Category: Weekly Critical Reflections

Acceptable/Unacceptable by University of Alberta Student Life

After watching the YouTube video “Acceptable/Unacceptable” by University of Alberta Student Life, I was struck by how relevant and relatable the content was to my own experiences as a university student. The video explores the often blurry line between appropriate and inappropriate behaviour in academic and social settings, highlighting the complexities of consent, communication, and respect. It made me reflect on how easily seemingly harmless actions like making an offhand comment or sending a joke in a group chat can cross into unacceptable territory, especially in today’s digital and social landscape.

As a student, I’ve witnessed firsthand how these boundaries can become unclear, particularly in social situations where alcohol is involved. The video made me think about university parties or events where intoxication can lower inhibitions and impair judgment. This can occasionally result in actions that go beyond the bounds of consent and respect even though the people may not mean to cause harm. The accountability lesson in the video made me realize how critical it is to take responsibility for my behaviour and to identify when others may require assistance.

This reflection ties into the findings from the study “Bystander Intervention to Prevent Sexual Violence: The Overlooked Role of Bystander Alcohol Intoxication” by Leone et al. (2021). The research highlights how alcohol intoxication reduces the likelihood of bystander intervention in situations involving potential sexual violence. Based on the study, drunk bystanders are slower to act, even when they sense a threat, and are less able to identify dangerous situations. This adds a crucial dimension to the video’s discussion by highlighting how increasingly difficult it is to carry out intervention in university settings where alcohol use is common.

This makes me consider how I can help create a safer campus environment as a student. Both the study and the video emphasize the importance of bystander education and awareness, particularly about the effects of alcohol. It serves as a reminder that although it’s simple to write off offensive remarks or actions as “just a joke” or “harmless fun,” they can cause discomfort or even injury.

Leone, R. M., Haikalis, M., Parrott, D. J., & DiLillo, D. (2017). Bystander intervention to prevent sexual violence: The overlooked role of bystander alcohol intoxication. Psychology of Violence, 8(5), 639–647. https://doi.org/10.1037/vio0000155

A Black Woman Invented Home Security. Why Did It Go So Wrong?
Surveillance systems, no matter the intention, will always exist to serve power by Chris Gilliard

After reading Chris Gilliard’s article, “A Black Woman Invented Home Security. Why Did It Go So Wrong?” on Wired, I found myself reflecting deeply on the complex relationship between security, power, and personal safety especially as a woman. The article highlights how Marie Van Brittan Brown, a Black woman, invented the first home security system in 1966 in response to feeling unsafe in her own home. Her invention laid the foundation for the modern security industry, yet the systems that emerged from her innovation now often serve power structures rather than protecting marginalized individuals.

As a woman, I resonated with Brown’s initial motivation—her desire for safety and autonomy. I’ve often felt the same impulse when walking alone at night or being home by myself. The need to feel secure is something many women can relate to, especially considering the disproportionate rates of gender-based violence. Nonetheless, Gilliard’s piece caused me to consider the negative aspects of surveillance technologies. Although Brown’s creation was meant to empower people, modern security systems usually lead to racial profiling, excessive policing, and privacy destruction. It’s depressing to learn that a supposedly protective tool is now frequently used as a weapon against underprivileged groups.

Gilliard’s piece also made me reflect on the broader implications of who gets to feel “safe.” For women, particularly women of colour, the systems that are supposed to offer protection can sometimes bring more harm. The article underscores the tension between personal security and systemic oppression, highlighting that technologies created by Black innovators are often co-opted by systems that harm Black communities.

Also within the article from The Guardian claims that serious privacy concerns, especially for underrepresented groups, have been brought up by the quick development of home surveillance technology. The article describes how businesses such as Amazon’s Ring have partnered with more than 2,000 police departments, granting law enforcement access to private footage without a warrant, a practice that has disproportionately affected communities of colour (Cox, 2021). The problems Gilliard addresses are further supported by this example of how security technologies intended for individual protection can be used as weapons against vulnerable groups.

Reporter, G. S. (2021, May 20). Amazon’s Ring is the largest civilian surveillance network the US has ever seen. The Guardian. https://www.theguardian.com/commentisfree/2021/may/18/amazon-ring-largest-civilian-surveillance-network-us

DigComp European Framework for Digital Competence
IFT Webinar – Building Digital Competence Organized by UNESCO-UNEVOC

This week, I explored the DigComp: European Framework for Digital Competence and the IFT Webinar – Building Digital Competence, organized by UNESCO-UNEVOC. As a student who regularly uses the internet for communication, research, and study, I thought these resources were particularly useful. They clarified how crucial it is to have strong digital skills to succeed academically and navigate today’s technologically advanced world.

The DigComp framework’s methodical approach to digital competency is one of its main lessons. It lists five essential areas: problem-solving, digital content creation, communication and teamwork, information and data literacy, and safety. I became aware of how frequently I interact with these competencies without completely appreciating their importance as someone who frequently completes coursework via online platforms. I regularly assess the reliability of online sources, but I hadn’t thought of this as a formal component of digital literacy. The framework made it easier for me to see digital competency as a set of organized skills rather than something we all naturally acquire.

