If we assume that one or more students will experience challenges accessing wifi and the LMS, what UDL guidelines could be used to maximize inclusion?

Imperial News. ‘“Issue of Inequalities” for Long COVID Patients Needs to Be Addressed | Imperial News | Imperial College London’. Accessed 22 April 2022. https://www.imperial.ac.uk/news/232234/issue-inequalities-long-covid-patients-needs/.

ReconfigBehSci. (2021, January 29). RT @IndependentSage: 3.7 million infected with #COVID19 in the UK. An estimated 5-10% will develop #LongCovid. We can’t afford to ignore th… [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1355097550529945607

The Scandinavian countries, for that matter the European Union does not have the monopoly issue with Internet access, which in the U.S. turned into the battle for “net neutrality.” However, a related fight in the U.S., regrading digital inclusion, is much better and successfully fought in the Scandinavian countries by not only effectively establishing awareness, but by enabling relative digital equity in their countries, something, which Biden’s plan is just starting to aim

COVID-19 is likely to further widen the socio-emotional disparities between children from more and less advantaged backgrounds.

Learning and inequality

digital inequality during the pandemic is an issue not only in Finland, but also in the Netherlands https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7446757/ van Deursen, A. J. (2020). Digital Inequality During a Pandemic: Quantitative Study of Differences in COVID-19–Related Internet Uses and Outcomes Among the General Population. Journal of Medical Internet Research, 22(8), e20073. https://doi.org/10.2196/20073

Katz, V. S., Jordan, A. B., & Ognyanova, K. (2021). Digital inequality, faculty communication, and remote learning experiences during the COVID-19 pandemic: A survey of U.S. undergraduates. PloS One, 16(2), e0246641. https://doi.org/10.1371/journal.pone.0246641

Covid-19 is increasing digital inequality: We need human connectivity to close the digital divide. (2020, April 13). Oxford Law Faculty. https://www.law.ox.ac.uk/research-and-subject-groups/oxfordshire-digital-inclusion-project/blog/2020/04/covid-19-increasing

Covid-19 is increasing digital inequality: We need human connectivity to close the digital divide. (2020, April 13). Oxford Law Faculty. https://www.law.ox.ac.uk/research-and-subject-groups/oxfordshire-digital-inclusion-project/blog/2020/04/covid-19-increasing

Burgess, G. (2020, August 13). Beyond the pandemic: Tackle the digital divide. University of Cambridge. https://www.cam.ac.uk/stories/BeyondThePandemic_digitaldivide

Robinson, L., & Schulz, J. (2020). Digital inequalities in time of pandemic: COVID-19 exposure risk profiles and new forms of vulnerability | First Monday. First Monday, 25(7). https://doi.org/10.5210/fm.v25i7.10845

Woolston. C., (2020) ‘It’s like we’re going back 30 years’: how the coronavirus is gutting diversity in science. Nature. Retrieved from: https://www.nature.com/articles/d41586-020-02288-3?utm_source=twt_nnc&utm_medium=social&utm_campaign=naturenews&sf236423828=1

FitzRoy. F., Jin. J., (2020). Reforming Tax and Welfare: Social Justice and Recovery after the Pandemic. Institute of Labor Economics. Retrieved from: https://covid-19.iza.org/publications/pp157/

This phrase seems so paradoxical in the larger context of the report because they want to teach about government, law, and its equal rights, yet this very document would lead to laws and rules not equal in rights, in race and gender ,at UVA. It's interested the moral implications one has to make to justify being proudly "equal", while rejecting huge populations. I know peer pressure and norms play into it, but I wonder if people, even in that ignorance, truly believe it.

To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.

To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.

Is it just me or the “contribute” part has largely been put aside, in the meantime?

In some ways, it’s quite remarkable that one of the key figures of post-development was also the one who called for “deschooling society”. As is obvious from observing humanitarian and philanthropic work is that “development” participates in neocolonialism, despite (or often because of) the best of intentions. MOOCs are closer to development than to postdevelopment. Even cMOOCs.

Been having issues with the ways this quote has been handled in various contexts, but it’s quite fitting here. One potential issue, though, is in the embedded assumption that the future is a solid. Goes so well with Modernization Theory that the focus on global inequalities can be skipped over.

Who Decides?

Suitably “global”, underlining the inequalities inherent in the system.

We sure need to discuss inequalities.

Though there are major differences between Open Access and Open Educational Resources, the two approaches to openness share a lot. Advocates for both are likely to have a lot of values in common, including a distaste for inequalities.

The chat will lead into a backchannel discussion of a “Disrupting DH” presentation at the 2016 Modern Language Association conference in Austin, TX.

Maybe too rarely. Or they’re dismissed too quickly. Or they’re too difficult to fully discuss when much of the scene is taken by modernization theory. This is where post-development’s Ivan Illich meets deschooling’s Ivan Illich.