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November 2020</time></span> </div> </header> <p>Der nachfolgende Text ist die deutsche Übersetzung einer Bekanntmachung von Domenico Fiormonte, ursprünglich veröffentlicht am 10. November 2020: <<a href="https://web.archive.org/web/20210113235750/https://infolet.it/2020/11/10/perche-luniversita-delle-piattaforme-e-la-fine-delluniversita/">https://infolet.it/2020/11/10/perche-luniversita-delle-piattaforme-e-la-fine-delluniversita/</a>>. Es handelt sich um einen Appell italienischer Hochschullehrer. Die Übersetzung erfolgt mit freundlicher Genehmigung von Domenico Fiormonte. Eine englische Übersetzung wurde bereits von Desmond Schmidt beschafft und am 15. November 2020 von Geoffrey Rockwell publiziert: <<a href="https://web.archive.org/web/20210113235750/https://theoreti.ca/?p=7684">https://theoreti.ca/?p=7684</a>>.</p> <hr class="wp-block-separator is-style-wide"/> <div style="height:20px" aria-hidden="true" class="wp-block-spacer"></div> <h3><em>Warum die Universität der Plattformen das Ende der Universität bedeutet</em></h3> <p><em>von Domenico Fiormonte</em></p> <p>Eine Gruppe von Dozenten verschiedener italienischer Universitäten hat einen offenen Brief verfasst, der sich mit den Folgen des Einsatzes proprietärer digitaler Plattformen im Fernunterricht auseinandersetzt. Die Gruppe hofft, schnellstmöglich eine Diskussion über die Zukunft der Bildung anzustoßen, und setzt sich außerdem dafür ein, dass die in diesen Wochen diskutierten Investitionen auch in der Schaffung einer <a href="https://web.archive.org/web/20210113235750/https://www.key4biz.it/cloud-perche-serve-uninfrastruttura-digitale-pubblica-per-scuola-e-universita/326030/">öffentlichen digitalen Infrastruktur für Schulen und Universitäten</a> Verwendung finden.</p> <hr class="wp-block-separator is-style-dots"/> <div style="height:25px" aria-hidden="true" class="wp-block-spacer"></div> <p>Liebe Kolleginnen und Kollegen, liebe Studierende,</p> <p>wie Sie sicherlich wissen, haben italienische Schulen und Universitäten seit Beginn der COVID-Pandemie aus zunächst verständlichen Gründen für die Organisation des Fernunterrichts (einschließlich der Prüfungen) auf proprietäre Plattformen und Tools zurückgegriffen, welche zumeist der Gruppe an Unternehmen angehören, die als „<a href="https://web.archive.org/web/20210113235750/https://gafam.info/">GAFAM</a>“ bezeichnet werden (Google, Apple, Facebook, Amazon und Microsoft). Es gibt nur wenige Ausnahmen, wie z.B. das Politecnico di Torino, das <a href="https://web.archive.org/web/20210113235750/https://www.coronavirus.polito.it/didattica_online/supporto_tecnico_alla_didattica_online/linee_guida_e_vademecum_tecnici">nicht-proprietäre, eigene Lösungen</a> entwickelt hat. Allerdings ist von dem Europäischen Gerichtshof am 16. Juli 2020 ein bedeutsames <a href="https://web.archive.org/web/20210113235750/https://www.garanteprivacy.it/documents/10160/0/FAQ+dell%27EDPB+sulla+sentenza+della+Corte+di+giustizia+dell%27Unione+europea+nella+causa+C-311_18.pdf/d2f928b2-ab57-ae7c-8f17-390664610d2c?version=3.0">Urteil</a> gefällt worden, aus dem im Wesentlichen hervorgeht, dass US-amerikanische Unternehmen für die Privatsphäre der Nutzer gemäß der europäischen Datenschutzverordnung, bekannt als <a href="https://web.archive.org/web/20210113235750/https://gdpr.eu/what-is-gdpr/">DSGVO</a> (Datenschutz-Grundverordnung), keine Garantie übernehmen. Daher müssen derzeit alle Datentransfers aus der EU in die USA als nicht konform mit der europäischen Richtlinie und damit als rechtswidrig angesehen werden.