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Higher Education in the Disinformation Age

Hack Education - 20 Abril, 2017 - 23:01

This was what I said this evening at a panel at the University of Mary Washington as part of its Presidential Inauguration Week. The panel was titled "Higher Education in the Disinformation Age: Can America's public liberal arts universities restore critical thinking and civility in public discourse?" The other panelists included Steve Farnsworth (University of Mary Washington), Sara Cobb (George Mason University), and Julian Hayter (University of Richmond). I only had ten minutes, so my remarks really only scratch the surface.

In February 2014, I happened to catch a couple of venture capitalists complaining about journalism on Twitter. (Honestly, you could probably pick any month or year and find the same.) “When you know about a situation, you often realize journalists don’t know that much,” one tweeted. “When you don’t know anything, you assume they’re right.” Another VC responded, “there’s a name for this and I think Murray Gell-Mann came up with it but I’m sick today and too lazy to search for it.” A journalist helpfully weighed in: “Michael Crichton called it the ”Murray Gell-Mann Amnesia Effect," providing a link to a blog with an excerpt in which Crichton explains the concept.

Apologies for quoting Crichton at length:

Media carries with it a credibility that is totally undeserved. You have all experienced this, in what I call the Murray Gell-Mann Amnesia effect. (I call it by this name because I once discussed it with Murray Gell-Mann, and by dropping a famous name I imply greater importance to myself, and to the effect, than it would otherwise have.)


Briefly stated, the Gell-Mann Amnesia effect works as follows. You open the newspaper to an article on some subject you know well. In Murray’s case, physics. In mine, show business. You read the article and see the journalist has absolutely no understanding of either the facts or the issues. Often, the article is so wrong it actually presents the story backward-reversing cause and effect. I call these the “wet streets cause rain” stories. Paper’s full of them.


In any case, you read with exasperation or amusement the multiple errors in a story – and then turn the page to national or international affairs, and read with renewed interest as if the rest of the newspaper was somehow more accurate about far-off Palestine than it was about the story you just read. You turn the page, and forget what you know.


That is the Gell-Mann Amnesia effect. I’d point out it does not operate in other arenas of life. In ordinary life, if somebody consistently exaggerates or lies to you, you soon discount everything they say. In court, there is the legal doctrine of falsus in uno, falsus in omnibus, which means untruthful in one part, untruthful in all.


But when it comes to the media, we believe against evidence that it is probably worth our time to read other parts of the paper. When, in fact, it almost certainly isn’t. The only possible explanation for our behavior is amnesia.

I remember, at the time, appreciating parts of this observation. Or at least, I too have often felt frustrated with the reporting I read on education and technology – topics I like to think I know something about. But I hope we can see how these assertions that we shouldn’t read and shouldn’t trust newspapers are dangerous – or at the very least, how these assertions might have contributed to our current misinformation “crisis.” And I’d add too – and perhaps this can be part of our discussion – that how we’ve typically thought about or taught “information literacy” or “media literacy” has seemingly done little to help us out of this mess.

This isn’t just about Michael Crichton’s dismissal of journalism (and I’ll get to why he’s such a problematic figure here in a minute.) It’s the President. “Forget the press,” he said during the campaign. “Read the Internet.” It’s the digital technology industry – including those venture capitalists in my opening anecdote – which has invested in narratives and literally invested in products designed to “disrupt” if not destroy “traditional media.” Facebook. Twitter. Automattic (the developer of the blogging software WordPress). Despite the promises that these sorts of tools would “democratize” information, that the “blogosphere” and later social media would provide an important corrective to the failures of “mainstream journalism,” we find ourselves instead in a world in which institutions and experts are no longer trustworthy.

And yet, all sorts of dis- and misinformation – on the Internet and (to be fair) on TV – is believed. And it’s believed in part because it’s not in print and not from experts or academics or certain journalists.

I wanted to share this Michael Crichton story for a number of reasons. As I was preparing my remarks, I faced a couple of challenges. First, I couldn’t remember where or when I’d seen these tweets, although I was certain I’d first heard about the Gell-Mann Amnesia Effect from venture capitalists on Twitter. Searching for old tweets – verifying Twitter itself as a source – is not easy. Twitter’s search function offers us to “See what’s happening right now.” The architecture of the platform is not designed as a historical record or source.

