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- ItemMedia Bias Towards African-americans Before and After the Charlottesville Rally(Weizenbaum Institute, 2019) Leschke, Julia C.; Schwemmer, CarstenAfrican-Americans are still experiencing racial discrimination rooted in structural bias in US American society. Research has shown that this behaviour can be reduced if individuals are made conscious of their bias, but little is known about these mechanisms on a societal level. Envisaging the white-supremacist Charlottesville rally in 2017 as an event that rendered American society conscious of its racism, we scrutinise whether racial bias in the digital media has changed, comparing levels of pre- and post-Charlottesville bias. We fit word embedding models to a broad sample of largely US media and quantify bias by calculating cosine similarities between terms for black or white actors and positive or negative character traits. We find no differences in positive character traits after Charlottesville. However, African-Americans are associated substantially less with negative character traits post-Charlottesville, while white actors are semantically closer to negative traits.
- ItemInclusive Innovation and Entrepreneurship in the New Digital Era(Weizenbaum Institute, 2019) Allen, Jonathan P.The intensive digitization of society has coincided with rising economic inequality across the developed economies. Missing from the standard list of policy responses to rising inequality is the role of innovation and entrepreneurship. This paper argues that new digital business models, that capture value differently and share the wealth created more broadly, will be a necessary part of addressing technology-based inequality. This in turn will require more support for inclusive innovation and entrepreneurship, which will allow novel, alternative value models to emerge, and be given a chance to compete and succeed. Using a three-part model of the main modes of performance in the digital era - datafication, algorithms, and platforms - the paper will discuss skills and intervention that might help in making digital innovation and entrepreneurship more inclusive.
- ItemSkill Development on the Shop Floor - Heading to a Digital Divide?(Weizenbaum Institute, 2019) Warnhoff, Kathleen; De Paiva Lareiro, PatriciaIn recent years, there has been a huge debate on how modern sensor technology and the increasing connectivity of production systems have changed industrial production processes and working conditions. This article contributes to the discussion on the effects of digitalization on skill development under different working conditions with the following question: How has learning in the work-process changed with the introduction of data-based technologies? To examine the interaction between digital assistance systems and organizational parameters on informal learning, we analyzed the implementation of digital assistant systems in two different groups: low-skilled assembly workers and high-skilled shop floor managers. Our findings suggest that a lack of autonomy in workplaces has negative impacts on informal learning and thus skill development. When the design of assistance systems perpetuates preexisting inequalities in the working conditions, their use can contribute to a polarization of qualifications and a digital divide of the workforce.
- ItemDigital Platforms and Digital Inequality. An Analysis From Information Ethics Perspective(Weizenbaum Institute, 2019) Levina, OlgaDigital platforms are information technology artifacts that erode established market structures by providing a digital interaction space for producers and consumers. Therefore, it is argued here that digital platforms inherently support digital divide. This potential, if not governed or made visible for the involved actors, can lead and is already leading to undesired societal and ethical consequences. To derive these insights, Information Systems (IS) perspective is enriched with the Information Ethics approach and terminology. This interdisciplinary view allows considering both the technical and the social side of the problem. The analysis of interactions and roles is performed using the four ethical issues identified by Mason as a general taxonomy of ethical concerns in IS context. The identified aspects offer insights on the potentials of digital platforms that fosters digital inequality. Power asymmetries between the digital platform and its users are identified, outlining their potential for manifestation of the digital divide.
- ItemThe Reproduction and Restructuring of Inequality Through Platforms(Weizenbaum Institute, 2019) Heiland, HeinerPlatforms are the avant-garde of digitized work. Based on digital techniques, they develop innovative business models and new organisational forms. With this process, new inequalities arise and old ones are reproduced or transformed. The paper focuses on this transformation of inequalities via platforms. Specifically, with food courier work and private cleaning services, two major types of locally-linked, platform-mediated services in Germany are analyzed comparatively. These affect both vertical and horizontal inequalities.
