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Michael Feldstein says that "there is a moral imperative to protect students' privacy" - but then rightly questions whether we're "protecting" privacy by taking choices away from students.

There are many benefits to having students present work in public. How do you engage students with the issues of privacy and public representation around that work?

Interesting report on social media use by professors for teaching (and research / professional development). Faculty members use social media personally, including among their professional colleagues, much like the general population does. Classroom use is still slowed by privacy concerns, relating to both the student-teacher relationship and the classroom's privacy from the rest of the world. How would you answer their questions? Issued in 2013 by Pearson Learning Solutions.

This is an interesting discussion about vulnerability, trust, and power in the classroom (and outside it). It comes from the Connected Courses community, which focuses on teaching courses with a large public online component, but the discussion is applicable to any class where students are asked to take risks. It's an hour long, but well worth it. (It's also an interesting case study in bringing material from the backchannel into the foreground.)

Very interesting stuff in this interview about public scholarship and open educational resources, and student privacy in digital scholarship.

Asking students to do work in public can lead to powerful learning, but we should talk to students about how it impacts their work and public identity. In this blog post, Jade Davis gives a description of the readings and release forms she uses in her classes with digital media projects.

One way to get students thinking about privacy issues is to put them in control of publishing their own work.

A worthwhile interview about the University of Mary Washington program to offer every student and professor their own domain name and a significant amount of control over which web publishing platforms they use. I find the discussions about privacy vs. publicy in a networked society to be the intellectual meat of the piece - the technology issues, while complex, are also just logistics to be solved or worked around.

How do we talk with students about the way we use the data available in systems like Banner, Moodle, and online textbooks? Would national standards like this help?

The productive (and appropriate) use of data about student use of online resources is going to be an interesting part of teaching in the future, and a difficult one.

One administrative reaction to increasing computer use in the classroom is to try and lock down the computers tighter. There's something to this, in terms of protecting a group resource - but it can also create a distracting challenge for students who just want their school iPad to work like their home one does. Sometimes trust and active supervision work better than technical lockdowns!