I guess these tweets were the conversation I saw – I spent a lot of time looking through old VC tweets from 2013 and 2014 – although my memory tells me it was Tim O’Reilly, a different venture capitalist, who’d mentioned the Gell-Mann Amnesia Effect and had caught my eye.

When and if you do find an old tweet you’re looking for – as a scholar, perhaps, or as a journalist – it is stripped from its context within the Twitter timeline, within the user’s stream of tweets. What was happening on February 28, 2014 that prompted venture capitalist Dave Pell to complain about journalism? I couldn’t really divine.

In this exchange, we have a series of other Internet-based information claims. Journalist Mathew Ingram links to a blog post to explain the Gell-Mann Amnesia Effect, but if you click, you’ll find all of the links in that particular post are dead, including the one that goes to “The Official Site of Michael Crichton.” If you google “Gell-Mann Amnesia Effect,” the top search result is Goodreads, a book review site owned by Amazon. The excerpt there doesn’t give a date or a source or a link to Crichton’s commentary.

The Internet doesn’t magically surface “the truth.” Its infrastructure can quite readily obscure things. You have to understand how to look for information online, and you have to have some domain expertise (or know someone with domain expertise) so you can actually verify things.

The “Gell-Mann Amnesia Effect” comes from a talk titled “Why Speculate?” that Crichton gave in 2002 at the International Leadership Forum, a think tank run by the now-dormant Western Behavioral Sciences Institute. You can google this stuff, of course. Or maybe you know it. Maybe this is all, to borrow from Crichton “some subject you know well.”

Maybe you’re familiar with Crichton too, or more likely you’ve heard his name – a best-selling author; medically trained, but never formally licensed to practice medicine; creator of the TV show ER; writer and director of the movie Westworld (the one with Yul Brenner); and author of many novels including Jurassic Park, The Andromedia Strain, Disclosure, and State of Fear. After the publication of Disclosure, Crichton was accused of being anti-feminist; after the publication of State of Fear, he sealed his status as one of the leading skeptics of global climate change.

And this is all part of the message of that talk in which he argues for the existence of the Gell-Mann Amnesia Effect. Journalism, Crichton contends, is almost entirely speculation. Sunday talk shows, speculation. Global climate change, speculation. “False fears.” Crichton blames the end of fact-checking on the praise for Susan Faludi’s feminist book Backlash. He blames academia, particularly post-modernism: “most areas of intellectual life have discovered the virtues of speculation. In academia, speculation is usually dignified as theory.”

This was 2002 – Crichton doesn’t blame the Internet. He doesn’t blame the Web. He doesn’t blame Facebook. He blames MSNBC. He blames The New York Times.

2002 – A year before Judith Miller’s now discredited reporting on the weapons of mass destruction in Iraq appeared in that very newspaper.

In the past 15 years, I wonder if that the “amnesia effect” has worn off in some troubling rather than liberatory ways. Increasingly we trust very little that the media says. Last year, Gallup found Americans’ trust in the media had dropped to the lowest level in polling history. The media, as Crichton and others contend, is all speculation. “Fake news.”

But it’s not just the media. We face a crisis in all our information institutions – journalism and higher education, in particular. Expertise is now utterly suspect. We mistrust (print) journalists – “the mainstream media,” whatever that means; we mistrust academics; we mistrust scientists.

We still trust some stories sometimes. Importantly, we trust what confirms our pre-existing beliefs. Perhaps we can call this the Michael Crichton Ego Effect. We have designated ourselves as experts-of-sorts whenever we confront the news. We know better than journalists, because of course we do. (This effect applies most readily to men.)

The Internet has made it particularly easy for us to confirm our beliefs and our so-called expertise. Digital technologists (and venture capitalists) promised this would be a good thing for knowledge-building; it appears, instead, to be incredibly destructive. And that's the challenge for journalism, sure. It's the challenge for universities. It's the challenge for democracy.

