I really love this line! And this is so eye opening too, when we look at all the stuff in our syllabi that we may have recycled from the “suggested language” we’ve received from other sources, or even syllabi from our own days as students.

If we are our policies, we need to really understand what they are and why they are there!

Hey all of you in Digital History and Memory at UCSD W21! I added some questions to the annotations in our class group! Select our class group from the drop down menu above if you'd like to check them out. :)

Hey all who are annotating this piece for Digital History and Memory at UCSD Winter 2021! I added some questions to consider in our class group's annotations--feel free to select our group from the drop down menu above to check them out.

Hi HIST 110! You can skip the commentary and start annotating at the speech on page 2!

The same kind of ominous, vague quote from an institution, not a person.

Just the way this is worded is 😒...like a signal to students that if you find a new "pattern" to cheat, we'll find you...

What happens if a test-taker revokes access? I'm assuming the "at any time" means after they've completed a test?

I would like to know why this data collection is necessary.

Well sure, everyone has the right to expect that established polices and procedures exist...but do they actually exist? And who creates them?

Students don't have the right to work to create (or have input in the creation of) these policies and procedures...

Uhhhh...this testimony from an online student is really kind of bizarre! It is the same kind of language we often hear associated with online learning (flexibility, especially for working students) but the best thing about the experience is flexibility in scheduling exams.

This is something that stands out to me. The idea that remote or online learning is inherently less valuable than face-to-face learning undergirds this idea that we need to "protect" our institutions' "reputations." I've seen this in the way that some of the faculty in one of my departments discussed online learning as "giving up." (🤨)

Just thinking about how we could harness the power of wanting to protect the "reputation" of institutions of higher learning to push people to think differently and creatively about designing and teaching courses that are challenging, student-centered, and not dependent on traditional exams that must be protected at all costs...

Hello all! Before annotating here, be sure to select the "HIUS 144 Fall 2020" group from the drop down menu above! (If you don't see it, send me an email! 😄)

There are usually two really interesting conversations happening--one in the class group and one in the public channel. I'd like to try to merge them this week...

Here's another example of Okuma's work: https://americanart.si.edu/exhibitions/native-women-artists/online/jamie-okuma

Keep the timeline entries coming everyone! I find it very helpful to see which events have emerged as especially significant for each of you.

The Wheeler-Howard Act, also known as the Indian Reorganization Act, aimed to protect Native people’s religions and lifestyles in a radical shift away from assimilation policies, and represented an open admission that allotment was a mistake. Tribes were required to accept or reject the IRA by referendum; the establishment of tribal self-government was to be decided the same way. When a majority of adult tribal members approved the IRA, they could then write a constitution, which had to be approved by another majority vote and the Secretary of the Interior. Tribes who approved the IRA could then elect a tribal council.

Example annotation.