Different Goals are Different Goals [...]

As we each continue to pursue our individual and organizational goals, we will continue to find ourselves with frequent opportunities to collaborate. But we will also continue to find occasions when our strategies will be in conflict with each other. These are not shallow, “simple misunderstanding” types of conflicts in our strategies. These are very real conflicts that are deeply rooted in our differing goals. (Source)

Openness as a Bandaid for Colonialism [...]

People won’t be able to learn medicine (because the dominant knowledge of medicine is in English by Western textbooks and scientists, in expensive imported textbooks) so they copy illegally. It’s against the law. But it’s an unjust law.Then someone gives permission. But the entire discipline and industry have been gatekeeping and withholding for so long. They choose what to share and what to keep. They still control the permission. It seems paternalistic and neocolonial in this sense. Because again it reproduces a cycle of MORE Western knowledge offered to the world (how generous) and in comparison less minority knowledge, because also, minorities have less funding and resources to be open, less time to be open, more to lose and less to gain by being open.If we want to tackle openness from a social justice perspective, we need to always ask whose interests are served by what we do and say. (Source)

Universities and Lifelong Learning [...]

It turns out that, even in an era when people can take courses from anywhere in the world, they will tend to take them from their local institution or not at all. For all the talk of "national universities" and "mega universities," it's not clear that such beasts really exist. For the most part, big universities have proven exceptionally good at soaking up every ounce of demand for education in their local areas. So the next sustainability play is not so much about reaching students far away as it is about serving students you already reach for 40 years rather than for four. (Source)

Dystopian Art [...]

let’s stop designing the technologies envisioned in dystopian novels. We need to heed the warnings of artists, not race head-on into their nightmares. (Source)

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Preservation and Privacy [...]

How, then do you balance the imperative to save, preserve, and keep digital artifacts of (potential) historical significance with the need for agency, privacy, and freedom of the student, staff, or faculty member to delete, let die, or decay? These are the questions we are now collectively grappling with, and will continue to moving forward. (Source)

Generalizing Innovations [...]

all programmes could benefit by noting the importance of engaged leadership, local adaptation and user buy-in. “It doesn't matter how good the innovation is, it doesn't matter how much has been invested,” says Fixsen. “If we don't have the implementation savvy, we're going to get the crummy outcomes that we have seen decade after decade.” (Source)

Synchronous vs. Asynchronous [...]

We can acknowledge, with the benefit of hindsight, the reasonableness of the hypothesis that asynchrony in the office would increase productivity. We can also admit that this hypothesis has been largely refuted by experience. To use the terminology of computer science, it turned out that the distributed systems that resulted when we shifted toward asynchronous communication were soon overwhelmed by the increasing complexity induced by asynchrony. We must, therefore, develop better systems—ones that will almost certainly involve less ad-hoc messaging and more real-time coördination. (Source)

Depression and Online Learning [...]

Because of the cognitive impacts of depression and lack of energy, it is important that courses are designed with essential elements clearly identified with minimal redirection or navigation. Care should be taken to emphasize clarity and readability. Courses that show potential schedules for review of content and assignment completion are useful especially when depression impacts students’ ability to organize themselves. Mental health supports available to students should be clearly advertised and accessed through each course’s main page. It was evident from my study’s participants that fatigue and the cognitive impacts of depression made searching school websites for support very difficult...Whether courses being offered synchronously or asynchronously, it is important that students have the ability to connect with other students about the experience of being a student, for example, discussing assignments and sharing struggles. In addition, if mental health services are available to students, teachers can normalize the use of these services by talking about them openly and deliberately. (Source)

Peralta Equity Rubric [...]

The Peralta Equity Rubric is a research-based course (re)design evaluation instrument to help teachers make online course experiences more equitable for all students. The rubric’s criteria include: addressing students’ access to technology and different types of support (both academic and non-academic); increasing the visibility of the instructor’s commitment to inclusion; addressing common forms of bias (e.g., image and representation bias, interaction bias); helping students make connections (e.g., between course topics and their lives; with the other students); and following universal design for learning principles. (Source)

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Affective Context Model [...]

The Affective Context Model argues that the central feature of learning is the affective significance of experiences to a given learner. Cognitive load will make some difference to problem solving but what really matters is whether or not someone cares about solving the problem. I imagine most of us are aware of this: if your car breaks down in the desert, the design of the repair manual may not be ideal, but you’ll figure it out nonetheless. (Source)