They Did Their Own ‘Research.’ Now What? – The New York Times

In spheres as disparate as medicine and cryptocurrencies, “do your own research,” or DYOR, can quickly shift from rallying cry to scold.

The New York Times has a nice essay by John Herrman on They Did Their Own ‘Research.’ Now What? The essay talks about the loss of trust in authorities and the uses/misuses of DYOR (Do Your Own Research) gestures especially in discussions about cryptocurrencies. DYOR seems to act rhetorically as:

  • Advice that readers should do research before making a decision and not trust authorities (doctors, financial advisors etc).
  • A disclaimer that readers should not blame the author if things don’t turn out right.
  • A scold to or for those who are not committed to whatever it is that is being pushed as based on research. It is a form of research signalling – “I’ve done my research, if you don’t believe me do yours.”
  • A call to join a community of instant researchers who are skeptical of authority. If you DYOR then you can join us.
  • A call to process (of doing your own research) over truth. Enjoy the research process!
  • Become an independent thinker who is not in thrall to authorities.

The article talks about a previous essay about the dangers of doing one’s own research. One can become unreasonably convinced one has found a truth in a “beginner’s bubble”.

DYOR is an attitude, if not quite a practice, that has been adopted by some athletes, musicians, pundits and even politicians to build a sort of outsider credibility. “Do your own research” is an idea central to Joe Rogan’s interview podcast, the most listened to program on Spotify, where external claims of expertise are synonymous with admissions of malice. In its current usage, DYOR is often an appeal to join in, rendered in the language of opting out.

The question is whether reading around is really doing research or whether it is selective listening. What does it mean to DYOR in the area of vaccines? It seems to mean not trusting science and instead listening to all sorts of sympathetic voices.

What does this mean about the research we do in the humanities. Don’t we sometimes focus too much on discourse and not give due weight to the actual science or authority of those we are “questioning”? Haven’t we modelled this critical stance where what matters is that one overturns hierarchy/authority and democratizes the negotiation of truth? Irony, of course, trumps all.

Alas, to many the humanities seem to be another artful conspiracy theory like all the others. DYOR!

People Make Games

From a CGSA/ACÉV Statement Against Exploitation and Oppression in Games Education and Industry a link to a video report People Make Games. The report documents emotional abuse in the education and indie game space. It deals with how leaders can create a toxic environment and how they can fail to take criticism seriously. A myth of the “auteur” in game design then protects the superstar leaders. Which is why they called the video “people make games” (not single auteurs.) Watch it.

Emojify: Scientists create online games to show risks of AI emotion recognition

Public can try pulling faces to trick the technology, while critics highlight human rights concerns

From the Guardian story, Scientists create online games to show risks of AI emotion recognition, I discovered Emojify, a web site with some games to show how problematic emotion detection is. Researchers are worried by the booming business of emotion detection with artificial intelligence. For example, it is being used in education in China. See the CNN story about how In Hong Kong, this AI reads children’s emotions as they learn.

A Hong Kong company has developed facial expression-reading AI that monitors students’ emotions as they study. With many children currently learning from home, they say the technology could make the virtual classroom even better than the real thing.

With cameras all over, this should worry us. We are not only be identified by face recognition, but now they want to know our inner emotions too. What sort of theory of emotions licenses these systems?

A New Way to Inoculate People Against Misinformation

A new set of online games holds promise for helping identify and prevent harmful misinformation from going viral.

Instead of fighting misinformation after it’s already spread, some researchers have shifted their strategy: they’re trying to prevent it from going viral in the first place, an approach known as “prebunking.” Prebunking attempts to explain how people can resist persuasion by misinformation. Grounded in inoculation theory, the approach uses the analogy of biological immunization. Just as weakened exposure to a pathogen triggers antibody production, inoculation theory posits that pre-emptively exposing people to a weakened persuasive argument builds people’s resistance against future manipulation.

Prebunking is being touted as A New Way to Inoculate People Against Misinformation. The idea is that one can inoculate people against the manipulation of misinformation. This strikes me as similar to how we were taught to “read” advertising in order to inoculate us to corporate manipulation. Did it work?

The Cambridge Social Decision-Making Lab has developed some games like the Bad News Game to build psychological resistance to misinformation.

That viruses and inoculation can be metaphors for patterns of psychological influence is worrisome. It suggests a lack of agency or reflection among people. How are memes not like viruses?

The Lab has been collaborating with Google’s Jigsaw on Inoculation Science which has developed the games and videos to explain misinformation.

