Blog Post

DML Trust Challenge: Updates from the field

What does trust -- in all its complexity -- look like in the digital age? Our DML Trust grantees describe trust in terms of privacy, security, intimacy, and harrassment. They describe trust in terms of data, relationships, assessments, and collaborative partnerships. Data privacy and security are certainly grabbing attention in the news and at conferences as we discuss student learning, but DML Trust grantees show us how truly integral and expansive the topic of trust is to the foundation of digital media and learning. 

Read more to hear how each project is working toward more trustworthy learning environments as they report on their progress in this first of four blog posts they'll be sharing throughout the year ahead:

Building Connected Credentials: What is a trusted relationship? Leah Gilliam of Mozilla's Hive NYC Learning Network writes that, "a resilient commitment and understanding (aka trust) between stakeholders is at its core built through a mutual understanding of performance what each partner does best." As part of Mozilla Hive’s commitment to openness and developing actionable strategies that others can leverage and spread, our DML Trust work will document ideas that demonstrate the co-creation of trusted assessments through aligned school, industry and higher education partnerships.

Code, Compose, Collaborate: "TripleC is a learning environment where youth from different cultures, with varying access to technology, can interact, create, collaborate and share using the neutral and safe mediums of sound and computation. Throughout the learning process emphasis is placed on combining computer programming with musical learning."

Digital Literacy Toolkit: The Student Privacy Initiative at the Berkman Center for Internet & Society is, "working to build and support trust in connected learning environments by empowering learners, caregivers, and educators with the knowledge and skills to minimize and manage risks online." They're also inviting people and organizations to partner with them, so read more to learn how to connect with them. 

Family Trust Network: Last month, the RyeCatcher team traveled to Memphis, TN to launch the Family Trust Network project on Enrollment and Registration Day at the Achievement Schools. We visited 5 schools on the 04 August. At each school, parents and families completed the Needs Mapper on paper, online, or as in-person interviews. Together, RyeCatcher and their partner schools are building a digital “Community of Trust”, that brings together parents and families, support teams, in-school staff, and community caregivers.

Global Gateway: VIF Learn's Lauren Hanford writes that, "peer collaboration is one of the main motivations for teachers when it came to interaction in such a social community. Teachers want personal connections they can develop and trust, and a social community that fosters this trust could open the doors to effective peer collaboration." VIF Learning Center is an online platform that integrates professional development (PD), digital badging and a social community for almost 15,000 educators from around the world. To further our trusted environment, educators need opportunities within their professional learning to access and engage in focused self, peer and expert review of learning products.

Gooru Trust Lab: This past April, Samantha, a third grader Val Verde Unified School District, graduated from student to teacher. She stood up in front of an audience of teachers, peers, and technologists and presented a Gooru collection, a playlist of learning resources, that she had created and published. She clicked through the resources she had chosen and explained the logic of their sequence, showing her kid-savvy by saying she started and ended with a game to keep students’ interest. “I made it because I wanted kids to learn a little bit more about geometry and because geometry is my favorite topic,” she said.

MediaBreaker Studios: Young people are inundated with media messages, all constructed to influence what they think about and how they think about it. All these media messages want young people to define themselves in stereotypical and easily categorized terms, so that they become easy targets and lifelong consumers. But, as the educators in the training attested, young people are much smarter and far more individualistic than media companies think. But how do we challenge the one-way flow of information? By allowing our students to remix and talk back to media, we can give them the agency to become critical and active media participants.

Open Badge Passport: Serge Ravet writes, "I have been advocating a more potent concept than privacy to address the issue of personal data protection: intimacy. Intimacy starts with the recognition that data is shared, and the way to share it while being protected is to create a technology where each piece of data can be shared within a community while being protected form external preying eyes —a kind of communal privacy." What metaphor could we use to describe the kind of protection/sharing mechanism for intimacy?

OurNet: OurNet is a project designed to show that trust can happen even in anonymous internet communities. We are building a safe space that encourages free expression. This project will empower students with a basic understanding of the key components of network infrastructure, while at the same time enabling them to develop their own private networks. We are designing two workshops for students grades 6 and up. One will enable students to build a simplified social network that will be unique to their classroom; the second would help them build a private internal network without using an internet service provider (ISP). 

Resilience Network: Liz Losh writes, "Certainly the issues around pervasive Internet misogyny, racism, homophobia, and transphobia has finally received some public attention with major stories running in the New York Times and other news organizations of record...Unfortunately such coverage often does little to help the victims because it points more public attention in their direction, and it can even be counterproductive to those who would rather not be scrutinized and gawked at in the service of an opportunistic general cause that might not address their specific needs as individuals. 




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