Becoming an Algorithmic Problem: Slowing Down as a Political Act with INST 1100 students

image based on a pencil drawing made by Steven Bishop, inspired by an image from the 1971 book “Be Here Now” by Ram Dass (Richard Alpert)

In a recent class dialogue with Dr. Jovian Radheshwar’s INST 1100 students, we explored ideas from political scientist Dr. JosĂ© Marichal, author of You Must Become an Algorithmic Problem: Renegotiating the Sociotechnical Contract. His work examines how our lives have become entwined with algorithms — systems that categorize, predict, and shape our digital experiences.

Here’s a simple way to think about the difference between social media and algorithms, which came up in the class discussion:, drawing on Jose Marichal’s explanation:

  • Social media is the visible layer — the apps and platforms where we post, share, and connect. It’s where we perform our identities and find community.
  • Algorithms are the invisible layer — the systems behind those platforms that decide what we see, when we see it, and who sees us. They quietly shape our feeds, recommendations, and even our sense of what’s “normal.”

Social media is the stage. Algorithms are the directors. Marichal’s key point is that we often blame the stage, but forget about the directors quietly shaping the show.

Dr. Marichal draws a parallel between the social contract — the implicit agreement we make with society to exchange certain freedoms for collective security — and what he calls the sociotechnical contract. In this new digital era, we have unwittingly traded our attention, privacy, and even aspects of independent thought for the conveniences of social media, algorithmic news feeds, and digital companionship.

The Attention Economy and the Outlier

Students were quick to recognize how easily social media can shape perception. One noted how their feed filled with political praise for one U.S. leader without presenting opposing views. Another shared how TikTok’s algorithms “trained” themselves to reflect heartbreak or attraction—depending on what held their attention longest.

Dr. Marichal’s warning is that algorithms thrive on generalization. They group us into categories that make us easier to sell to, sway politically, or polarize socially. The “outliers” — those who don’t fit the model — are vital to creativity, democracy, and human progress. As one student insightfully said, “You have to train your social media algorithm to what you actually want.”

Slowing Down as Resistance

We considered whether slowing down could itself be a political act. What if, in a world obsessed with speed, scrolling, and optimization, we simply paused?

One student responded:

If we just stopped using Facebook or Instagram, we could make the founders go bankrupt. Our attention is what they want — and we have the power to take it back.

Another reflected:

I think slowing down makes sense as a political act because if you can slow down, you can kind of rebel against capitalism. Like our time and our energy and our bodies are the currency that capitalism operates off of.

We discussed “attention” as the new frontier of civic power — something both tech companies and social movements compete for. Even mindfulness, once a personal wellness practice, becomes a political gesture when it interrupts the algorithm’s grip.

Mindfulness, Attention, and the Self

We discussed how Mindfulness, can help shift us from a “survivalist mind”—constantly reacting to fear, news, and comparison—to an “attentionist mind”, capable of calm observation.

We even tried a simple exercise: lightly touching our fingertips together and noticing the subtle ridges of sensation. For a moment, attention was no longer a commodity — it was presence.

Another student mentioned that yoga, practiced at home by his parents, can reclaim this awareness:

to be at ease with yourself, at ease with your mind, at ease with, no matter what position you’re in, you’re still calm and composed and collected

Social Media for Connection

Not all stories were cautionary. One student described joining a run club he discovered through social media — a digital doorway to genuine human connection:

“Through that I met people I’d never otherwise meet. It’s social media being used in a positive way.”

Another student shared how social media fueled nationwide protests in Nepal by raising awareness of corruption:

“The government had to shut down the Internet to stop people from organizing. That shows the power of the right algorithm.”

From Kafka to the Classroom

The conversation eventually turned to Franz Kafka’s The Trial. Like Kafka’s protagonist Joseph K., who spends his life navigating an opaque bureaucracy without knowing his crime, we risk spending our lives responding to systems we barely understand.

Will we one day be judged by how we used our attention?

Perhaps the antidote is awareness — of self, society, and the digital infrastructures mediating both. As one student summarized:

“It made us think about many ideas we hadn’t before. Slowing down might be one of the most radical things we can do.”

Related Resources

featured image credit: Photo by ANOOF C on Unsplash

Digital Literacy, AI, and Staying Human in a Changing World

What does it mean to be digitally literate in 2025? For Britt Dzioba, Learning and Teaching Advisor at BCcampus, the answer goes far beyond knowing how to use a computer.

In a recent conversation, Britt reflected on her work with BCcampus and Digital Literacy development and the open-access Digital Literacy Hub—a resource designed to help faculty, students, and communities build the skills needed to thrive in an ever-changing digital environment. She noted that while the tools and platforms may shift rapidly, the underlying competencies—such as information literacy, critical engagement with technology, and digital well-being—remain essential.

The pandemic acted as a “bucket of ice water” moment, forcing faculty and students to adapt quickly to online learning. Since then, technologies like generative AI have added new layers of complexity, raising both opportunities and concerns. “I think technology can be a wonderful thing if used intentionally and if used critically. This is where I think, especially with AI, … it’s so important to keep the human in it…that is how we use AI critically and ethically, by centering human experience.”

From exploring algorithmic literacy to supporting accessibility for neurodivergent learners, Britt emphasizes the importance of slowing down, setting boundaries, and cultivating critical thinking. She sees small, grassroots actions—like community-led digital projects or mindful approaches to teaching and learning—as powerful antidotes to despair in the face of rapid change.

Ultimately, digital literacy is not just about mastering tools. It is about equipping ourselves to respond—rather than react—to change, and to shape technologies in ways that sustain human connection, equity, and wisdom.

Inclusive Teaching with Sarah Skinner


We caught up with Sarah Skinner, an Early Childhood Education instructor, about her first year in a full-time faculty role and her evolving approach to inclusive, student-centered teaching. Sarah shares how Universal Design for Learning (UDL) principles, multiple means of expression, and real-world inclusive strategies are shaping her courses—especially in asynchronous online environments.

Sarah reflects on her recent attendance at the Canadian Society for the Study of Education (CSSE) conference and shares a few memorable sessions and takeaways, including using case studies based on refugee families’ lived experiences and incorporating visual note-taking into learning activities. These approaches center student agency and creativity while maintaining clear learning goals.

Key Topics

  • Sarah’s background in occupational therapy and inclusive education
  • Implementing Universal Design for Learning (UDL) in practice
  • Tools like Padlet for engagement and collaboration
  • The value of choice in learning modalities (e.g., essays, podcasts, paintings, carvings)
  • Conference reflections from CSSE and ideas for case-based learning
  • Explorations of visual note-taking in asynchronous online learning
  • The importance of preserving joy, diversity, and human-centered learning in the face of increasing automation and AI

Tools & Teaching Strategies

  • Padlet for visual and collaborative learning
  • Kaltura media tools for multimedia sharing in online courses
  • Visual note-taking as an inclusive and creative learning strategy
  • Gallery walks as assessment and dialogue tools
  • Flexible assessments (papers, songs, carvings, videos) that align with consistent learning outcomes

Takeaway Quotes

“Inclusive education is education.”
“UDL is about fixed goals and flexible means.”
“We’re not just looking for a well-written essay—we’re looking for understanding.”
“When students are engaged and joyful, they’re more likely to think for themselves.”


🔗 Related Links

Access Sarah’s presentation via the link below:

Padlet-for-Choice-and-Flexibility-1


Sarah welcomes collaboration and conversation with other Douglas College instructors who are interested in inclusive teaching, creative assessments, or translating hands-on activities to online environments.