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The study examines the dilemma for open and participatory education: web structures increasingly threaten privacy, governance, and the ethos of open sharing, while offering no direct solutions. 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Stewart 1*  \n 0000-0001-9576-1037  \n1 University of Windsor, Windsor, ON, CANADA  \n* Corresponding author: [bstewart@uwindsor.ca](bstewart@uwindsor.ca)  \nCitation: Stewart, B. E. (2023) . The problem of the web: Can we prioritize both participatory practices and privacy?.  \nContemporary Educational Technology, 15(1), ep402. [https://doi.org/10.30935/cedtech/12668](https://doi.org/10.30935/cedtech/12668)  \nARTICLE INFO ABSTRACT  \n\n| Received: 3 Jul 2022\u003Cbr>Accepted: 19 Nov 2022 | This paper is a critical case study tracing the professional history of a self-professed open educator over more than two decades. It frames the narrative of an individual as a window on the broader arc of the field, from early open learning as a means of widening participation, through the rise of the participatory web at scale, to the current datafied and extractive infrastructure of higher education. It outlines how the field of online education has changed, asthe web and the social and societal forces shaping use of the web have shifted. Through these lenses of change, the case study explores the dilemma facing open and participatory education at this juncture: that the current structure of the web threatens privacy, higher education governance structures, and the spirit of open, participatory sharing. The paper explores the problem of the web as one without direct solutions but does consider ways that educators might mitigate their open practice in more critical directions.\u003Cbr>Keywords: open education, participatory learning, teacher education, digital literacies, data literacies, the web |\n| --- | --- |\n| INTRODUCTION |  |\n\nHow can open education practices be sustained on a web that is increasingly extractive and predatory? This paper is a critical case study that outlines and interrogates the pedagogical practices of the author as an open educator and Assistant Professor of Online Pedagogies and Workplace Learning, during the period leading up to and spanning the COVID-19 pandemic. It traces my professional journey from practitioner and scholar of open courses to scholar of datafication, while exploring broader shifts in the fields of digital and open pedagogies during the COVID-19 pandemic and the decade immediately preceding it. More, it raises the question of what datafied educational technologies mean for open and participatory educational practice.  \nThis is not a personal narrative, but rather the story of a changing field told through the lens of one educator’s professional trajectory. The core premise of the paper is that two important and potentially contradictory patterns of change intersect in what Cronin and MacLaren (2018) call open educational practice (OEP) . These two axes of change are, first, relational participatory practices that utilize the infrastructure of the web to engage learners in knowledge abundance (Eye, 1974), and second, the enclosure of the platformson which those practices occur, by proprietary and often data-extractive corporate entities. While neither axis of change is new, the paper posits that the two are beginning to converge in educator practice in ways that create conflict and are difficult to address let alone resolve.  \nOEP include an expansive range of educational approaches that utilize the web and incorporate elements of relational and often collaborative or sharing-focused practice. OEP has roots in open scholarship (Anderson, 2009) and networked participatory scholarship (Veletsianos & Kimmons, 2012), though prior to the pandemic, pedagogical OEP focused on teaching appeared to be building momentum (Couros & Hildebrandt, 2016; DeRosa & Robison, 2015; Weller, 2014) and centering equity (Bali, 2017) . At the same time, the digital technologies that underpin OEP have become powerful, datafied ","cbCairqDHEkfrrTR","https://ap.wps.com/l/cbCairqDHEkfrrTR","pdf",290649,12,"English","# Introduction\n## Open education under extractive and predatory web conditions\n## Relational participation vs platform enclosure\n## Open educational practice and evolving digital infrastructures\n## The problem of surveillance in open web classrooms","[{\"question\":\"What main dilemma does the paper focus on?\",\"answer\":\"The paper focuses on how open and participatory education faces a web-driven threat to privacy and governance while undermining the spirit of open sharing.\"},{\"question\":\"How does the paper describe the evolution of open education over time?\",\"answer\":\"It traces shifts from early open learning aimed at widening participation to the rise of the participatory web at scale, and then to higher education’s datafied, extractive infrastructure.\"},{\"question\":\"Why does the paper argue that participation becomes difficult to sustain?\",\"answer\":\"It argues that surveillance spaces critically undermine participation, making it harder for educators to enact open educational practice that prioritizes trust and privacy.\"}]","The problem of the web: Can we prioritize both participatory practices and privacy? | PDF",1792090300]