The Omidyar Network and the (Neoliberal) Future of Education

Hack Education - 14 Abril, 2017 - 20:01

This article is part of my research into "who funds education technology," which I plan to expand with my Spencer Education Fellowship

The Omidyar Network announced earlier this week that it has invested in Data & Society, a New York City-based research institute co-founded by danah boyd. The two-year $850,000 grant will fund Data & Society’s work on “the social and cultural issues arising from the development of data-centric technology.”

The grant is just one of a slew of recent investments by the Omidyar Network in companies and organizations that work in and around education technology, including Khan Academy, Hypothes.is, and Edsurge. And much like Edsurge (as well as another portfolio company, Glenn Greenwald’s The Intercept), the Omidyar Network’s investment in Data & Society certainly raises questions about that organization’s ability to be “independent” in its research and analysis.

The Omidyar Network, a “venture philanthropy” firm founded by eBay founder Pierre Omidyar and his wife Pam, has invested over $1 billion in various projects – those run both by for-profit companies and not-for-profit organizations in finance, public policy, property rights, journalism, and education. According to its promotional materials, the Omidyar Network is “dedicated to harnessing the power of markets to create opportunity for people to improve their lives. We invest in and help scale innovative organizations to catalyze economic and social change.”

The “power of markets,” according to this investment approach, is a force for “social good.” However, the history and the impact of the Omidyar Network’s investments, particularly in the Global South, tell a very different story. It’s a story of neoliberalism; it’s a story of privatized investment at the expense of public infrastructure. And when it comes to education – in the Global North and South – that story is of profound political importance.

The Omidyar Network’s Education Portfolio

Where the dollars have gone:

  • African Leadership Academy (leadership training) – $1.5 million
  • African Leadership University (accredited university) – investment amount unknown
  • Akshara Foundation (private school chain in India) – $950,000
  • AltSchool (private school chain in the US) – $133 million
  • Andela (coding bootcamp in Africa) – $27 million
  • Anudip Foundation (coding bootcamp in India) – $850,000
  • Artemisia (entrepreneurial training and startup accelerator program in Brazil) – investment amount unknown
  • Aspiring Minds (career placement in India) – investment amount unknown
  • Bridge International Academies (private school chain in Africa) – investment amount unknown
  • Code.org (computer science career marketing) – $3.5 million
  • Common Sense Media (media education) – $4.25 million
  • Creative Commons (open licenses) – investment amount unknown
  • DonorsChoose.org (crowdfunding school projects) – investment amount unknown
  • Edsurge (ed-tech marketing) – $2.8 million
  • Ellevation (English-language learning software in the US) – $6.4 million
  • EnglishHelper (English-language learning services in India) – investment amount unknown
  • FunDza (literacy program in South Africa) – $300,000
  • Geekie (adaptive learning platform in Brazil) – investment amount unknown
  • Guten News (literacy program in Brazil) – investment amount unknown
  • Hypothes.is (annotation software) – $1.9 million
  • Ikamva Youth (after-school tutoring program in South Africa) – $1.33 million
  • IMCO (think tank in Mexico) – $202,500
  • Innovation Edge (early childhood education in South Africa) – investment amount unknown
  • Kalibrr (predictive analytics for hiring in the Philippines) – investment amount unknown
  • Khan Academy (video-based instruction) – $3 million
  • LearnZillion (instructional content and professional development company in the US) – investment amount unknown
  • Linden Lab (best known as the maker of Second Life) – $19 million
  • Lively Minds (preschools in Ghana and Uganda) – $360,000
  • Numeric (tutoring program in South Africa) – investment amount unknown
  • Open Knowledge (data and knowledge-sharing organization) – $2.64 million
  • Platzi (online coding classes) – $2.1 million
  • Reach Capital (venture capital firm) – investment amount unknown
  • RLabs (entrepreneurship training in South Africa) – $465,000
  • Siyavula (adaptive textbooks in South Africa) – investment amount unknown
  • Skillshare (course marketplace) – $12 million
  • Socratic (homework help) – $6 million
  • SPARK Schools (a private school chain in Africa) – $9 million
  • Teach for All (Teach for America, globalized) – investment amount unknown
  • Teach for India (Teach for America but for India) – $2.5 million
  • The Education Alliance (organization supporting public-private partnerships in education in India) – investment amount unknown
  • Tinkergarten (marketplace for early childhood education) – $1.2 million
  • Varthana (private student loans in India) – investment amount unknown
  • Wikimedia Foundation (operator of Wikipedia) – investment amount unknown