Psychology, Misinformation, and the Public Square

Computational propaganda is ubiquitous, researchers say. But the field of psychology aims to help.

Undark has a fascinating article by Teresa Carr about using games to inoculate people against trolling and mininformation, Psychology, Misinformation, and the Public Square (May 3, 2021). The game is Breaking Harmony Square and the idea is to troll a community.

What’s the game like? The game feels like a branching, choose-your-own-adventure under the hood where a manager walks you through what might do or not and then complements you when you are a good troll. There is a ticker so you can see the news about Harmony Square. It feels a bit pedantic when the managerial/editorial voice says things like “Kudos for paying attention to buzzwords. You ignored the stuff that isn’t emotionally manipulative.” Still, the point is to understand what can be done to manipulate a community so that you are inoculated against it.

An important point made by the article is that games, education and other interventions are not enough. Drvier’s education is only part of safe roads. Laws and infrastructure are also important.

I can’t help feeling that we are repeating a pattern of panic and then literacy proposals in the face of new media politics. McLuhan drew our attention to manipulation by media and advertising and I remember well intentioned classes on reading advertising like this more current one. Did they work? Will misinformation literacy work now? Or, is the situation more complex with people like Trump willing to perform convenient untruths?

Whatever the effectiveness of games or literacy training, it is interesting how “truth” has made a comeback. At the very moment when we seem to be witnessing the social and political construction of knowledge, we are hearing calls for truth.

Ethics in the Age of Smart Systems

Today was the third day of a symposium I helped organize on Ethics in the Age of Smart Systems. For this we experimented with first organizing a “dialogue” or informal paper and discussion on a topic around AI ethics once a month. These led into the symposium that ran over three days. We allowed for an ongoing conversation after the formal part of the event each day. We were also lucky that the keynotes were excellent.

  • Veena Dubal talked about Proposition 22 and how it has created a new employment category of those managed by algorithm (gig workers.) She talked about how this is a new racial wage code as most of the Uber/Lyft workers are people of colour or immigrants.
  • Virginia Dignum talked about how everyone is announcing their principles, but these principles are enough. She talked about how we need standards; advisory panels and ethics officers; assessment lists (checklists); public awareness; and participation.
  • Rafael Capurro gave a philosophical paper about the smart in smart living. He talked about metis (the Greek for cunning) and different forms of intelligence. He called for hesitation in the sense of taking time to think about smart systems. His point was that there are time regimes of hype and determinism around AI and we need to resist them and take time to think freely about technology.

Digital humanities – How data analysis can enrich the liberal arts

But despite data science’s exciting possibilities, plenty of other academics object to it

The Economist has a nice Christmas Special on the Digital humanities – How data analysis can enrich the liberal arts. The article tells a bit of our history (starting with Busa, of course) and gives examples of new work like that of Ted Underwood. The note criticism about how DH may be sucking up all the money or corrupting the humanities, but they also point out how little DH gets from the NEH pot (some $60m out of $16bn) which is hardly evidence of a take over. The truth is, as they note, that the humanities are under attack again and the digital humanities don’t make much of a difference either way. The neighboring fields that I see students moving to are media arts, communication studies and specializations like criminology. Those are the threats, but also sanctuaries for the humanities.


Gather is a video-calling space that lets multiple people hold separate conversations in parallel, walking in and out of those conversations just as easily as they would in real life.

Kisha introduced me to Gather, a cross between Second Life and Zoom. If you have a Gather account you can create a space – your own little classroom with different gathering spots. People then move around these 8-bit animated spaces and when they are in hearing distance they can video conference. Users can also read posters put up, or documents left around, or watch videos created for a space. It actually looks like a nice type of space for a class to use as an alternative to Zoom.

A Digital Project Handbook

A peer-reviewed, open resource filling the gap between platform-specific tutorials and disciplinary discourse in digital humanities.

From a list I am on I learned about Visualizing Objects, Places, and Spaces: A Digital Project Handbook. This is a highly modular text book that covers a lot of the basics about project management in the digital humanities. They have a call now for “case studies (research projects) and assignments that showcase archival, spatial, narrative, dimensional, and/or temporal approaches to digital pedagogy and scholarship.” The handbook is edited by Beth Fischer (Postdoctoral Fellow in Digital Humanities at the Williams College Museum of Art) and Hannah Jacobs (Digital Humanities Specialist, Wired! Lab, Duke University), but parts are authored by all sorts of people.