</p> <p>Es gibt auf EU-Ebene eine anhaltende Debatte zu diesem Thema und der Europäische Datenschutzbeauftragte hat „die Institutionen, Ämter, Agenturen und Einrichtungen der EU“ <a href="https://web.archive.org/web/20210113235750/https://www.key4biz.it/il-garante-privacy-europeo-non-usare-i-cloud-provider-usa-conformarsi-alla-sentenza-schrems-ii/328472/">ausdrücklich dazu aufgefordert</a>, „die Übermittlung personenbezogener Daten in die Vereinigten Staaten für neue Verarbeitungsvorgänge oder im Falle neuer Verträge mit Dienstleistern zu vermeiden“. Die irische Aufsichtsbehörde hat die Übertragung der Daten von Facebook-Nutzern in die Vereinigten Staaten sogar explizit <a href="https://web.archive.org/web/20210113235750/https://www.politico.eu/article/facebook-privacy-data-us/">untersagt</a>. Darüber hinaus unterstreichen einige <a href="https://web.archive.org/web/20210113235750/http://copyrightblog.kluweriplaw.com/2020/06/04/emergency-remote-teaching-a-study-of-copyright-and-data-protection-policies-of-popular-online-services-part-ii/">Studien</a>, dass die Mehrzahl der bei der „Bildungsnotlage“ genutzten Plattformen kommerzieller Anbieter (vor allem des <a href="https://web.archive.org/web/20210113235750/https://www.agendadigitale.eu/scuola-digitale/liberiamo-la-scuola-dai-servizi-cloud-usa-lettera-aperta-ai-presidi/">Google Workspace</a>) ernsthafte rechtliche Probleme aufwirft und sich eine „systematische Verletzung der Transparenzprinzipien“ feststellen lässt.</p> <p>In dieser schwierigen Situation versuchen verschiedene Organisationen, darunter (wie weiter unten ausgeführt) einige Hochschullehrer, die italienischen Schulen und Universitäten für die Einhaltung des Urteils zu sensibilisieren; nicht nur im Interesse der Lehrenden und Studierenden, die das Recht haben, zu studieren, zu lehren und zu diskutieren, ohne <a href="https://web.archive.org/web/20210113235750/https://www.vox.com/recode/2020/5/4/21241062/schools-cheating-proctorio-artificial-intelligence">überwacht</a>, erfasst und katalogisiert zu werden, sondern auch im Interesse der Institutionen selbst. Die Risiken, die mit der Auslagerung des Unterrichts an multinationale Konzerne verbunden sind, die mit unseren Daten tun können, was sie wollen, sind in der Tat nicht nur wirtschaftlicher und kultureller, sondern auch rechtlicher Natur: Jeder könnte gegenwärtig bei der Datenschutzbehörde eine Beschwerde einreichen, die sich gegen die eigene Institution, d.h. den eigenen Arbeitgeber, richtet.</p> <p>Die Thematik geht jedoch über das Recht auf Privatsphäre für uns und unsere Studierenden hinaus. In der sich erneut zuspitzenden COVID-Pandemie wissen wir, dass enorme <a href="https://web.archive.org/web/20210113235750/https://www.roars.it/online/dematerializzazioni-algoritmi-e-profitti/">wirtschaftliche Interessen</a> auf dem Spiel stehen und dass digitale Plattformen, die in den letzten Monaten ihren Umsatz vervielfacht haben (siehe die im Oktober von Mediobanca veröffentlichte <a href="https://web.archive.org/web/20210113235750/https://www.mbres.it/sites/default/files/resources/rs_WebSoft2020_presentazione.pdf">Studie</a>), die Kraft und Macht haben, die Zukunft der Bildung weltweit zu gestalten. Ein Beispiel hierfür ist das <a href="https://web.archive.org/web/20210113235750/https://www.istruzione.it/pon/">nationale „Smart Class“-Projekt</a>, das in Schulen eingesetzt und mit EU-Mitteln vom Bildungsministerium finanziert wird. Es handelt sich um ein <a href="https://web.archive.org/web/20210113235750/https://youtu.be/vPPhUL8MIPs">vorgefertigtes Paket</a> für einen „integrierten Unterricht“, bei dem der Inhalt (aller Fächer) von Pearson, die Software von Google und die Hardware in Form eines Acer-Chrome Books gestellt wird. (Übrigens ist Pearson der <a href="https://web.archive.org/web/20210113235750/https://www.publishersweekly.com/binary-data/Global502019.pdf">zweitgrößte Verlag der Welt</a>, mit einem Umsatz von über 4,5 Milliarden Euro im Jahr 2018.) Und den teilnehmenden Schulen ist es nicht gestattet, andere Produkte zu kaufen…</p> <p>Obwohl es uns wie Science-Fiction erscheinen mag, ist zu guter Letzt neben der Verstetigung <a href="https://web.archive.org/web/20210113235750/https://www.roars.it/online/teledidattica-proprietaria-e-privata-o-libera-e-pubblica/">proprietärer Teledidaktik</a> als „Angebot“ bereits von <a href="https://web.archive.org/web/20210113235750/https://www.forbes.com/sites/forbestechcouncil/2020/06/08/artificial-intelligence-in-education-transformation/">künstlichen Intelligenzen</a> die Rede, die Lehrende in ihrer Arbeit „unterstützen“ werden.