LMS Surveillance [...]

I wonder why institutions would willingly encourage near-unquestioning authoritative power for instructors over students’ actions in their LMSs that they would not allow in the classroom. Can we even imagine a physical classroom where these things occur? An instructor looks over the shoulders of students to make sure they spend the appropriate amount of time on each page. Another puts a stopwatch to each student to track all sorts of things students do with the learning materials. One professor hooks students up to an eye-tracking device to make sure they can see exactly what the student sees. The level of tracking allowed and how instructors or institutions can leverage it should raise reasonable concerns, starting with how we think of the LMS. Thinking of an LMS as a “virtual classroom” obscures the level of surveillance and control an LMS affords us. (Source)

Engineering and online proctoring [...]

We too recognize the importance of educating engineering students responsibly. In fact, we argue that when we rely on deeply flawed systems to govern important aspects of students’ education, we model precisely the type of irresponsible behaviour that we want future engineers to understand and avoid. Our existing physical and digital infrastructures demonstrate the values and biases of the contexts in which we create them, rendering them less functional for some users and use cases than for others. Rejecting an ethically unacceptable technological fix is, in itself, a valuable lesson for our students. (Source)