What I like about it is the way they have split up the modules and organized things by the type of project. They also have deadlines which seem to be for new iterations of materials and for completion of different parts. This could prove to be a great resource for teaching project management.

Why basing universities on digital platforms will lead to their demise – Infolet

I’m republishing here a blog essay originally in Italian that Domenico Fiormonte posted on Infolet that is worth reading,

Why basing universities on digital platforms will lead to their demise

By Domenico Fiormonte

(All links removed. They can be found in the original post – English Translation by Desmond Schmidt)

A group of professors from Italian universities have written an open letter on the consequences of using proprietary digital platforms in distance learning. They hope that a discussion on the future of education will begin as soon as possible and that the investments discussed in recent weeks will be used to create a public digital infrastructure for schools and universities.

Dear colleagues and students,

as you already know, since the COVID-19 emergency began, Italian schools and universities have relied on proprietary platforms and tools for distance learning (including exams), which are mostly produced by the “GAFAM” group of companies (Google, Apple, Facebook, Microsoft and Amazon). There are a few exceptions, such as the Politecnico di Torino, which has adopted instead its own custom-built solutions. However, on July 16, 2020 the European Court of Justice issued a very important ruling, which essentially says that US companies do not guarantee user privacy in accordance with the European General Data Protection Regulation (GDPR). As a result, all data transfers from the EU to the United States must be regarded as non-compliant with this regulation, and are therefore illegal.

A debate on this issue is currently underway in the EU, and the European Authority has explicitly invited “institutions, offices, agencies and organizations of the European Union to avoid transfers of personal data to the United States for new procedures or when securing new contracts with service providers.” In fact the Irish Authority has explicitly banned the transfer of Facebook user data to the United States. Finally, some studies underline how the majority of commercial platforms used during the “educational emergency” (primarily G-Suite) pose serious legal problems and represent a “systematic violation of the principles of transparency.”

In this difficult situation, various organizations, including (as stated below) some university professors, are trying to help Italian schools and universities comply with the ruling. They do so in the interests not only of the institutions themselves, but also of teachers and students, who have the right to study, teach and discuss without being surveilled, profiled and catalogued. The inherent risks in outsourcing teaching to multinational companies, who can do as they please with our data, are not only cultural or economic, but also legal: anyone, in this situation, could complain to the privacy authority to the detriment of the institution for which they are working.

However, the question goes beyond our own right, or that of our students, to privacy. In the renewed COVID emergency we know that there are enormous economic interests at stake, and the digital platforms, which in recent months have increased their turnover (see the study published in October by Mediobanca), now have the power to shape the future of education around the world. An example is what is happening in Italian schools with the national “Smart Class” project, financed with EU funds by the Ministry of Education. This is a package of “integrated teaching” where Pearson contributes the content for all the subjects, Google provides the software, and the hardware is the Acer Chromebook. (Incidentally, Pearson is the second largest publisher in the world, with a turnover of more than 4.5 billion euros in 2018.) And for the schools that join, it is not possible to buy other products.

Finally, although it may seem like science fiction, in addition to stabilizing proprietary distance learning as an “offer”, there is already talk of using artificial intelligence to “support” teachers in their work.

For all these reasons, a group of professors from various Italian universities decided to take action. Our initiative is not currently aimed at presenting an immediate complaint to the data protection officer, but at avoiding it, by allowing teachers and students to create spaces for discussion and encourage them to make choices that combine their freedom of teaching with their right to study. Only if the institutional response is insufficient or absent, we will register, as a last resort, a complaint to the national privacy authority. In this case the first step will be to exploit the “flaw” opened by the EU court ruling to push the Italian privacy authority to intervene (indeed, the former President, Antonello Soro, had already done so, but received no response). The purpose of these actions is certainly not to “block” the platforms that provide distance learning and those who use them, but to push the government to finally invest in the creation of a public infrastructure based on free software for scientific communication and teaching (on the model of what is proposed here and
which is already a reality for example in France, Spain and other European countries).

As we said above, before appealing to the national authority, a preliminary stage is necessary. Everyone must write to the data protection officer (DPO) requesting some information (attached here is the facsimile of the form for teachers we have prepared). If no response is received within thirty days, or if the response is considered unsatisfactory, we can proceed with the complaint to the national authority. At that point, the conversation will change, because the complaint to the national authority can be made not only by individuals, but also by groups or associations. It is important to emphasize that, even in this avoidable scenario, the question to the data controller is not necessarily a “protest” against the institution, but an attempt to turn it into a better working and study environment for everyone, conforming to European standards.