internet" https://www.wfmu.org/playlists/shows/92486

Privacy scholar Chris Gilliard returns to the show to discuss surveillance during corona. Tomaš Dvořák - "Game Boy Tune" - "Mark's intro" - "Interview with Chris Gilliard" - "Mark's comments" Pink Tiles - "The Internet" http://www.wfmu.org/playlists/shows/92486

Podcast Description “When your rights are being dismantled and destroyed, and your personhood isn’t respected, you shouldn’t be civil. You should cause a scene.” Dr. Chris Gilliard is a writer, professor and speaker. His scholarship concentrates on digital privacy, and the intersections of race, class, and technology. He is an advocate for critical and equity-focused approaches to tech in education. His work has been featured in The Chronicle of Higher Ed, EDUCAUSE Review, Fast Company, Vice, and Real Life Magazine. Transcription 00:30 Kim Crayton: Hello everyone, and welcome to today's episode of the #CauseAScene podcast, where my guest today is Dr. Chris Gilliard, pronouns he/him. Would you please introduce yourself to the audience, Dr. Gilliard? Dr. Chris Gilliard: Hi, I am—thanks for having me. Yeah, my name is Dr. Chris Gilliard, and I... I guess I'm not good at self-promoting or talking about myself. So, I do a lot of writing and speaking on privacy and surveillance and platforms and you know, digital equity, things like that. Kim: All right. So since he has a problem with being, you know, self promoting, this is what this episode is gonna be about: an hour of self promotion. [Dr. Gilliard laughs] So, let's start as we always do. Why is it important to cause a scene? And how are you, sir, causing a scene? Dr. Gilliard: So, you know, I thought about this, and I think probably the most important thing I could think of was how civility has been used against us historically and currently; the notion that, [laughs] you know... Kim: I usually do not interrupt people, but folx know how I feel about civility. We actually have a shirt in the community that says "Fuck Civility." [Laughs] 01:51 Dr. Gilliard: Yeah, how it's been used, you know? I mean, when your rights are being dismantled and destroyed and your personhood isn't respected, you shouldn't be civil. You should cause a scene. And, you know, I mean, I do my best. I think the way I try to do it is to tell the truth. I think that there are lots, you know, particularly, I mean, it's not only tech, but I think tech has its own way of doing this, lying to people all the time, telling mis-truths, half truths, outright lies. Kim: Mmhm. And under the guise of "we're doing it to save you." Dr. Gilliard: Right! Right! And I think one of the ways they get away with it is that, you know, in group / out group thing. You know, saying who's in tech, who's not in tech, who gets to talk; saying that you can't speak on it because you don't understand it. And so, to the extent that I do understand it and other people don't, or I have a degree of insight or time on my hands that other people don't, I try to just tell the truth about things. 03:07 Kim: OK, so there you mentioned two things that I—well, you mentioned one thing on your Twitter—I wanted to highlight something, talk about something that—well, you mentioned two things, three things. Fuck civility, 'cause I say all the time when I really start unpacking white supremacy and realizing just like walking around in my world, that whiteness is... civility is optional for whiteness, but it's the expected behavior of people of color and other marginalized groups because it allows us to manage our own behavior so we don't bother you. We don't make you uncomfortable—whiteness uncomfortable. We do not cause a scene for whiteness. When I really started unpacking that how often I let other people pass who should be paying attention, people bumping into you as though you don't exist, how people just walk around the world and say and do things that we have just been trained not to; it's just like, "Oh my god!" [Laughs] And then when I connected it... so our parents, our forefathers, taught us these things to save our lives. I totally get—I totally understand that. And for us, it's been sold as that's what polite is—particularly in the South. You know, Southern nice: we just smile and we take it in and we just—you could be stompi...

Chris Gilliard and Jasmine McNealy join the WBI team to discuss the privacy implications of surveillance enacted during COVID-19 containment measures and what it means for the world to rely on social media and Zoom video conferencing to mediate most relationships outside of their home. For complete show notes, visit americanassembly.org/wbi-podcast.