- ItemBig Data: Inequality by Design?(Weizenbaum Institute, 2019) Prietl, BiancaThis paper proposes to tackle the problem of digital inequality by introducing digital technologies of knowledge generation and decision-making to a feminist critique of rationality that is informed by discourse theory and intersectional perspectives on gender and gendered relations of inequality. Therefore, it takes a closer look at the epistemological foundations of Big Data as one prominent representation of digital technologies. While Big Data and Big Data-based results and decisions are generally believed to be objective and neutral, numeral cases of algorithmic discrimination have lately begged to differ. This paper argues that algorithmic discrimination is neither random nor accidental; on the contrary, it is - amongst others - the result of the epistemological foundation of Big Data - namely: data fundamentalism, post-explanatory anticipatory pragmatics, and anti-political solutionism. As a consequence, a critical engagement with the concepts and premises that become materialized in the design of digital technologies is needed, if they are not to silently (re)produce social inequalities.
- ItemProfessionals as Online Students: Non-academic Satisfaction Drivers(Weizenbaum Institute, 2019) Bagher, Mammed; Jeske, DeboraAs student populations become more heterogeneous, it is becoming apparent that the traditional and learner-specific predictors of student satisfaction are not the only important variables that predict students’ experience. Using a two-stage data collection process, we examined predictors in a sample of online MBA students over the course of a two-part survey. Regression analysis suggested that perceived control over one’s schedule at work was a significant predictor of distance learning satisfaction and program satisfaction. This suggested that the MBA students’ ability to maintain a work-life balance (which allows for both work and studies) plays a significant role in shaping student satisfaction. Correlations further suggested the higher the expectations of the students about program provisions and feedback, the lower their subsequent distance learning satisfaction scores. The results bring the importance of pre-enrolment program communication (rather than program efforts) as well as inclusion into focus.
- ItemCitizen Science and the Dissolution of Inequalities in Scientific Knowledge Production(Weizenbaum Institute, 2019) Wünsche, Hannes; Schimmler, SonjaRecently, a larger public has started to critically discuss scientific knowledge and its role in political decision making. In this discussion, scientific and civic epistemologies are put into connection with each other. Just as post-democratic theory argues in relation to political decisions, the production of scientific knowledge is criticized as a non-inclusive process, too. The Citizen Science movement tries to resolve this deficit by involving citizens into research. In this paper, we introduce agency as an analytical category into the discussion, focussing on how participants are represented in Citizen Science. We highlight the interdependencies between the degree of agency granted to the participants in Citizen Science projects and the degree of their representation in knowledge production.
- ItemFraming Computational Thinking for Computational Literacies in K-12 Education(Weizenbaum Institute, 2019) Kafai, Yasmin B.; Proctor, Chris; Lui, Debora A.The last decade has seen an increased interest in promoting computing education for all, focused on the idea of “computational thinking.” Currently, three framings for promoting computational thinking in K-12 education have been proposed, emphasizing either (1) skill and competency building, (2) creative expression and participation, or (3) social justice and reflection. While each of these emphases is valuable and needed, their narrow focus can obscure important issues and miss critical transformational opportunities for empowering students as competent, creative, and critical agents. We argue that these computational framings should be seen as literacies, thereby historicizing and situating computer science with respect to broader educational concerns and providing new directions for how schools can help students to actively participate in designing their digital futures.
- ItemThe Right to Work and Finding Work: the Inaccessibility of Private and Public Sector Career Portals(Weizenbaum Institute, 2019) Otter, Thomas; Schwarz, ThorstenThe right to participation in society for people with disabilities is relatively well established in national and international law and convention (UNCRPD), and increasingly in social norms. These rights include the right to work. The majority of job opportunities today are advertised and applied for almost exclusively online in digital form. In late 2017 we performed both automated testing of career sites against WCAG 2.0 and BITV standards and a multi-day detailed laboratory observation of visually impaired and blind testers applying for jobs across 10 German organisations in the public and private sectors. The tests note significant problems with the accessibility of the career sites, both in terms of standards compliance and practical use testing. This study illustrates the barriers that digital technologies can create for people with disabilities. This paper will highlight and classify these issues, explore their causes, and briefly suggest improvements for software developers, employers and regulators.
