Light It Up: Accessible Learning or Academic Surveillance? (Part 1)

How can we prioritize multiplicity and accessibility when designing learning activities? What does an “inclusive” pedagogy entail? Can design ever be universal? And how can teachers and learners make the most of digital tools while also resisting the creep of academic surveillance technologies into our classrooms, homes, and bodies?

Sarah E. Silverman, feminist instructional designer and disability studies scholar, breaks down these questions and their reverberant implications. Dr. Silverman is a leading voice in the multi-front movement to resist remote proctoring and educational surveillance technologies, as well as to promote authentic assessment and universal design for learning (UDL). A generous critic and prolific writer—especially on her extraordinarily useful blog—Dr. Silverman is currently based at the Hub for Teaching and Learning Resources at the University of Michigan, Dearborn. She holds a PhD in Entomology and Demography from the University of California, Davis.

Our conversation is divided into two parts.

• Part 1 maps the terrain of academic surveillance tech and introduces universal design as a specifically feminist approach to pedagogy, with concrete examples from Sarah's own practice.
• Part 2 (coming soon!) digs deeper into these issues, as we discuss principles of the “non-abusive syllabus," classroom practices of harm reduction, and the ambivalent institutional role of university centers for teaching and learning.

Credits: Outro Music by Akrasis (Max Bowen, raps; Mark McKee, beats); audio editing by Aliyah Harris; production by Lucia Hulsether + Tina Pippin.

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