Trump isn’t funny anymore. So why are we still silent?

Flickr photo shared by cool revolution under a Creative Commons ( BY-NC-ND ) license

Flickr photo shared by cool revolution under a Creative Commons ( BY-NC-ND ) license

Google “Trump isn’t funny anymore” and you’ll come up with pages of news stories with variations on that title, some dating back all the way to last summer. It’s sinking in, slowly, and yet Donald Trump remains the Republican frontrunner. Every day I wake up to another dozen troubling articles and videos detailing Trump’s seemingly unstoppable march to power.

So let me just summarize some of the more terrifying recent highlights (lowlights?):

So as this situation progresses in increasingly scary directions, I’ve decided to say something myself. And even as I’m writing, I’ve asked myself more than once: What good will my voice do? Given the plentiful media coverage, I’ve skipped blogging about this up until now, choosing instead to share existing articles on Twitter and Facebook. But isn’t that the psychology behind the bystander effect? Someone else will speak out, so I don’t have to.

And then this morning, I was watching Rachel Maddow’s report on the recent protests at Trump rallies, which clearly documents the escalation of Trump’s promotion of violence:

Whether you agree with Maddow’s politics or not, this video is chilling. Listen to Trump’s words:

“These people are ruining our country.”

“These are not good people.”

“These people are so bad for our country.”

“These people are hurting this country.”

These are not soundbites taken out of context. This is hateful, racist rhetoric, pure and simple. And as I watched the video, I got really, really scared.

And I was reminded, as I am far too often these days, of this text from a 1946 speech by Martin Niemöller, criticizing the failure of German intellectuals to speak out again the rise of Nazism:  

“First they came for the Socialists, and I did not speak out—

Because I was not a Socialist.

Then they came for the Trade Unionists, and I did not speak out—

Because I was not a Trade Unionist.

Then they came for the Jews, and I did not speak out—

Because I was not a Jew.

Then they came for me—and there was no one left to speak for me.”

Perhaps this sounds overly alarmist, and perhaps I am projecting too much onto the current rise of Trump-ism. I hope that’s the case. But listening to Trump, and watching his more radical supporters, I am not convinced. So whether you believe that Trump is our generation’s Hitler or not, I am asking – imploring – all of you to take seriously Niemöller’s critique of those who stayed silent because the crisis hadn’t quite reached a point that affected them directly. To quote Homeland Security (Ironic? Maybe.): “If you see something, say something.”

And let’s be clear: As my amazing friend Maggie reminds me, “they” have “come for” many groups in America (and in Canada, and in so many other places around the world) already. Trump’s rise to prominence is built upon a society where Black lives do not, on the whole, seem to matter, where immigrants (legal or otherwise) are the targets of racist laws and rhetoric, where being a person of colour (or a woman, or LGBTQ, or poor – privilege is always marked by intersectionality) is often considered a crime in itself. We should have said something long ago. But while we can’t change the past, we can ensure that Trump’s rise catalyzes us into action.

And that’s why I’m blogging about this: because now is the time to speak, before we are in a position to look back and repeat Niemöller’s words, to ask ourselves why we stayed silent in the midst of a growing horror.

And I’m asking you to do something, too.

  • Vote: Exercise your political voice.
  • Talk about it: Blog or tweet or Facebook or….whatever… about it. But talk about it.
  • Educate yourself: Read and watch and read some more.
  • Educate others, including youth: I’ve used this animation of Maurice Ogden’s poem, “The Hangman,” to talk about the Holocaust with my grade nine students. It fits here, too.
  • Protest: In person, online, in any way you can.

But whatever you choose, do not stay silent.

No, I’m not okay, and yes, you can help


Photo credit: auntjojo under a Creative Commons license

This weekend, I have been, well, what I like to call “wallowing.” Actually, it’s been going on a bit longer than that, but on Thursday I broke through the Netflix-induced haze and graded a class set of papers (and yeah, just doing that much is kind of a big deal). And it’s not to say that I’ve done nothing at all this weekend, but I haven’t done as much as I should have, and that’s led to a cycle of wallowing, guilt for wallowing, more reason for wallowing, more reason for guilt for wallowing … and so on and so forth.

And then in this charming vortex of unpleasantness, I realized that exactly one year ago today, I first wrote openly about my own longtime struggle with depression and the stigma that surrounds mental illness. February has always been a particularly unpleasant month for me (and at least one depressed friend concurs, so perhaps a move to go straight from January to March is in order). So I figured that today is as good a day as any to revisit the topic, because it certainly hasn’t gone away.