A podcast about living and learning in the age of screentime. Welcome to Episode 8 of Season Two: Digital Justice, Surveillance & Invisible Walls. Moments from our lives:  Ian and Kristen are joined by Dr. Chris Gilliard, a Professor of English at Macomb Community College in Michigan. His scholarship concentrates on privacy, institutional tech policy, digital […]

Voices in tech: Sacha Baron Cohen, Aral Balkan, and Dr. Chris Gilliard. Tomaš Dvořák - "Game Boy Tune" - "Mark's intro" - "Chris Gilliard at Congress" - "Aral Balkan in Brussels" - "Sacha Baron Cohen at ADL" - "Deepfake Roundtable from Collider" - "Your comments" Jona Lewie - "Heart of Steel" https://www.wfmu.org/playlists/shows/89733

Voices in tech: Sacha Baron Cohen, Aral Balkan, and Dr. Chris Gilliard. Tomaš Dvořák - "Game Boy Tune" - "Mark's intro" - "Chris Gilliard at Congress" - "Aral Balkan in Brussels" - "Sacha Baron Cohen at ADL" - "Deepfake Roundtable from Collider" - "Your comments" Jona Lewie - "Heart of Steel" http://www.wfmu.org/playlists/shows/89733

In this episode we talk with Chris Gilliard, Professor of English at Macomb Community College. His scholarship concentrates on privacy, institutional tech policy, digital redlining, and the re-inventions of discriminatory practices through data mining and algorithmic decision-making, especially as these apply to college students. Chris talks with Derek Bruff about some of the problems and concerns about educational technologies that may not be immediately visible to others. Links: • Chris’ website - http://hypervisible.com • Follow Chris on Twitter at - https://twitter.com/hypervisible • November, 2018 CBC Radio interview with Chris “Bad Algorithms are Making Racist Decisions” - https://www.cbc.ca/radio/spark/412-1.4887497/bad-algorithms-are-making-racist-decisions-1.4887504

Dr. Chris Gilliard discusses facial recognition and its effects on marginalized communities. Tomas Dvorak - "Game Boy Tune" - Machinarium Soundtrack - "Mark's intro" - "Interview with Chris Gilliard" - "Your calls & comments 201-536-9368" Rockwell - "Somebody's Watching Me" http://www.wfmu.org/playlists/shows/86933

Dr. Chris Gilliard discusses facial recognition and its effects on marginalized communities. Tomas Dvorak - "Game Boy Tune" - Machinarium Soundtrack - "Mark's intro" - "Interview with Chris Gilliard" - "Your calls & comments 201-536-9368" Rockwell - "Somebody's Watching Me" https://www.wfmu.org/playlists/shows/86933

Show Notes (edit: I noticed this was titled episode 33, it is in fact 34. Leaving permalink the same to not break things) This week Ken chats with Chris Gilliard, known to many as @hypervisible on Twitter. I met Chris through Virtually Connecting (a common theme in these upcoming episodes) and admire and deeply respect […]

Welcome to FUD FAIL FRIDAY! Tether FUD ain't what it used to be! People are clearly starting to understand that rumors about one exchange and a magical stable coin don't mean that something is wrong with Bitcoin! We will talk about the very positive aspects of the latest FUD attempt plus more news from this week in Bitcoin. Chris Gilliard returns to the show while Max Hillebrand and "WhatIsBitcoin" make their debuts! Recorded in Baltimore, MD! WATCH the show here- https://www.youtube.com/watch?v=Fsgi5GZSb_Y Follow Adam on Twitter- https://twitter.com/TechBalt All of the BitcoinMeister videos are here at DisruptMeister.com --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/bitcoinmeister/support

Andy Hoffman of CryptoGoldCentral.com interviews Chris Gilliard, Founder and Lead Dev of MimbleWimbleCoin (MWC) - a free Bitcoin airdrop whose registration period commences April 20th - i.e., the DAY AFTER THIS PODCAST!

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Chris Gilliard walk us through concerns he has about the state of online surveillance, dangers lurking behind asking students to work in online platforms.