The importance of digital competency in the workplace and in education was also underlined in the UNESCO-UNEVOC webinar. The conversation about digital inclusion and the difference between people with and without strong digital skills jumped out at me. This caused me to consider my own experiences although I am at ease using digital tools, I have witnessed classmates struggle with even the most basic forms of digital literacy. It brought up an important question: How can educational establishments guarantee that every student, regardless of starting point, acquires these fundamental abilities? All things considered, this conversation strengthened my view that digital literacy needs to be given top priority in the classroom. As technology develops further, having digital skills is becoming necessary rather than optional.

Speculative Futures on ChatGPT and Generative Artifical Intelligence (AI): A collective Reflection from the Educational Landspace

This week, I explored the article Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape, which offered a fascinating discussion on the evolving role of AI in education. As a student who frequently relies on online sources for research, writing, and studying, I found this article particularly relevant. It made me reflect on how AI tools like ChatGPT are reshaping not only how we access information but also how we critically engage with it.

The dual nature of AI as a useful tool and a possible disruptor was one of the main ideas that caught my attention. The essay emphasizes how conventional notions of authorship, creativity, and academic integrity are challenged by AI. Although I have personally used AI-driven tools to generate ideas and clarify concepts, I have also observed how simple it is to become overly dependent on them. This brings up an important question: Are we learning how to improve AI-generated responses or are we also gaining critical thinking abilities? It caused me to reconsider my learning strategy and whether I’m actually studying the content or merely reading AI summaries.

Another aspect that resonated with me was the ethical concern surrounding AI in education. Issues like bias, false information, and unequal access to AI tools are covered in the article. As someone who relies on digital resources, I can understand how students who have greater access to AI and digital literacy might be at a competitive advantage. This got me to thinking that instead of just outright prohibiting AI, educational institutions should offer appropriate guidance on its use.

All in all, this article left me feeling both excited and worried. While AI has the potential to improve education, there are drawbacks as well that we must carefully consider. I’d love to know if you believe AI is a useful tool for education or if it’s causing more issues than it’s fixing.

CommonSense Media Digital Citizenship Curriculum (K12)

My days as a child were filled with after-school activities, sports practices, and homework. I never gave much thought to how much time I was spending online or whether I was using technology responsibly in the midst of all of that. In retrospect, I see the value of digital literacy, particularly since technology is affecting every aspect of my life as a student. Programs like the Common Sense Media Digital Citizenship Curriculum are extremely beneficial because of this.

The K–12 curriculum from Common Sense Media teaches students how to think critically about online content, navigate the digital world safely, and form responsible habits. It covers everything from privacy and media balance to misinformation and cyberbullying—topics that weren’t always important when I was younger but are now crucial. With social media, news, and entertainment all at your fingertips, it’s as crucial as any academic subject to understand how to assess information, safeguard personal information, and interact politely online.

One thing I wish I had learned earlier is how to set better digital boundaries. In school, I was always balancing assignments and practices, but as I got older, managing screen time became just as challenging. The curriculum encourages students to reflect on their digital habits, which is something I’ve started doing more often. Being online isn’t a bad thing, but understanding how to use technology mindfully and safely is a skill that should be developed early.

Digital citizenship includes more than just screen time and online safety; it also involves media literacy, online identity, and an understanding of digital footprints. Learning how to control our online presence is essential, especially since schools and potential employers are now reviewing profiles. Everything we share, like, and post leaves a trail. The curriculum also emphasizes the value of polite and respectful online communication as well as awareness of cyberbullying, which I have personally witnessed having an impact on people. These lessons focus on using technology in constructive, meaningful ways rather than just avoiding dangers. Early development of these abilities has a significant impact on how we engage with the world as digital spaces continue to change.

Davos 2019 – Press Conference The Value of Digital Identity for the Global Economy and Society

As a 20-year-old university student who lives alone, social media and digital platforms are a huge part of my daily life. Whether I’m logging into my banking app, streaming lectures, or just scrolling through Instagram, my digital identity is constantly being used to verify who I am. The 2019 World Economic Forum (WEF) press conference, The Value of Digital Identity for the Global Economy and Society, made me reflect on how much of my personal information exists online and who controls it. There is more to digital identity than a username and password. In a world that is becoming more and more digital, data collection is what demonstrates who we are. Experts talked about how digital identities can boost financial access, enhance government services, and lower fraud at Davos 2019. All that sounds fantastic, but there are drawbacks as well, such as privacy concerns, monitoring, and the potential for these systems to exclude those without access to technology. It got me thinking: How much control do I have over my identity if businesses already know so much about me?

One thing that stood out to me is how different cultures approach digital identity. In places like the EU, regulations like GDPR try to protect users’ privacy, while countries like India focus more on inclusion, using biometric-based systems like Aadhaar to ensure people can access essential services. However, what occurs when privacy and security conflict? Is digital identity simply another tool used by governments and corporations to monitor us, or should it be a right? As young people who have grown up online, I believe we should be asking these kinds of questions more frequently. As someone studying digital literacy, this discussion reinforced how important it is to be aware of how our digital identities are being used. We must take more proactive steps to protect ourselves, whether that means reading the fine print on social media policies or comprehending how our data is stored. Future developments will only increase the significance of digital identity, so it is our responsibility to promote safe, fair, and open networks.