To be honest, every time I speak or blog about this issue, I half expect for the world to come crashing down around me as people realize that I’m maybe not quite as “put together” or “stable” as they thought I was. I don’t like asking for help, and I don’t want to be treated any differently.

Wait. “I don’t want to be treated any differently”? Really?

I’m starting to see how problematic that statement is. It’s a statement born from the ugly epidemic of stigma that surrounds depression in our society, and it makes no sense. Imagine a person with a broken leg. Wouldn’t we treat that person somewhat differently, recognizing that some tasks might be more difficult (or downright impossible) for that person? I would certainly hope so.

So why do those of us with depression often hesitate to ask for some extra understanding for ourselves when we are going through a difficult period? I imagine that some of this stems from the fact that depression and other health disorders are often accompanied by anxiety, low self-esteem, and a general desire to keep our problems under wraps lest we be found weak. It probably also comes from hearing, time and time again, you’ll be fine…just get through it…your life isn’t that bad…

But every time we say it, we are in fact making things worse for everyone with mental illness, because we are suggesting that we don’t sometimes need a little extra understanding. And I think what we are really trying to say is “I don’t want to be treated like my mental illness makes me ‘lesser than.’”

So maybe, instead of trying to fight stigma by saying, essentially, that we shouldn’t be stigmatized because we don’t require any help, maybe we could work instead to be open about the fact that yes, sometimes we do need help, and sometimes we do need some understanding, but that’s okay. It doesn’t mean we are weak. It just means that we have a mental illness, and that illness is just as real as a physical ailment.

I’m trying to do this. It’s hard. On the first day of class this semester, I stood in front of a lecture theatre of 100 undergraduates (future teachers, no less, who are often burdened by an intense desire for perfection) and spoke about my depression, despite fearing that it would make them treat me differently. I did so to show them that it’s okay to need help and to show that sometimes being an ally means risking our own privilege (in this case, this is the privilege I’m afforded by staying quiet about an “ism” that isn’t outwardly visible).

And I’ve noticed that my students have started speaking out as well. A few weeks ago, students in STARS Regina ran a Twitter chat about supporting students with mental health. Several of them have also taken the brave step of blogging about their own experiences (Raquel, Kendra, Dave, and Meagan, to name a few).

Ultimately, we all need to be more open, and to trust in the humanity of those around us. So to all of us who need a little extra kindness sometimes, I apologize for discounting that. To all of my friends and colleagues and students and complete strangers who are just a little broken (and I don’t mean that in a bad way), I’m sorry for trying to minimize your stories. And when you find yourself wallowing, as I often have recently, remember that you are not alone, and that we, the broken ones, are all around, perhaps hiding in fear of stigma, but always ready to listen and give a little kindness.

And by the way, to whoever decided that we should add the extra leap day to February, thanks a lot.

(Digital) Identity in a World that No Longer Forgets

This post was written jointly with Alec Couros and also appears on his blog.

In recent weeks, the topic of digital identity has been at the forefront of our minds. With election campaigns running in both Canada and the United States, we see candidate after candidate’s social media presence being picked apart, with past transgressions dragged into the spotlight for the purposes of public judgement and shaming. The rise of cybervigilantism has led to a rebirth of mob justice: what began with individual situations like the shaming of Justine Sacco has snowballed into entire sites intended to publicize bad online behaviour with the aim of getting people fired. Meanwhile, as the school year kicks into high gear, we are seeing evidence of the growing focus on digital identity among young people, including requests for our interning pre-service teachers to teach lessons about digital citizenship.

All this focus on digital identity raises big questions around the societal expectations about digital identity (i.e. that it’s sanitized and mistake-free) and the strategies that are typically used to meet those expectations. When talking to young people about digital identity, a typical approach is to discuss the importance of deleting negative artefacts and replacing them with a trail of positive artefacts that will outweigh these seemingly inevitable liabilities. Thus, digital identity has, in effect, become about gaming search results by flooding the Internet with the desired, palatable “self” so that this performance of identity overtakes all of the others.

