As a part of the AnnotatED Workshop before OLC Innovate 2020, a group of people will annotate this article by Maha Bali, along with the author herself.

Learn more about Maha on her blog or follow @bali_maha on Twitter.

Read along with us and add your own annotations using a free Hypothesis account you can also create using the link at the top of this sidebar.

You can also explore all the annotations on this article a different way using visualizations and analytics at CROWDLAAERS from Remi Kalir and Francisco Perez.

Learn more about Maha Bali on her blog, Reflecting Allowed, or follow @bali_maha on Twitter.

Maha describes here the primary concern I have with the pursuit of both AI and adaptive technologies in education. Not that the designers of such tools are attempting to replace human interaction, but that the spread of "robotic" educational tools will accelerate the drive to further reduce human-powered teaching and learning, leading perhaps to class-based divisions in educational experiences like Maha imagines here.

AI and adaptive tool designers often say that they are hoping their technologies will free up time for human teachers to focus on more impactful educational practices. However, we already see how technologies that reduce human labor often lead to further reductions the use of human teachers — not their increase. As Maha points out, that's a social and economic issue, not a technology issue. If we focus on building tools rather than revalorizing human-powered education, I fear we are accelerating the devaluation of education already taking place.

You can learn more about Maha Bali from her faculty page at the American University in Cairo, on her blog "Reflecting Allowed, and from her Twitter stream at @Bali_Maha.

Huge thanks to Maha Bali for reminding me to make this point about annotation's capabilities to extend reading across time and space.

Thinking about how this step might be before Mike Caulfield's first "Stop" step in the SIFT framework he developed out of his "four moves".

Thinking about this in the context of recent experiences where Western white men use Western rational frameworks to validate their own personal experiences where their privilege is challenged. Maybe there's such a comfortable fit between dominant identity and dominant knowing frameworks that, for such folks, the Western rational tradition is a sort of local knowledge.

Love this formulation of the "constructive knower".

Filing this quote away for later ;)

Love this, as so much of what needs amplification are understandings of people as actors within communities, not just as individual consumers or producers of digital artifacts.

This is an incredibly important point: too often explorations of digital practices focus on skills (often even then too narrowly defined, as when specific software programs are taught, rather than higher level skills about using an entire software category, like word processing, or spreadsheets), when they should be focusing on how digital practices fit in to wider human life, as in citizenship.

Love the move to the plural here.

Maha is added to the HorizonReport2019 Twitter list.

AMEN! It is such a part of the "Western POV" to generate universalities out of their (our) own situated experiences.

Visit this annotation to join the conversation on top of this article, Ethos and Practice of a Connected Learning Movement: Interpreting Virtually Connecting Through Alignment with Theory and Survey Results", by Maha Bali, Autumm Caines, Helen DeWaard, and Rebecca J. Hogue.

(Note that the article can’t be annotated at its default location in the OLJ website as the PDF reader there is not annotation enabled. You can download the PDF from OLJ and open in Chrome with the Hypothesis extension loaded to annotate locally; annotate the PDF hosted on docdrop.org; or at its hosted location on Terry Elliot’s RhetCompNow website.)

This paragraph is a core part of the main point I was trying to convey in this post. I was trying to celebrate respect for/comfort with/the value of ambiguity/messiness/"the other" in the term "open pedagogy" that the closed term "OER-enabled pedagogy" wasn't invented to support. As Maha Bali put it differently (better?) in part of a tweet about how truly open discourse might have: "Respect for the 'other' ... that does not reciprocate that respect. Comfort with ambiguity and messiness the 'other' does not have."

Read and annotate other contributions to this conversation about choosing a Creative Commons license sparked off by Robin DeRosa on Twitter, that has generated other contributions from folks like Maha Bali, Steve Foerster, and Steel Wagstaff (add more in the replies).

Steel Wagstaff's contribution to the conversation about choosing a Creative Commons license sparked off by Robin DeRosa on Twitter, and generating other contributions from folks like Maha Bali and Steve Foerster (add more in the replies).

Maha Bali's contribution to the conversation about choosing a Creative Commons license sparked off by Robin DeRosa on Twitter, and generating other contributions from folks like Steve Foerster and Steel Wagstaff (add more in the replies).

Steve Foerster's contribution to the conversation about choosing a Creative Commons license sparked off by Robin DeRosa on Twitter, and generating other contributions from folks like Maha Bali and Steel Wagstaff (add more in the replies).