Sins of omission: Critical informatics perspectives on privacy in e‐learning systems in higher education
本文运用批判信息学方法，分析罗格斯大学部署的七种常见在线学习平台，揭示出五个主题，指出这些平台侵犯隐私和知识产权，并加剧教育劳动的不稳定性。
Abstract The COVID‐19 pandemic emptied classrooms across the globe and pushed administrators, students, educators, and parents into an uneasy alliance with online learning systems already committing serious privacy and intellectual property violations, and actively promoted the precarity of educational labor. In this article, we use methods and theories derived from critical informatics to examine Rutgers University's deployment of seven online learning platforms commonly used in higher education to uncover five themes that result from the deployment of corporate learning platforms. We conclude by suggesting ways ahead to meaningfully address the structural power and vulnerabilities extended by higher education's use of these platforms.