Friday, September 28, 2018

In which we discuss internet use at tournaments


The question arose about what the computer use policy would be at Rather Large Bronx. It’s an interesting question.

In the real world, and more specifically, the world in which today’s high school debaters will be tomorrow’s working citizens, digital access is a given. Not only is facility at manipulating online information expected, but in many ways the level of that facility will determine career success. As educators, we should be preparing students for this reality.

Another reality we must accept is the nature of computing in today’s world. Before generally available connectivity to the internet, the data to which you had access was the data on your various disk drives, evolving from floppies to harddrives and flashdrives and tiny SD cards. Aside from your physical backups, however, nowadays it’s all in the cloud. Chromebooks, which are ubiquitous, cheap, very popular as education devices and more than enough for most people, usually have no meaningful built-in storage. Plenty of laptops and tablets are likewise pared down to minimal interior storage in favor of accessing cloud data (and creating lighter, more portable devices). And finally, schools are finally all coming online. With rare exceptions, there is wireless available at all tournaments, and while it is occasionally spotty, it does work, and over time it will only get better.

It becomes a given, therefore, that a lot of debaters will have their evidence stored in the cloud. It becomes a given also that a lot of debaters might be running devices without any ports at all (like my MacBook or my iPad). So the idea of limiting internet access is questionable out of the gate. If there is no way to realistically expect students to have their evidence in a round other than via the cloud, we don’t really have a choice but to allow access to that evidence. The only viable alternative is to mandate physical evidence and thus bring back the evidence tub. And that’s not going to happen.

The point that was raised in our discussions was, what about cheating? First of all, I would state categorically that any definition of what constitutes cheating would define the sort of thing that the incredibly vast majority of teams would find abhorrent. I’m wary of a worldview that suspects that teams are in general champing at the bit to break the rules, regardless of whether it’s via computer use or falsified evidence or, well anything. They aren’t. My glasses are not so rose-colored that I believe people aren’t capable of wrongdoing, but I think (and hope) it is rare.

With debate computer use, the two big suspicious areas are communication with persons outside of the round, and access to general information. As far as the first is concerned, this is a clear violation of any ethical approach to debate. Teams can’t ask someone outside of themselves for help. You may have a coaching staff of a hundred people, but they send you into the round on your own. The coach doesn’t send plays into the quarterback’s earphone during the huddle. So I think we can clearly prohibit out-of-the-room communication. Then again, I have to wonder what good that sort of communication would do. Something comes up in a round on, say, Rawls’s difference principle, which you’ve never heard of. So you text your coach to explain the difference principle and refute the attached argument during your two minutes of prep time? The same applies to access to information. Let’s say your opponent brings up Derrida, whom you’ve never heard of. You’re going to look him up on the interwebs in two minutes and come away not only with an understanding but a rebuttal? The only person who could ever do that was Mrs. Derrida, and even she had to wonder at times what the guy was talking about.

So I come down on the side of not bothering to get carried away with banning of this, that or the other regarding computer use. On the one hand, the train has left the station, and on the other hand, where it might verge on actual unethical exchanges, it’s probably totally worthless. But it doesn’t hurt for a tournament to post a policy, just to have it covered. That policy should be something about disallowing communications with persons outside of the round, and leave it at that, which is what we will do at the Bronx. As things play out, the only ones who will ever bring a rules violation against a team is the other team. Given that the complaining teams comprise excitable adolescents, let’s not make easy for them to cause a ruckus over nothing.

1 comment:

pjwexler said...

Well thought out as always Jim but a few thoughts- in the order in which they occur to me, not importance.

Least important first, apparently.

1)I'm agnostic on debaters, even today, planning on attending tournaments and expecting robust wifi- I don;t know how often that happens with experienced teams either. So while someday we may have some sort of heavenly bliss wifi access, we are not there yet. And while perhaps I was raised a mean child, I am not sympathetic with debaters who did not plan for poor wifi..

My first objection is that I believe online access undermines the skill of listening (and taking notes). We are already there, admittedly, but I do think this would be another nail in the coffin. When all is flash drives, email chains and shared drives, there is no competitive advantage in being able to listen or take notes.

There is little doubt in mind that many graduates - of the last few years not only can't flow, they . couldn't summarize an argument they just heard orally if their life depended on it. That is not an attack, it is a commentary that listening is not a skill rewarded currently, any proficiency in flowing is purely random. Why on earth WOULD they practice said skill? It is all in reading the other side's data. (This also means judges who just graduated probably as a class are poor at flowing too).

That is in the status quo, but allowing all wifi all the time makes the problem even worse.

2) On contacting people outside the round. I don't think it is so much about 'cheating' as individuals . who feel the educational benefits of debate would be better focused on creating people who can follow orders in world of employment. (They probably would not . put it that way themselves.

It is basically Taylorism, and a belief that debate has unique ways to foster that. And sure, in two minutes one isn't going explain Derrida to someone ignorant. But it usually will be an argument the debater has passing familiarity (or at least a somewhat related brief written by themself or someone else) so they are not starting from scratch. And with flex prep it might actually be more like five or six minutes.

And in the arms race of debate, it certainly rewards those who have access to an individual who will spend five minutes with them during the round. Or (I suppose. and this part is less likely) a coach for the negative who (for example) reads the Aff case during the 1NC and CX . and writes out blocks to be read during the 1NR- and delivers those electronically.

To be clear, I am suggesting this that the above is not designed to be ethically underhanded. I am suggesting it will be seen as an active benefit of the system. The outcome stemming from f those who genuinely believe that debate is 'better that way' and that 'if we eliminate barriers' all students can have access to coaches who write out positions for them to be read during rounds.

People could still try to develop critical thinking skills, but as with flowing, it won't be a skill that is competitively rewarded, so it will be purely incidental. What will be rewarded is the skill to follow orders. That may be valuable in the marketplace, I just don't it is in developing an thoughtful citizenry.

(I also can only imagine novices being comforted by the thought that as they start their debate career, they can have a varsity team member on-call to send out comforting messages of support and strategy, both baked and half-baked alike.

. Having said all of the above, I will now get off my own lawn...