Women in Tech: “It’s All About Merit Until Merit Has Tits”

Bias Galore

Societal expectations that are based on gendered roles start early. Clothes for toddlers come mainly in pink for a girl and astronaut for a boy. Books for girls might focus on long-haired princesses waiting in a tower to be rescued, while books for boys tend to have main characters like chocolate technicians flying off in elevators. Thousands of ‘little things’ are scaffolded into systemic barriers that diminish the likelihood of any random human being who happened to be born a woman from becoming an (electrical) engineer.

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The 10-Year Smartphone: Renew Your Expectations

Maybe you’ve seen the ads online for a new smartphone that will last you 10 years. Maybe you too clicked on one, only to be disappointed that this phone does not exist … yet. The “10-year phone” is an initiative that has been trying to get your attention, and the EU’s legislative attention, by tempting us with a future in which it becomes the norm for a smartphone to last a decade. In order for this to actually work, there would have to be legislation on repairability, continued software support and availability of parts — especially the battery. Information should be readily available on how to repair your phone yourself along with an official repairability score.

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Tech To Do Better: Supportive Technology for a New You

Technology that counts the steps you take, measures your heartbeat, or beeps when you’ve sat down for too long. Is this supportive technology really helping us?


Health-trackers like the Fitbit, Garmin fitness watch, Oura ring, and certain features on your Apple watch are supportive technologies meant to help you become a healthier version of you. In eHealth, such devices are often aimed at (future) patients of cardiovascular disease or diabetes type 2. Also known as “lifestyle diseases,” they are greatly influenced by our own behaviour. The support of the technology is based on measuring something and providing these metrics as feedback that we did not have before. It gives us insight into our own behaviour. We can see where we started, where we are now, and how close we are to a goal that we ourselves have set. These are three essential points of feedback we need to experience a sense of progress. Through technology we are better supporting ourselves.

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Ethics in Electronics: A Fair Phone, Not Just Smart

A Fairphone is a smartphone that is fair to all the workers involved, to the people who use it, and to the planet that it is made on. They have just released the fourth incarnation of their smartphone (globally available except in the USA). Fairphone has always been very willing to share their journey of trying to achieve a fairer phone. “We believe that transparently sharing our insights with the public and wider industry is vital. We publish what we discover, share the choices we make, and raise awareness of alternatives,” says Ioiana Luncheon of Fairphone. You can browse many resources on their website and really dive into their complete supply chain. Their “Fair Materials” series is a good place to start. 

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The European Green Deal: Climate Neutral by 2050?

The European Green Deal is the European Union’s (EU) manifest to become a climate neutral continent in 2050 and to produce 55% less greenhouse gases in 2030 (compared to 1990) as a midway marker. This goal has been written into a European Climate Law, which has been formally agreed upon and is currently waiting on a few final steps to become a legal reality.

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Bloom’s taxonomy and psychotherapeutic games

Bloom’s Revised Taxonomy has already been considered as the “most popular cognitive approach to Serious Game evaluation” [1]. Bloom’s original taxonomy [2] stems from the field of education and consisted of categories for Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Bloom’s original taxonomy was a popular tool for objectives-based evaluation as it allowed for a high level of detail when stating learning objectives [3].

However, the original taxonomy was criticized resulting in various revisions by different authors. See de Kock, Sleegers, and Voeten for a classification of learning environments, containing reviews of the revisions [4]. The revision of Anderson et al. [5] as well as Pintrich [6] improves the original taxonomy by including the category of metacognition. They also distinguish between two dimensions: a Knowledge dimension and a Cognitive Process dimension.

We feel the inclusion of the metacognition knowledge level reflects the ongoing insight in the field of psychotherapy where Cognitive Behavioural Therapy (CBT) is currently advancing into its “third wave.” The first wave of CBT started in the 1950s and applied classical conditioning and operant learning. The second wave applied information processing and brought CBT to its current worldwide status. Now, a third wave of psychotherapies is developing “a heterogeneous group of treatments, including acceptance and commitment treatment, behavioural activation, cognitive behavioural analysis system of psychotherapy, dialectical behavioural therapy, metacognitive therapy, mindfulness-based cognitive therapy and schema therapy” [7]. These three waves in CBT can be seen to move up along both dimensions of our taxonomy. Different therapy forms in CBT’s third wave are aimed at the metacognitive level and include all the cognitive processing steps up to and including Creation as part of their treatment.

By applying Bloom’s Revised Taxonomy to analyze the content of psychotherapeutic games, we are approaching these games as educational content. We see all therapeutic interaction as part of a learning process; often knowledge is to be acquired, emotions are revised, and behaviour is changed during psychotherapy.

This is an excerpt of the paper I co-authored Using the Revised Bloom Taxonomy to Analyze Psychotherapeutic Games


1A. De Gloria, F. Bellotti, and R. Berta, “Serious Games for education and training,” International Journal of Serious Games, vol. 1, no. 1, 2014.View at: Google Scholar

2. B. S. Bloom, M. D. Engelhart, E. J. Furst et al., Taxonomy of educational objectives: Handbook I: Cognitive domain, vol. 56(19), 1956.

3. J. Marzano and S. Kendall, “The need for a revision of Blooms taxonomy,” in The New Taxonomy of Educational Objectives, Chapter: 1, pp. 1–20, Corwin Press, 2006.View at: Google Scholar

4. A. De Kock, P. Sleegers, and M. J. M. Voeten, “New learning and the classification of learning environments in secondary education,” Review of Educational Research, vol. 74, no. 2, pp. 141–170, 2004.View at: Publisher Site | Google Scholar

5. L. W. Anderson, D. R. Krathwohl, and B. S. Bloom, A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, Allyn & Bacon, 2001.

6. P. R. Pintrich, “The role of metacognitive knowledge in learning, teaching, and assessing,” Theory Into Practice, vol. 41, no. 4, pp. 219–225, 2002.View at: Publisher Site | Google Scholar

7. K. G. Kahl, L. Winter, and U. Schweiger, “The third wave of cognitive behavioural therapies: what is new and what is effective?” Current Opinion in Psychiatry, vol. 25, no. 6, pp. 522–528, 2012.View at: Publisher Site | Google Scholar

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