But our current strategies for dealing with the idea of digital identity are far from ideal. From a purely practical perspective, it is basically impossible to erase all “negatives” from a digital footprint: the Internet has the memory of an elephant, in a sense, with cached pages, offline archives, and non-compliant international service providers. What’s more, anyone with Internet access can contribute (positively or negatively) to the story that is told about someone online (and while Europe has successfully lobbied Google for the “right to be forgotten” and to have certain results hidden in search, that system only scratches the surface of the larger problem and initiates other troubling matters). In most instances, our digital footprints remain in the control of our greater society, and particularly large corporations, to be (re)interpreted, (re)appropriated, and potentially misused by any personal or public interest.

And beyond the practical, there are ethical and philosophical concerns as well. For one thing, if we feel the need to perform a “perfect” identity, we risk silencing non-dominant ideas. A pre-service teacher might be hesitant to discuss “touchy” subjects like racism online, fearing future repercussions from principals or parents. A depressed teenager might fear that discussing her mental health will make her seem weak or “crazy” to potential friends or teachers or employers and thus not get the support she needs. If we become mired in the collapsed context of the Internet and worry that our every digital act might someday be scrutinized by someone, somewhere, the scope of what we can “safely” discuss online is incredibly narrow and limited to the mainstream and inoffensive.

And this view of digital identity also has implications for who is able to say what online. If mistakes are potentially so costly, we must consider who has the power and privilege to take the risk of speaking out against the status quo, and how this might contribute to the further marginalization and silencing of non-dominant groups.

In a world where forgetting is no longer possible, we might instead work towards greater empathy and forgiveness

 Our current strategy for dealing with digital identity isn’t working. And while we might in the future have new laws addressing some of these digital complexities (for instance, new laws are currently being proposed around issues of digital legacy) such solutions will never be perfect, and legislative changes are slow. Perhaps, instead, we might accept that the Internet has changed our world in fundamental ways and recognize that our societal mindset around digital missteps must be adjusted in light of this new reality: perhaps, in a world where forgetting is no longer possible, we might instead work towards greater empathy and forgiveness, emphasizing the need for informed judgment rather than snap decisions.

So what might that look like? The transition to a more forgiving (digital) world will no doubt be a slow one, but one important step is making an effort to critically examine digital artefacts before rendering judgment. Below, we list some key points to consider when evaluating problematic posts or other content.

Context/audience matters: We often use the “Grandma rule” as a test for appropriateness, but given the collapsed context of the online world, it may not be possible to participate fully in digital spaces if we adhere to this test. We should ask: What is the (digital) context and intended audience for which the artefact has been shared? For instance, was it originally posted on a work-related platform? Dating site? Forum? News article? Social network? Was the communication appropriate for the platform in which it was originally posted?

Intent matters: We should be cognizant of the replicability of digital artefacts, but we should also be sure to consider intent. We should ask: Was the artefact originally shared privately or anonymously? Was the artefact intended for sharing in the first place? How did the artefact come to be shared widely? Was the artefact made public through illegal or unethical means?

History matters: In face to face settings we typically don’t unfriend somebody based on one off-colour remark; rather we judge character based on a lifetime of interactions. We should apply the same rules when assessing a digital footprint: Does the artefact appear to be a one time thing, or is it part of a longer pattern of problematic content/behaviour? Has there been a sincere apology, and is there evidence that the person has learned from the incident? How would we react to the incident in person? Would we forever shame the person or would we resolve the matter through dialogue?

Authorship matters: Generations of children and teenagers have had the luxury of having their childhoods captured only by the occasional photograph, and legal systems are generally set up to expunge most juvenile records. Even this Teenage Bill of Rights from 1945 includes the “right to make mistakes” and the “right to let childhood be forgotten.” We should ask: When was the artefact posted? Are we digging up posts that were made by a child or teenager, or is this a recent event? What level of maturity and professionalism should we have expected from the author at the time of posting?

Empathy matters: Finally, we should remember to exercise empathy and understanding when dealing with digital missteps. We should ask: Does our reaction to the artefact pass the hypocrite test? Have we made similar or equally serious mistakes ourselves but been lucky enough to have them vanish into the (offline) ether? How would we wish our sons, daughters, relatives, or friends to be treated if they made the same mistake? Are the potential consequences of our (collective) reaction reasonable given the size and scope of the incident?

This type of critical examination of online artefacts, taking into consideration intent, context, and circumstance, should certainly be taught and practiced in schools, but it should also be a foundational element of active, critical citizenship as we choose candidates, hire employees, and enter into relationships. As digital worlds signal an end to forgetting, we must decide as a society how we will grapple with digital identities that are formed throughout the lifelong process of maturation and becoming. If we can no longer simply “forgive and forget,” how might we collectively develop a greater sense of digital empathy and understanding?
So what do you think? What key questions might you add to our list? What challenges might this emerging framework provide for digital citizenship in schools and in our greater society? We’d love to hear your thoughts.