</p> <p>Aus all diesen Gründen hat eine Gruppe von Dozenten verschiedener italienischer Universitäten beschlossen, zu reagieren.</p> <p>Ihre und unsere Initiative zielt derzeit nicht darauf ab, eine unmittelbare Beschwerde an die Datenschutzbehörde zu richten, sondern diese zu vermeiden, indem Lehrenden und Schülern die Möglichkeit gegeben wird, Diskussionsräume zu schaffen und Entscheidungen zu korrigieren, die ihre Lehrfreiheit und ihr Recht auf Studium beeinträchtigen. Nur dann, wenn die institutionelle Reaktion unzureichend oder nicht vorhanden sein sollte, werden wir als letztes Mittel eine Beschwerde bei der Datenschutzbehörde einreichen. In diesem Fall wird der erste Schritt darin bestehen, das durch das EU-Gerichtsurteil eröffnete „Schlupfloch“ auszunutzen, um die italienische Datenschutzbehörde zum Eingreifen zu drängen (tatsächlich hat der frühere Vorsitzende der Behörde, Antonello Soro, dies <a href="https://web.archive.org/web/20210113235750/https://www.key4biz.it/soro-al-parlamento-infrastruttura-cloud-pubblica-non-piu-eludibile-per-lindipendenza-dai-poteri-privati/311412/">bereits getan</a>, aber kein Gehör gefunden). Der Zweck dieser Aktionen besteht sicherlich nicht darin, die Plattformen, die den Fernunterricht anbieten, und diejenigen, die sie nutzen, zu „blockieren“, sondern die Regierung dazu zu bewegen, endlich in die Schaffung einer öffentlichen Infrastruktur auf der Grundlage <a href="https://web.archive.org/web/20210113235750/https://www.agendadigitale.eu/sicurezza/leuropa-post-privacy-shield-e-lopen-source-la-via-per-uscire-dal-colonialismo-digitale/">freier Software</a> für wissenschaftliche Kommunikation und Lehre zu investieren. Es gibt verschiedene Modelle, an denen man sich orientieren kann, z.B. in <a href="https://web.archive.org/web/20210113235750/http://apps.education.fr/">Frankreich</a>, aber auch in <a href="https://web.archive.org/web/20210113235750/https://cedec.intef.es/proyecto-edia/">Spanien</a> und anderen Ländern, und die UNESCO selbst hat 2019 eine <a href="https://web.archive.org/web/20210113235750/https://en.unesco.org/news/new-unesco-recommendation-will-promote-access-educational-resources-all">Empfehlung</a> für die Nutzung offener Ressourcen und Lehrmaterialien im Bildungsbereich verabschiedet.</p> <p>Wie bereits erwähnt, ist dem Gang zur nationalen Datenschutzbehörde ein erster Schritt vorgeschaltet. Jeder sollte sich schriftlich an den/die Datenverantwortliche/n der eigenen Institution wenden und um einige Informationen bitten (<a href="https://web.archive.org/web/20210113235750/https://infolet.it/files/2020/11/FACSIMILE-MODULO-DOCENTI-PRIVACY_pdf.pdf">hier</a> das Faksimile eines Formulars für italienische Lehrende, das wir vorbereitet haben). Wenn Sie innerhalb von dreißig Tagen keine Antwort erhalten oder wenn die Antwort als unbefriedigend angesehen wird, können Sie mit Ihrer Beschwerde an die nationale Datenschutzbehörde fortfahren. An diesem Punkt wird sich das Vorgehen ändern, denn die Beschwerde der Aufsichtsbehörde kann nicht nur von Einzelpersonen, sondern auch von Gruppen oder Verbänden eingereicht werden. Es ist wichtig zu betonen, dass selbst in diesem vermeidbaren Szenario die Frage an den/die Datenverantwortliche/n in keiner Weise als „Protest“ gegen die eigene Universität ausgelegt werden kann, da sie vielmehr einen Versuch darstellt, die Universität zu einer besseren Arbeits- und Studienumgebung für alle zu machen, und zwar einer solchen, die den europäischen Standards entspricht.