!- key challenge : identify systems that enable equitable sharing

Here's some justification for the prior statement on equity, but it comes after instead of before. (see: https://hypothes.is/a/SHEFJjM6Ee2Gru-y0d_1lg)

While there is some foundation to the claim given, it would need more support. The sage on the stage may be becoming outmoded with other potential models, but removing it altogether does remove some pieces which may help to support neurodiverse learners who work better via oral transmission rather than using literate modes (eg. dyslexia).

Who is to say that it's "just" sage on the stage lecturing and regurgitation? Why couldn't these same analytical practices be aimed at lectures, interviews, or other oral modes of presentation which will occur during thesis research? (Think anthropology and sociology research which may have much more significant oral aspects.)

Certainly some of these methods can create new levels of agency on the part of the learner/researcher. Has anyone designed experiments to measure this sort of agency growth?

There doesn't seem to be any evidence in this paper to support this assertion.

Sun, W., Liu, Y., Amanat, F., González-Domínguez, I., McCroskery, S., Slamanig, S., Coughlan, L., Rosado, V., Lemus, N., Jangra, S., Rathnasinghe, R., Schotsaert, M., Martinez, J. L., Sano, K., Mena, I., Innis, B. L., Wirachwong, P., Thai, D. H., Oliveira, R. D. N., … Palese, P. (2021). A Newcastle disease virus expressing a stabilized spike protein of SARS-CoV-2 induces protective immune responses. Nature Communications, 12(1), 6197. https://doi.org/10.1038/s41467-021-26499-y

Wishart, A. E. (2020). Towards equitable evolution & ecology learning online: A perspective from a first-time instructor teaching evolution during COVID-19. https://doi.org/10.31235/osf.io/8srv3