Against willful ignorance: Why we should not be shocked by the “dire conditions” in urban schools

On Facebook this morning, I came across an article titled “Maryland Senator demanding answers after dire conditions found inside city school.” I had to check it twice, because I first thought it was an Onion article. Dire conditions? Baltimore Schools? Yeah, no kidding. You don’t say.

Ratholes along the wall of a portable...way back in 2007.

Ratholes along the wall of a portable…way back in 2007.

Conditions in Baltimore City schools are deplorable. The majority of the schools have similar “dire conditions.” I taught in both West and East Baltimore, in an elementary/middle school and in a high school. I could tell you stories for days about the dire conditions I witnessed. I’ve blogged about it, I’ve talked about it with the pre-service educators that I teach, I’ve tweeted about it … But that’s not the point here.

What angers me is not this story itself, which tells some truth. What angers me is that Bill Ferguson, the Maryland state senator who is “demanding answers,” is a Teach for America alum. A quick Google search reveals that he taught at the Vivien T. Thomas Medical Arts Academy from 2005-2007. Vivien T. Thomas is located in the Francis M. Woods building, which received a rating of “poor” in the 2012 Jacobs facilities report. That school belongs to the Baltimore City Public School System, a school system with conditions that the ACLU declared to be unconstitutional in 2010. The conditions in these schools are not news to Senator Ferguson, and they are not news to anyone who has set foot in a Baltimore City school.

The floor was peeling up, and I didn't want kids to trip. I made my own repairs  rather than waiting the weeks or months for an official solution.

The metal dividing strip had come loose, and I didn’t want kids to trip or cut themselves on the sharp metal edges. I made my own repairs rather than waiting the weeks or months for an official solution.

I have no doubt that Senator Ferguson’s intentions are good. The school conditions are dire, and the community, the state, the country, and those of us who taught there should be demanding answers.

But the real story here isn’t about the conditions in Baltimore City schools. The real story is about the entrenched culture of denial surrounding the school conditions for Black children. It is about the willful ignorance surrounding the issue – until it can be leveraged politically. And it is about the refusal to acknowledge the bigger picture of systemic racism that has led to these dire conditions.

So let’s talk about that bigger picture. Let’s acknowledge that the unconscionable conditions in city schools are not isolated incidents, finally noticed by a state senator and only realized in July of this summer, but are instead part of the much bigger issues of the underfunding of American public schools and the school to prison pipeline. Let’s stop pretending to be shocked by stories of dead Baltimore City youth. Let’s acknowledge the police brutality and other systemic violence that people of colour have come to see as commonplace, the need for hashtags like #BlackLivesMatter and #SayHerName, and the senseless killing of countless people of colour that occurs every day.

And let’s confront this bigger picture, instead of just replacing some windows and repainting some walls.


Developing a framework for teaching open courses

This post was written jointly with Alec Couros and also appears on his blog.

Recently, we presented at OER15 in Cardiff, Wales, on the topic of developing a framework for open courses. In our session, we considered our experiences in facilitating MOOC type courses in order to think through and address the challenges that these types of courses present.

So first, a little background: It has been stated that there are two general categories of MOOCs: xMOOCs and cMOOCs. xMOOCs are large-scale MOOCs that often consist of video-delivered content and automated assessments. These MOOCs are often offered by institutions or by large-scale MOOC providers like edX and Coursera. cMOOCs, or Connectivist MOOCs, are network-based: they operate through a distributed pedagogy model, where the connections become as important as the content, knowledge is socially constructed by the group, and participants learn from each other. In many ways, these courses can be similar to learning on the open web: there is minimal guidance in terms of what is learned and when, and participants are instead free to engage with the course in whatever way they choose. Open boundary courses, meanwhile, are for-credit courses (such as those offered by a post-secondary institution) that are opened to the public on a non-credit basis. For instance, the ds106 Digital Storytelling course, originally based out of the University of Mary Washington, is also offered as an open boundary course. If you were to imagine the spectrum of openness in courses, it might look something like this:

Open Boundary Courses

For the purposes of this post, we take the term “open course” to include both open boundary courses and MOOCs (particularly cMOOCs).

