Why Domains? [...]

I guess if you really want to incorporate domains as part of your program, one of the foundations would be asking faculty to dig a bit deeper. This does not mean they need to become sysadmins or programmers, but they would need to get a strong sense of how these infrastructures work and what is possible with open source tools like WordPress. This would mean discussions about open source applications, running multiple applications, encrypting your site, exploring plugins and themes, information architecture, files structure, file naming, archiving, etc. All things that push against the seamless solutions that often elide the underlying logic of the how and why these tools work. So, a domains initiative without a focus on the technology that undergirds the web never really made much sense to me (Source)

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Computational Propaganda and Totalitarianism [...]

Arendt goes on to explain the main trick of repetition in propaganda — it isn’t about helping the population remember, it’s about providing a consistency in a world where most things are uncomfortably inconsistent. People see things that are universal and consistent as feeling “true”. That’s why conspiracy theories are so attractive, and that’s why the lifting up the right sustained topic and framing is more useful than the organic, shifting dialogue. (Source)

Thinking Structurally [...]

Trusting Black women is not about every individual Black woman always being right. It is about you assuming that she could be right even if doing so means you may be wrong. (Source)

Attention Capital [...]

extracting a good return on investments in “attention capital” (to use a term from Nixon) requires that you balance two things:

providing your employees’ brains timely access to the right information; and providing these brains the right conditions under which to process this information effectively. (Source)

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Personal Online Sustainability [...]

I’m really lucky I start blogging 12 years ago, because I could not imagine the fresh hell of having all of these memories strewn across third party social media services without the overarching organizing archive of my work that is the bava—it’s a mess, but its my mess.  (Source)

Badging and Ranking [...]

Pitting students against one another for the status of having the best grades takes the strychnine of extrinsic motivation and adds to it the arsenic of competition. (Source)

Don’t Push Digital [...]

It is not the job of digital pedagogues—or digital aficionados, or digital humanists, or educational technologists, or instructional designers—to force people to go digital. When we make it our mission to convert non-digital folks to our digital purpose, we will not only very likely alienate these valuable colleagues, but we’ll also miss the mark of our true intention: to support learning and scholarship within institutions that, in our heart of hearts, we adore. (Source)

What’s Wrong With Higher Education [...]

The causation is hard to pin down precisely but the story roughly goes: macro-economic change changes the value of higher education credentials as information technologies and financialization make labor more de-centralized and efficient. Politics and culture wars de-legitimize higher education by attributing social policy failures to colleges and universities. This de-legitimization accelerates and legitimizes public disinvestment in higher education and the technology that made labor cheap and exploitable sells the public on the idea that only they can fix higher education. The most vulnerable are the same as they have always been: poor, working class, and African Americans and racial minorities across class. And so here we are. (Source)

Anonymous Surveys [...]

The respondent has no say in how we end up interpreting the data they gave us for free, whom we group their responses with  (Source)

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The Audrey Test (Pt.1) [...]

Do you work closely your potential users (teachers or students, for example) about product development? Do you offer data portability -- not just for administrative data, but for students' own information? Is your tool available across platforms? Are you open source? Do you offer an API? Is your educational content openly licensed? Is it accessible to those with disabilities? Do you have a revenue strategy that involves something other than raising VC investment? Does your product reduce the "achievement gap"? (Source)