- Item“You are to Old (Not) to Learn” - A Critical Reconsideration of “Older Employees”(Weizenbaum Institute, 2019) Teichmann, Malte; Matthiessen, Julia; Vladova, GerganaTodays working environment faces the major challenges of demographical change and digitalization. Deficit-oriented stereotypes question the ability of older employees to keep pace with these technological innovations. Consequently, the elderly are perceived as less valuable for the company leading to fewer vocational training offers. Facing this dilemma, this contribution aims at uncovering the prevailing stereotypes against older employees and present a new approach of looking at older generations. Focusing existing experienced-based knowledge instead of assumed deficits as a starting point for further didactical work and research, basics of age-appropriate vocational training get pointed out in order to raise target group specific potentials in the context of the challenges of digitalization.
- ItemSignaling Stigma: How Support Technology Induces Bodily Inequalities in Interaction(Weizenbaum Institute, 2019) Karafillidis, AthanasiosThis paper contends that support technologies and their relevant artifacts recast bodily relations and thereby produce differing bodies in situations. In this vein, it sketches three main forms of physical human-machine relations (substitution, augmentation, support) and then introduces the concept of signaling stigma that allows to observe the situated management of new technological markers of difference. It concludes with suggestions for further research building on this approach to uncover the interactional foundations for what might grow into manifest inequalities - beyond the still important issues of personal data rights and access to technology.
- ItemInequality Is the Name of the Game: Thoughts on the Emerging Field of Technology, Ethics and Social Justice(Weizenbaum Institute, 2019) Sloane, MonaThis paper argues that the hype around ‘ethics’ as panacea for remedying algorithmic discrimination is a smokescreen for carrying on with business as usual. First, it analyses how the current discourses around digital innovation and algorithmic technologies (including artificial intelligence or AI), newly emerging technology policy and governmental funding patterns as well as global industry developments are currently re-configured around ‘ethical’ considerations. Here, the paper shows how this phenomenon can be broken down into policy approaches and technological approaches. Second, it sets out to provide three pillars for a sociological framework that can help reconceptualize the algorithmic harm and discrimination as an issue of social inequality, rather than ethics. Here, it builds on works on data classification, human agency in design and intersectional inequality. To conclude, the paper suggests three pragmatic steps that should be taken in order to center social justice in technology policy and computer science education.
- ItemHow Privacy Concerns and Social Media Platform Use Affect Online Political Participation in Germany(Weizenbaum Institute, 2019) Lutz, Christoph; Hoffmann, ChristianDigital inequalities research has investigated who engages in online political participation, finding gaps along socioeconomic variables such as gender and education. Recent research has also highlighted how online platforms may facilitate political participation. Especially for multi-purpose platforms such as Facebook, where users are supposed to use their real names, issues of adequate self-presentation arise. The diversity of multiple audiences engenders privacy concerns, particularly when controversial political issues are discussed. We add to existing research on digital inequalities by focusing on privacy concerns as a critical construct. Using a survey of German Internet users, we test the effect of privacy concerns on online political participation. Unexpectedly, privacy concerns increase political participation. As privacy concerns are spread evenly throughout the population, they contribute little to the socioeconomic stratification of online political participation. Social media use, however, exerts a strong positive effect on political participation, and differs significantly among socioeconomic groups.
- ItemExploration into Qualification Transformation of Employees Working with Decision-support-systems(Weizenbaum Institute, 2019) Junker, JudithThe introduction of new information and communication technology (ICT) in the company is often associated with the need for new qualifications and skills as well as different fields of activity and responsibility for the employees. Studies have shown a skill-biased digital divide in certain fields of ICT. In this study, trend scenarios of qualification requirements of workers using decision-support-systems (DSS) were evaluated in four different sectors: civil protection, energy management, plant maintenance, hospital- and operating room management. The results show either an increase in complex tasks or a shift to distinctively different areas of activity for workers affected by the use of DSS, especially in cases where management decisions lead to the reorganization of workers.