In @BreakDrink Episode no. 31 @ValerieHeruska joins us to talk about dogs, elections, and technology conference experiences in no particular order. If you tweet at us to chat, we’re bound to open up the mic for a random conversation on the pod. Val heard the word algorithm many times at #edu18 so she wanted to come chat with us @BreakDrink-ers about it after her trip to Denver. Here are a few things we talked about: EDUCAUSE https://www.educause.edu/ #edu18 Conference: https://events.educause.edu/annual-conference -- Start-up Alley: https://events.educause.edu/annual-conference/exhibitors/start-up-alley -- Braindate https://e180.co/we-do/ -- Educause Learning Initiative https://www.educause.edu/eli - What’s an algorithm? https://whatis.techtarget.com/definition/algorithm - What’s Intellectual Property (IP)? http://www.wipo.int/about-ip/en/ - Do you know what the IP laws & regulations at your higher ed institution? Find out before you create and develop on/at/for your campus OR role! - Fluids flowing -- coffee, drink tickets, and more... OH MY! {thanks to many tech vendors} - Interesting perspective taking from a residence life/housing point of view to bring to the table that isn’t often looked at as a domain - How do you define student success through your lens on campus? What does it mean when you bring different domains, disciplines and functional areas together to support student success with technology? - The EDUCAUSE 2019 Top 10 IT Issues https://events.educause.edu/annual-conference/2018/agenda/educause-top-10-it-issues -- 10 Reactions to EDUCAUSE's 2019 Top 10 IT Issues https://www.insidehighered.com/blogs/technology-and-learning/10-reactions-educauses-2019-top-10-it-issues via @joshmkim -- BONUS: Notes on Educause 2018 https://mfeldstein.com/notes-on-educause-2018/ by @mfeldstein - Michele Norris - The Race Card Project https://theracecardproject.com/ - @AlexisOhanian has favorited a tweet & inspired Val to code for jobs of the future - Data Carpentry https://datacarpentry.org/ - Software Carpentry https://software-carpentry.org/ - Speakers at AAMC: Dr. Angela Duckworth https://angeladuckworth.com/ & Anita Hill - Dallas Street Choir https://www.dallasstreetchoir.org/ - Bad algorithms are making racist decisions with Chris Gilliard on CBC Spark: https://www.cbc.ca/radio/spark/412-1.4887497/bad-algorithms-are-making-racist-decisions-1.4887504 - Association of American Medical Colleges https://www.aamc.org/ -- Conference in Austin, TX: Learn Serve Lead 2018 (Nov. 2-6) @BreakDrink Election Eve (November 5, 2018) Chat: - https://votesaveamerica.com/ -Pod Save Texas (episode no. 27) https://soundcloud.com/breakdrink/episode-27-pod-save-texas The Things We’re Not Supposed to Talk about in Polite Conversation (episode no. 4) https://soundcloud.com/breakdrink/episode-4 - Voting is Public Record in the US https://www.census.gov/topics/public-sector/voting.html - Voting Statistics in US from the General Election https://www.census.gov/newsroom/blogs/random-samplings/2017/05/voting_in_america.html @BreakDrink Reads: - Dare to Lead by Brene Brown - You’ll Grow Out of It by Jessi Klein - The Gay Place by Billy Lee Brammer - God Save Texas by Lawrence Wright @BreakDrink listens - podcast recommendations: - Undergrad Podcast https://itunes.apple.com/us/podcast/underdog-beto-vs-cruz/id1438764180?mt=2 - Dear Sugars http://www.wbur.org/dearsugar - The Shadows by Kaitlin Prest https://www.cbc.ca/radiointeractives/podcasts/the-shadows - Teaching Online Podcast https://cdl.ucf.edu/teach/resources/topcast/ - Professional Reputations Aside Podcast {ARCHIVES} https://player.fm/series/professional-reputations-aside @BreakDrink CHALLENGE: What should Jeff’s new male pup be called? This large, white ball of fur fun is taking recommendations for a moniker - please send your recommendations to us via: Twitter https://twitter.com/breakdrink Instagram https://www.instagram.com/breakdrink/ Email: breakdrink@gmail.com

The Ethics of Ed Tech with @hypervisible In @BreakDrink episode no. 28, Laura welcomes guest co-host, Chris Gilliard (@hypervisible), join me to talk about the ethics of educational technology, data, and student labor. As the Spring semester is keeping Jeff busy, he suggested bringing back past friends of the pod to talk about different topics and issues. It just so happens that Chris published an instigating article on the topic of ethical considerations for our learning technology in the Chronicle of Higher Education

We are joined by Chris Gilliard, Professor of English at Macomb Community College. His scholarship concentrates on privacy, institutional tech policy, digital redlining, and the re-inventions of discriminatory practices through data mining and algorithmic decision-making, especially as these apply to college students. He is currently developing a project that looks at how popular misunderstandings of mathematical […]

Have Your Read ____ Privacy Policy Lately? You Should! We thank/blame Chris Gilliard (@hypervisible) for bringing awareness to how we’re using social media spaces and digital tools -- specifically about privacy, access, data, and then some on the Interwebs. SO we brought him back to tackle a “fun” extra curricular @BreakDrink Project: Social Media Privacy Policies and Terms of Service for the three main hitters for social networks used in the US - Facebook, Twitter, and LinkedIn.

Digital Redlining with Chris Gilliard (@hypervisible) for episode #5. In 2016 #OLCInnovate, I invited Chris to share his work on Digital Redlining for a short “Ignite-like” talk. Why do we assume everyone has the Internet? Or a device? Or access to the same digital learning resources? What do we know or care about privacy and our data?

Chris Gilliard talks about digital redlining and privacy on episode 130 of Teaching in Higher Ed. Quotes from the episode Unless you have a really keen understanding of how filtering works, you often don’t know what you’re not getting. –Chris Gilliard Both with faculty and students, the awareness of how closely we’re watched when we’re […]