To be clear, I don’t see John’s progress as a reflection of my teaching. He discovered how to use speech-to-text tools to help him write. He showed up and worked hard every day in our virtual classroom. He took initiative and persevered— all skills I didn’t teach him.

Although we're currently nowhere near this idea, how can businesses, educational institutions, and governments alike not consider the importance of giving individuals control over their digital archives? Or their learning analytics data?17

mandate the use of "learning management systems."

“privileges” — that’s an important word, because it doesn’t simply imply what you can and cannot do with the software. It’s a nod to political power, social power as well.

Let's imagine a world in which universities, not vendors, designed and built our online learning environments.

The teacher should decide.

the tools shouldn’t dictate the choice

On this model, students are responsible for their own education, often forming communities or societies to collaborate. Professors typically worked one-on-one with students, but from time to time would be enlisted to offer a series - or 'course' - of lectures on a given topic. The lectures could be (and often were) public, and were frequently attended by other professors in the same field.

privacy concerns

creates a highly personalized experience for the children while simultaneously alleviating privacy concerns.

One student in Canada decided to ask his university for the data they collected about his interactions with educational material

compare where their engagement levels stand against the rest of the class.

self-regulating effect

If you used our Physical web beacon today to login, you were generating xAPI statements.

If we want Domain of One’s Own to flourish as a space for student agency than we need to balance structured guidance with playfulness and empowerment.

how to balance supporting a system as complex as Domain of One’s Own without dictating how people use it

realize that the web was not something that happened to them but they were happening to

An overarching value we try to embrace when we talk about the domain choice is one of agency: participants should be able determine for themselves how they wish to be known and found on the Web.

give a student an individually-controlled space for reflection and growth

Oh, and some people also thought that perhaps it would benefit a student to have an online presence that they could create, develop, and take with them when they graduated from UMW.

The other reason I worry about our dependence on WordPress is that we run the risk of recreating the very dynamic that Domain of One’s Own seeks to challenge

At the very least, the tool should allow for robust formative assessment, and should be capable of giving timely, helpful feedback to learners.

created by people working together on their own.

And I see no good reason why we should require the production of educators and students to be fair game for resellers who want to pluck it for free out of the commons and charge money for it to those not lucky enough to be a part of our community.