- ItemAn Interdisciplinary Exploration of Data Culture and Vocational Training(Weizenbaum Institute, 2019) Etsiwah, Bennet; Hecht, Stefanie; Hilbig, RomyIn this interdisciplinary paper we discuss the intersection of organizational data culture and vocational education and training (VET). Building on a preliminary definition of data culture and an explorative analysis of data-related value propositions in the German VET market, we analyze how VET providers address organizational challenges in the wake of big data and digitization that affect many of today’s organizations, regardless of their traditional industry. We argue that if organizations want to implement a data culture, their employees have to receive appropriate trainings that convey relevant skills and competencies.
- ItemSustainable Labor Conditions in the GIG-Economy. Case Study: Sustainable Crowdlogistics (NACL)(Weizenbaum Institute, 2019) Wagner Vom Berg, Benjamin; Moradi, MahyarWith notion to radical changes in today’s labor markets and especially for lower income jobs with a less required proficiency; this paper has faced a to gig economy labor challenge to propose a solution which achieves to multi goals obsessively eyed on the future society which needs cleaner cities, crowd working synergy based on sharing economy trends and fairer incomes and motivations following sustainability goals. The proposed last mile delivery solution called “NaCL” will be implemented in the city of Bremerhaven as a sustainable crowd sourced last mile logistics solution to be evaluated as sustainable business model in the field.
- ItemHuman/machine Learning: Becoming Responsible for Learning Cultures of Digital Technologies(Weizenbaum Institute, 2019) Treusch, PatThis paper centrally asks for the ways in which ubiquitous, ever new digital technologies of 'our' everyday lives transform learning at the digital human-machine interface from the perspective of feminist science and technology studies. How to account for emerging forms of interwoven human and machine learning? Suggesting the term of learning cultures in approaching this question, the paper emphasizes an understanding of learning not as a proficiency of an entity embodying either natural or artificial intelligence, but rather as a culturally situated and materially enacted process. In so doing, the paper brings together recent impulses that suggest a re-conceptualization of learning, e.g. through the notion of "machine learners" (Mackenzie 2017) or that of "posthuman learning (Hasse 2018)". Reading these insights together, I will finally suggest an account of becoming responsible for learning cultures of digital technologies through a reconsidered notion of interwoven human/machine learning.
- ItemUnequal Training Participation and Training Experience at the Digital Work Place - an Interdisciplinary Study(Weizenbaum Institute, 2019) Vladova, Gergana; Wotschack, PhilipDespite technological progress and the resulting changes, the human actor remains the decisive critical factor for the economic success of companies. This paper presents an interdisciplinary approach and research design to examine issues of unequal access to training in the new digital workplace. The research project combines an in-depth state-of-the-art study with an experimental design that tests in a lab environment how learning barriers can be tackled by manipulating the educational situation. In a final step, the methods developed and the results of the experiment are implemented and evaluated in the real situation using the example of one or more companies. The aim of the study is to identify possibilities for different actors in companies to better design working and learning conditions.
- ItemVisualization of Learning Process and Learner's Emotions: Current State, Limitations and Future Work(Weizenbaum Institute, 2019) Yun, Haeseon; Fortenbacher, Albrecht; Scaff, PedroIn a context of learning, visualization of learners’ processes and states can provide an intuitive understanding of learning processes and learning states. As a result, learners and teachers are able to take appropriate steps to improve learning. Physiological data such as electrodermal activity and cardiac response are adopted as a non-invasive method to detect stress and emotion, providing awareness and feedback to learners. However, there is little research on sensor data visualization considering human-computer interfaces and user experience. This paper summarizes the state of emotion visualization in a learning context and discusses limitations of previous studies on learners’ experience. Design considerations based on emotion visualization are compared to design principles for user interfaces and user experience, which shows the shortcomings of current approaches to emotion visualization. We show the importance of combining design and learning considerations for emotion visualization and intervention. The paper concludes with remarks on future work.