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> ... students use the HTML blocks to create a resume for a fictional or historical character in a homework assignment. This is probably the most valuable exer

> ... students use the HTML blocks to create a resume for a fictional or historical character in a homework assignment. This is probably the most valuable exercise described in the article. It is essentially an exercise in art, where you can reflect on the path that someone you actually admired took, and what your own representation to the world looks like. The tone of the course materials about justice and power are sort of gross to me, but maybe the physical competence and reflection will imbue the students with more character and insight than their instructors. The "write the resume of a historical or fictional figure," idea looks like a really interesting project.

pjc50 3y ago
> The tone of the course materials about justice and power are sort of gross to me, In what way? I quite like the precrime cluedo, which will show what the problems with that approach are: "Department of Police of Clueville, Pennyslvania has contacted you. They received a tip that someone planning a crime used our Eliza chatbot. They think that it was either Colonel Mustard, Professor Plum, or Mr. Green. The tip to the police said that the person was really angry and seemed to think that Eliza was a real person. “I think they told Eliza about their plans,” said the tip. The fakelog.txt dataset is based on the log file from when our class was interacting with Eliza. Your job is to figure out: The IP address of who is planning the crime, what they said to Eliza, and see if you can figure out (a) the room where they are planning their crime and (b) what weapon the planner intends to use. (Hint: Probably mentioned on this page https://en.wikipedia.org/wiki/Cluedo https://en.wikipedia.org/wiki/Cluedo.)."
totetsu 3y ago
>> The tone of the course materials about justice and power are sort of gross to me, Which is: > The focus of the course is on text, which is at the traditional heart of the humanities. We study how text appears and is used in computing, and how computation has changed the experience of text. Most of the text we deal with daily is on the Web. We trace the development of computational text from the early days to today’s Web, as a lens to understand computing’s impact on the world. We will address directly how early computing biased towards supporting only certain kind of texts for only certain kinds of people. The Web was created with a bias towards America and Europe, men, and most strongly, towards English. Each section of the course will teach about computing, explicitly including programming, in the frame of justice. How was computing created, and for who and what purposes – both explicit and implicit? What computational skills, knowledge, and insights support critical study of the impact of computation on our lives? Strange thing to be grossed out about, but hey..
- motohagiography 3y ago
  I think there is a way to acknowledge that someone whose views are opposite to your own has done something valuable or made a good point without endorsing the rest of their views, and that the resume exercise is such a good idea that it rises above the disagreements in principle that are otherwise not reconcilable. I have irreconcilable differences of principle and axioms with the totalitarized, but as people, some of them are still capable of producing some useful ideas.

pjc50 3y ago

> The tone of the course materials about justice and power are sort of gross to me, In what way? I quite like the precrime cluedo, which will show what the problems with that approach are: "Department of Police of Clueville, Pennyslvania has contacted you. They received a tip that someone planning a crime used our Eliza chatbot. They think that it was either Colonel Mustard, Professor Plum, or Mr. Green. The tip to the police said that the person was really angry and seemed to think that Eliza was a real person. “I think they told Eliza about their plans,” said the tip. The fakelog.txt dataset is based on the log file from when our class was interacting with Eliza. Your job is to figure out: The IP address of who is planning the crime, what they said to Eliza, and see if you can figure out (a) the room where they are planning their crime and (b) what weapon the planner intends to use. (Hint: Probably mentioned on this page https://en.wikipedia.org/wiki/Cluedo https://en.wikipedia.org/wiki/Cluedo.)."

totetsu 3y ago

>> The tone of the course materials about justice and power are sort of gross to me, Which is: > The focus of the course is on text, which is at the traditional heart of the humanities. We study how text appears and is used in computing, and how computation has changed the experience of text. Most of the text we deal with daily is on the Web. We trace the development of computational text from the early days to today’s Web, as a lens to understand computing’s impact on the world. We will address directly how early computing biased towards supporting only certain kind of texts for only certain kinds of people. The Web was created with a bias towards America and Europe, men, and most strongly, towards English. Each section of the course will teach about computing, explicitly including programming, in the frame of justice. How was computing created, and for who and what purposes – both explicit and implicit? What computational skills, knowledge, and insights support critical study of the impact of computation on our lives? Strange thing to be grossed out about, but hey..

motohagiography 3y ago
I think there is a way to acknowledge that someone whose views are opposite to your own has done something valuable or made a good point without endorsing the rest of their views, and that the resume exercise is such a good idea that it rises above the disagreements in principle that are otherwise not reconcilable. I have irreconcilable differences of principle and axioms with the totalitarized, but as people, some of them are still capable of producing some useful ideas.