Much of our insight into open courses comes from our work with three large, open courses: EC&I 831 (Social Media and Open Education), #ETMOOC, and #DCMOOC. The latter two courses were both cMOOCs; #ETMOOC (a MOOC about educational technology) ran in the winter of 2013, and #DCMOOC (a MOOC about digital citizenship sponsored by the Saskatchewan Ministry of Education) ran in the spring of 2014. EC&I 831, meanwhile, is a graduate level class at the University of Regina that was developed and then taught for the first time in 2007 and has run every year since. While the course has a core group of for-credit graduate students, it is also open to anyone – classes are held online and the link to the web-conferencing platform is tweeted out each week, so that anyone is free to join any given session. EC&I 831 is not a MOOC; instead, it is considered an open-boundary course, and it’s generally seen as one of the forerunners for the MOOC movement.

One of the common features of MOOCs is the high drop-out rate, which occurs for a variety of reasons. The drop-out rate is not in itself necessarily a negative: it may mean that students have the freedom to try out different courses (or other educational experiences) until they find one that fits their needs, or it may mean that students are choosing to audit only particular portions of courses rather than completing them in their entirety. However, some students drop out or engage very minimally with open courses not due to lack of interest or fit with their own needs but because the format and ethos of cMOOCs can be difficult to navigate for those who have not spent much time learning on the open web. However, with EC&I831, #ETMOOC, and #DCMOOC, we have seen a significant level of engagement, persistence, and follow-through with the courses. Perhaps more importantly, many of the participants have stayed engaged with the course community and gone on to become leaders in their own networks; for instance, former participants in #ETMOOC organized their own 2nd year anniversary chat. So the question is, how do we take the strategies that led to positive and lasting outcomes in these courses and apply them to other large, open courses in order to help make participants’ experiences more positive, relevant, and beneficial in the long term?

Below, we identify seven elements of course design that we have used in our own open courses. Then, we suggest possible strategies for building a framework for open courses that might lead to more positive student involvement, in the hopes that these favourable experiences will lead students to continue learning and connecting in open, networked spaces.

  1. Semi-structured course environment

The challenge: The incredible choice of online spaces and tools can be overwhelming to those just starting to learn on the open web.

The strategy: In the open courses that we have facilitated, we help students to gradually ease into the greater digital world through the creation of a variety of interconnected course environments with varying levels of privacy. This can help to gradually “thin the walls” of the more traditional closed classroom environment:

Thinning the Walls

Douglas Thomas and John Seely Brown write: “The new culture of learning actually comprises two elements. The first is a massive information network that provides almost unlimited and resources to learn about anything. The second is a bounded and structured environment that allows unlimited agency to build and experiment with things within those boundaries.” Keeping this in mind, we design the course environment as a bounded space for learning how to learn that exists within the larger space of the open web; we do this through a combination of different tools (small tools, loosely joined). While our use of specific tools has evolved and changed over time, what is important is the way in which the chosen tools work together in combination to ensure a particular set of affordances. In the current iteration, for instance, we allow for private interactions in a “safe” space by creating a Google Plus community for each of our courses, where students can pose questions, engage in discussion, and share resources. As well, we encourage students to develop their own spaces on the web, but we also employ mechanisms to keep these spaces interconnected in order to create a structure of support. For instance, students create their own personal blogs or ePortfolios, but these sites are aggregated using the FeedWordPress plugin so that posts also appear on a central course hub. Additionally, students develop individual Twitter accounts but remain connected through the creation of a Twitter list and the use of a course hashtag (for instance, #eci831). In this way, students are eased into the open web, but at the end of the course they are left with their own individually controlled spaces, which they can continue to use and expand or, alternatively, choose to delete entirely. The ability for students to continue to grow the networks that they have begun to build in class is markedly different from what happens with a traditional Learning/Content Management System (LMS/CMS), where the course is archived at the end of the semester and students start back at zero.


  1. Interest-based curriculum

The challenge: The overwhelming array of information available online can make it difficult to find a place to begin or a path to take.

The strategy: Martin Weller describes the wealth of knowledge online as a potential “pedagogy of abundance.” For learners who are more used to a structured curriculum, this can make getting started a challenge. However, learning is most meaningful when it is interest-based. So, in our courses, we want to avoid setting a strict scope and sequence type curriculum; instead, we encourage students to let their interests become the catalyst for learning. One particularly successful strategy has been the inclusion of student learning projects in our courses, where students are expected to learn a skill of their choice using online resources and then document the learning process. This allows students to choose a high interest topic, but it also ensures that all students are documenting their learning in a similar manner, which can provide a social glue as students discuss the methods and tools use for documentation (which is a digital literacy skill in itself). As well, weekly synchronous video conferencing sessions and weekly Twitter chats can keep students from feeling lost or disconnected.

