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 i...

 

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...

 

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 ...

 

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 thos...

 

Beyond Teaching Techniques [...]

> Our conversations need to move beyond techniques. In the beginning, the what-to-do and how-to-do-it focus is essential, and teachers should always be on the lookout for good techniques. But by mid-career, it’s time to explore why—why are we using that policy, why does that activity work in some courses but not others, why won’t students accept the responsibili...

 

Discipline-Based Education Research discussion [...]

> Having people trained in the methods of a wide range of disciplines in the same room talking about the same questions is illuminating. Psychologists worry that the treatment is not precisely defined. Economists worry that the control group and treatment were different before the experiment started. Physicists seem to want to see change across the semester in the sam...

 

Against the “information ecosystem” [...]

> The information ethic in this critique is based upon explicitly acknowledging that information systems are human creations, not natural phenomena. It follows the same argument that the free market is a myth; better said, the so-called “invisible hand” of Adam Smith is subordinate to institutions created by humans [34]. This does not deny the possibility of creat...

 

Tools aren’t Activism [...]

> Here's a radical idea though: it's what you do with those tools and how you do it that defines whether you're activist. Are you using those tools to "promot[e] the quality of life in a community, through both political and nonpolitical processes"? Or are you just running student Tumblrs but now they're on WordPress? We need to be radically honest with ourselves abou...

 

Platform Capitalism [...]

> Subjecting workers to a national (or even global) reverse auction of wages and work conditions—where they are under constant pressure to perform tasks faster, and for less, than rivals will—is a recipe for exhaustion and poverty for those unlucky enough to be trapped in the platform matrix. Moreover, it is also a prelude to deflation and economic collapse, as pr...

 

Entrepreneurial History [...]

> History is barely even a story at all, let alone a painful or discomfiting one. Rather, history is a collection of analogies to the present, offering a comforting reassurance that all human endeavor—even all natural life—has led us to this moment. “Failure”—a popular Silicon Valley buzzword—is only a temporary pause in narratives of eventual triumph in ...