</p> <div class="social-share"> <div class="addthis_toolbox addthis_default_style addthis_32x32_style"> <a class="addthis_button_preferred_1"></a> <a class="addthis_button_preferred_2"></a> <a class="addthis_button_preferred_3"></a> <a class="addthis_button_preferred_4"></a> <a class="addthis_button_compact"></a> <a class="addthis_counter addthis_bubble_style"></a> </div> <script type="text/javascript" src="https://web.archive.org/web/20210113235750js_/http://s7.addthis.com/js/250/addthis_widget.js#pubid=xa-502bae7409ca736f"></script> </div>  <div class="holder"> <i class="fa fa-folder"></i> <a href="https://web.archive.org/web/20210113235750/https://dhd-blog.org/?cat=1" rel="category">Allgemein</a>, <a href="https://web.archive.org/web/20210113235750/https://dhd-blog.org/?cat=242" rel="category">Lehre und Ausbildung</a>, <a href="https://web.archive.org/web/20210113235750/https://dhd-blog.org/?cat=10" rel="category">Reflektion</a>    <i class="fa fa-tag"></i> <a href="https://web.archive.org/web/20210113235750/https://dhd-blog.org/?tag=covid-19" rel="tag">COVID-19</a>, <a href="https://web.archive.org/web/20210113235750/https://dhd-blog.org/?tag=digitale-lehre" rel="tag">Digitale Lehre</a>, <a href="https://web.archive.org/web/20210113235750/https://dhd-blog.org/?tag=italien" rel="tag">Italien</a>, <a href="https://web.archive.org/web/20210113235750/https://dhd-blog.org/?tag=open-educational-resources" rel="tag">Open Educational Resources</a>, <a href="https://web.archive.org/web/20210113235750/https://dhd-blog.org/?tag=open-science" rel="tag">Open Science</a> </div> </article> <span id="comments"></span> <section class="comment-holder"> <div class="c-counter"> <span>Ein Kommentar </span> <a href="#respond"><i class="fa fa-comments"></i>Kommentar schreiben</a> </div> <ul class="comments"> <li> <div class="profile-holder"> <div class="img-holder"> <img width="46" height="46" alt="no image" src="https://web.archive.org/web/20210113235750im_/https://dhd-blog.org/app/themes/dhdblog/images/bg-comment.png"> </div> <div class="txt"> <header class="heading-holder"> <h2>Pourquoi l’Université des plateformes commerciales est-elle la fin de l’université ? | Academia <time class="date" datetime="2013-12-10">20. November 2020</time></h2> </span><span class="fa fa-reply"><a rel="nofollow" class="comment-reply-link" href="https://web.archive.org/web/20210113235750/https://dhd-blog.org/?p=14666&replytocom=158949#respond" data-commentid="158949" data-postid="14666" data-belowelement="comment-158949" data-respondelement="respond" aria-label="Antworte auf Pourquoi l’Université des plateformes commerciales est-elle la fin de l’université ? | Academia">Antworten</a></span> </header> <p>[…] langues disponibles ici : italien, allemand, […]</p> </div> </div> </li> </ul> </section> <section class="leave-comment" id="respond"> <h2>Kommentar schreiben</h2> <form class="reply" action="https://web.archive.org/web/20210113235750/https://dhd-blog.org/wp/wp-comments-post.php" method="post" id="commentform"> <fieldset> <div class="row"> <label for="name">Name</label><input type="text" id="name" name="author" value=""> </div> <div class="row"> <label for="email">E-Mail</label><input type="email" id="email" 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href="https://web.archive.org/web/20210113235750/https://dhd-blog.org/?p=14696#comment-158992">Virtuelles DH-Kolloquium an der BBAW, 4.12.2020, Alexander Geyken & Julia Naji: „Dynamische Formate im DWDS“</a></li></ul></div><div id="categories-2" class="widget widget_categories"><h3 class="widgettitle">Kategorien</h3> <ul> <li class="cat-item cat-item-1"><a href="https://web.archive.org/web/20210113235750/https://dhd-blog.org/?cat=1">Allgemein</a> </li> <li class="cat-item cat-item-1123"><a href="https://web.archive.org/web/20210113235750/https://dhd-blog.org/?cat=1123">Call</a> </li> <li class="cat-item cat-item-103"><a href="https://web.archive.org/web/20210113235750/https://dhd-blog.org/?cat=103">Community</a> </li> <li class="cat-item cat-item-11"><a href="https://web.archive.org/web/20210113235750/https://dhd-blog.org/?cat=11" title="Forschungsfrage, Forschungsmethode, Daten, Tools">Forschung</a> </li> <li class="cat-item cat-item-23"><a 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