8 Matching Annotations
  1. Nov 2017
    1. “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.
    2. The teacher should decide.
  2. Sep 2016
    1. who will (and will not) control and define the learning process, who will (and will not) profit from the ways that learning processes are enacted, who will (and will not) have access to science and scholarship and the infrastructure necessary for creating it, who will (and will not) participate in the design of curriculum and assessment and learning spaces, who will (and will not) profit from the benefits of science and artistry, and who will (and will not) have opportunities to attend schools and colleges.

      Several (though not all) of these questions relate to the core sociological one: Who Decides? The list sounds, in part, like a call for deeper and more nuanced “stakeholders” thinking than the typical case study. The apparent focus (at least with parenthetical mentions of those excluded) is on the limits of inclusion. From this, we could already be thinking about community-building, especially in view of a strong Community of Practice.

    2. ownership in educational systems
  3. Jul 2016
  4. Jun 2016