(Funding data drawn from Crunchbase and from the Omidyar Network’s website)

Investment (as) Ideology

In some ways, the Omidyar Network’s education investments look just like the rest of venture capitalists’: money for tutoring companies, learn-to-code companies, and private student loan companies.

While many insist that the latter should not “count” as ed-tech, to ignore the companies offering private financing for education is to misconstrue the shape and direction that investors and philanthropists like Pierre Omidyar want education to take.

It also obscures the shape and direction that these investors are pushing finance to take, particularly for the very poor and the “unbanked.” Indeed, microfinance initiatives in the developing world have been the cornerstone of the Omidyar Network’s investment strategy for over a decade now. This work has been incredibly controversial, and despite the hype about the promise of micro-loans – “financial inclusion” as the Omidyar Network calls it – the results from these programs have been mixed at best. That is, they have not pulled people out of extreme poverty but rather have saddled many with extreme debt. “Take SKS Microfinance,” write Mark Ames and Yasha Levine in a 2013 profile, “an Omidyar-backed Indian micro-lender whose predatory lending practices and aggressive collection tactics have caused a rash of suicides across India.”

(The winners in microfinance investing: the investors.)

In a 2012 article in the World Economic Review, Milford Bateman and Ha-Joon Chang argue that “microfinance in international development policy circles cannot be divorced from its supreme serviceability to the neoliberal/globalisation agenda.” Nor can the Omidyar Network’s investment policy – in microfinance and beyond – be separated from its explicitly neoliberal agenda.

That holds particularly true for its education investments. The Omidyar Network has backed DonorsChoose.org, for example, which encourages teachers to crowdfund projects and supplies. “The end result,” write Ames and Levine, “is that it normalizes the continued strangling of public schools and the sense that only private funding can save education.”

The Omidyar Network has backed AltSchool, a private school startup that blends algorithmic command-and-control with rhetoric about progressive education. “Montessori 2.0” and such. I recently spoke about AltSchool and its “full stack” approach to education – a technology platform that manages and monitors all digital activities and physical practices in the classroom. AltSchool is one of the most commonly-cited examples of how Silicon Valley plans to “disrupt” and reshape education.

I find this “platforming” of education to be profoundly chilling (and profoundly anti-democratic), particularly with its penchant for total surveillance; but it’s probably Bridge International Academies that serves as the most troubling example of the Omidyar Network’s vision for the future of education.

Bridge International Academies, which is also funded by the Gates Foundation and the Chan Zuckerberg Initiative – is a private school chain operating in several African countries that hires untrained adults as teachers. These teachers read scripted lessons from a tablet that in turn tracks students’ assessments and attendance – as well as teachers’ own attendance and pay. Families must pay tuition – this isn’t free public education – and the cost is wildly prohibitive for most. Moreover, outsourcing to scripted lesson delivery does not build the capacity – in terms of infrastructure or human resources – that many African nations need. As such expansion of Bridge International Academies has been controversial, and the Ugandan government ordered all the Bridge schools there to close their doors in August of last year. But earlier in the year, Liberia announced its plans to outsource its entire education system to Bridge International.

So, while in the US we see neoliberalism pushing to dismantle public institutions and public funding for public institutions, in the Global South, these very forces are there touting the “power of markets” to make sure public institutions can never emerge or thrive in the first place. Investors like the Omidyar Network are poised to extract value from the very people they promise their technologies and businesses are there to help.

Conveniently, the Omidyar Network’s investment portfolio also includes journalistic and research organizations that are too poised to promote and endorse the narratives that aggrandize these very technocratic, market-based solutions.

Disclosure: I have done some paid research for Data & Society on school accountability, and I have published a couple of articles on its website.

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