  1. Assessment as learning/connection

The challenge: A lack of check-ins/endpoints in online learning can make the learning process seem nebulous.

The strategy: Traditional for-credit courses include assignments that allow students to demonstrate their learning; for instance, in EC&I 831, students create summaries of learning that let them to express their learning using the tools of the open web. These summaries also allow students to practice designing and sharing media in the collapsed context of our networked world, often leading to serendipitous feedback from others outside of the course. Although MOOC-type open courses do not have the same sort of endpoint (as the hope is that learning will continue beyond the course), implementing a similar type of checkpoint – a summary-type assessment that allows students to put tools and theory into practice – can be helpful to allow students to consolidate their learning as well as to connect further through sharing and participating in their newly build networks.

  1. Instructor support

The challenge: The large student-instructor ratio in large open courses can lead to students feeling lost and unsupported as they explore new forms of media.

The strategy: We’ve found that in large courses, it is helpful to have a variety of orientation sessions (for instance, a session on blogging or on using Twitter) in order to help students gain a level of comfort with course tools. This is especially important because students come to courses with an increasingly wide range of digital literacies and technological competencies; while students will work towards attaining a level of digital fluency throughout the course, these introductory sessions give students the basic skills they need in order to access the learning experience of the course.

As well, although we design courses to encourage a high level of peer feedback (or even feedback from others not officially participating in the course), it is important to ensure that all students are getting regular feedback and suggestions for improvement so that they are able to continue to grow; thus, it is helpful to ensure that the facilitation team include members who act as “community developers,” individuals who can comment on student blogs, interact with participants on Twitter and Google Plus, and address any questions that arise; in #ETMOOC, for instance, having a group of co-conspirators meant that the work of community development and course leadership did not fall on a single individual.

  1. Student community

The challenge: Newcomers to online networks can often feel isolated and alone.

The strategy: In a graduate course like EC&I 831, there is a core group of for-credit students with similar aims, and this creates an immediate, built-in Personal Learning Network (PLN). But in larger MOOCs, this core group doesn’t exist, and so facilitators need to work to build a student community through group-building activities. For instance, in #ETMOOC, facilitators organized and created a lipdub video in which course participants could take part. In another recent course, students started a Fitbit group, which allowed course participants to bond over a shared activity. Activities that help to create a sense of presence in the course (such as asking participants to write an introductory blog post or having students create short videos of themselves using a tool like Flipgrid) can help to build a sense of community. Importantly, such community-building activities also help students to build their own PLNs while adding an increased level of personal accountability that can encourage participants to continue with the course.

  1. Digital identity creation

The challenge: Missteps and mistakes can be amplified in digital spaces, where footprints are permanent and easily searchable.

The strategy: In a world where online reputation is becoming increasingly important, it is critical that we take control of our digital presence so that others don’t do so for us. As well, in order to participate more fully in MOOCs in particular and in a PLN in general, it’s important to declare oneself; what we get from our networks depends largely upon what we contribute to them, and it’s difficult to contribute without a digital presence. That might mean creating a blog, developing a Twitter presence, or engaging on other social networking sites. Supporting the development of students’ digital identities as part of open courses will not only help them to network as part of the course, but it will also serve them well in the long term.

  1. Democratizing the web

The challenge: Those new to digital spaces can be hesitant to voice their beliefs publicly due to the nature of digital artefacts, which can easily be shared, remixed, and taken out of context.

The strategy: As digital citizens, we have a responsibility to keep the web democratic and allow for equitable expression, but it can be difficult for non-dominant views to be voiced online due to fear of criticism or other negative repercussions. However, silence can often be taken as complicity, so we need to support students in open courses as they delve into potentially controversial topics, by fostering a community in which students feel more confident expressing viewpoints with the support of a group, and by using our own digital identities to model what it looks like to speak out for social justice issues online.

Although the nature of MOOCs and open courses can present difficulties for those who are new to learning on the open web, these strategies can help to give participants a foothold in the online world, which can, in turn, increase their chances for a meaningful experience that paves the way for a lifetime of learning.