{"id":616,"date":"2018-11-16T10:04:04","date_gmt":"2018-11-16T15:04:04","guid":{"rendered":"http:\/\/courses.digitaldavidson.net\/dig101-2018\/?page_id=616"},"modified":"2018-11-16T10:04:04","modified_gmt":"2018-11-16T15:04:04","slug":"case-study-8-biometrics","status":"publish","type":"page","link":"https:\/\/courses.digitaldavidson.net\/dig101-2018\/case-study-8-biometrics\/","title":{"rendered":"Case Study 8 (Biometrics)"},"content":{"rendered":"<h5>Guidelines<\/h5>\n<ol>\n<li>Introduction and dividing people into groups. (<strong>5 minutes<\/strong>)<\/li>\n<li>In groups, discuss what the implications of this technology are for your role. (<strong>10 minutes<\/strong>)<\/li>\n<li>Now form groups of five people with a member from each demographic\/role. Share the pressing benefits or concerns from your first discussion. (<strong>10 minutes<\/strong>)<\/li>\n<li>Get back into your original groups based on your role and, after hearing benefits and concerns from other roles, decide if you:\n<ul>\n<li>support or oppose the public use of this technology<\/li>\n<li>support or oppose the corporate use of this technology<\/li>\n<\/ul>\n<\/li>\n<li>Based on what you decide for a) and b), write three or four compelling reasons on the board (ethical, political, privacy, safety, economic) for your position for or against the technology. (<strong>10 minutes<\/strong>)<\/li>\n<li>Going around the room, share the decisions your group made and the reasons why you made those decisions. (<strong>10 minutes<\/strong>)<\/li>\n<li>Discussion of current state of facial recognition and potential paths that facial recognition may take. (<strong>5 minutes<\/strong>)<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"<p>Guidelines Introduction and dividing people into groups. (5 minutes) In groups, discuss what the&#8230; <a class=\"read-more\" href=\"https:\/\/courses.digitaldavidson.net\/dig101-2018\/case-study-8-biometrics\/\">Read More<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-616","page","type-page","status-publish","hentry"],"jetpack_shortlink":"https:\/\/wp.me\/PaaBmC-9W","jetpack-related-posts":[{"id":173,"url":"https:\/\/courses.digitaldavidson.net\/dig101-2018\/case-study-1-dark-web\/","url_meta":{"origin":616,"position":0},"title":"Case Study 1 (Dark Web)","author":"Dr. Sample","date":"August 30, 2018","format":false,"excerpt":"Overview This case study introduces you to the dark web from a number of perspectives, each of which has its own \"technological imaginary\" concerning the dark web. The case study involves role playing. You'll receive a character description and for a time you'll need to inhabit the worldview of that\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":472,"url":"https:\/\/courses.digitaldavidson.net\/dig101-2018\/case-study-5-ai\/","url_meta":{"origin":616,"position":1},"title":"Case Study 5 (AI)","author":"Dr. Sample","date":"October 18, 2018","format":false,"excerpt":"Overview This case study explores how Artificial Intelligence might impact our life in a medical setting. In each group, a patient will choose between a human or an AI doctor to diagnose and treat their disease based on his\/her own judgment, while the parent and the hospital chief influence the\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"MAIS , a medical artificial intelligence system designed to diagnose and treat patients","src":"https:\/\/i0.wp.com\/courses.digitaldavidson.net\/dig101-2018\/files\/2018\/10\/dr_mais.png?resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/courses.digitaldavidson.net\/dig101-2018\/files\/2018\/10\/dr_mais.png?resize=350%2C200 1x, https:\/\/i0.wp.com\/courses.digitaldavidson.net\/dig101-2018\/files\/2018\/10\/dr_mais.png?resize=525%2C300 1.5x, https:\/\/i0.wp.com\/courses.digitaldavidson.net\/dig101-2018\/files\/2018\/10\/dr_mais.png?resize=700%2C400 2x"},"classes":[]},{"id":392,"url":"https:\/\/courses.digitaldavidson.net\/dig101-2018\/trolling-the-interfaces\/","url_meta":{"origin":616,"position":2},"title":"Trolling the Interfaces","author":"Dr. Sample","date":"September 27, 2018","format":false,"excerpt":"Introduction As we learned from Whitney Phillips, trolling can take many forms. The most inclusive definition of trolling includes everything from simply disagreeing with someone online to sending rape threats, exposing personal details (doxing), or SWATting. According to a 2017 Pew Research Center study, 41% of U.S. adults have faced\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":312,"url":"https:\/\/courses.digitaldavidson.net\/dig101-2018\/case-study-guidelines\/","url_meta":{"origin":616,"position":3},"title":"Case Study Guidelines","author":"Dr. Sample","date":"September 16, 2018","format":false,"excerpt":"Overview Roughly every other Friday a small group of students will lead the rest of the class through a role-playing case study focused on some slice of digital culture. The group will prepare scenarios inspired by a real life examples and assign roles for students. The precise topic of a\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":511,"url":"https:\/\/courses.digitaldavidson.net\/dig101-2018\/case-study-6-conspiracy-theories\/","url_meta":{"origin":616,"position":4},"title":"Case Study 6 (Conspiracy Theories)","author":"Dr. Sample","date":"October 25, 2018","format":false,"excerpt":"Overview As a class, we are tasked with exploring the growth, spread, and impact of internet conspiracies. This case study puts you in the shoes of one of three characters: a firm believer in the falsehood of a traumatic event, a social media platform executive, or the parent of a\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":43,"url":"https:\/\/courses.digitaldavidson.net\/dig101-2018\/guidelines\/","url_meta":{"origin":616,"position":5},"title":"DIG 101 Guidelines","author":"Dr. Sample","date":"August 13, 2018","format":false,"excerpt":"Professor Mark Sample Chambers 3286 Office Hours: 1:30-2:30pm on Tuesdays and Wednesdays and by appointment Learning Outcomes By the end of the semester, you will be able to do the following: Contextualize Internet culture within the broader history of culture and technology Critique computational approaches to questions about arts and\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_likes_enabled":false,"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/courses.digitaldavidson.net\/dig101-2018\/wp-json\/wp\/v2\/pages\/616","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.digitaldavidson.net\/dig101-2018\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/courses.digitaldavidson.net\/dig101-2018\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/courses.digitaldavidson.net\/dig101-2018\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.digitaldavidson.net\/dig101-2018\/wp-json\/wp\/v2\/comments?post=616"}],"version-history":[{"count":1,"href":"https:\/\/courses.digitaldavidson.net\/dig101-2018\/wp-json\/wp\/v2\/pages\/616\/revisions"}],"predecessor-version":[{"id":617,"href":"https:\/\/courses.digitaldavidson.net\/dig101-2018\/wp-json\/wp\/v2\/pages\/616\/revisions\/617"}],"wp:attachment":[{"href":"https:\/\/courses.digitaldavidson.net\/dig101-2018\/wp-json\/wp\/v2\/media?parent=616"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}