they’ll work their asses off not to disappoint you.
This kind of relational motivation seems like a good first step. I wonder though if "not to disappoint you" still centers the instructor and not the learners? The idea of a "partnership" between instructors and students strikes me as closer to the ideal that empathy aims for.
The videos give him the power to pause, rewind, and replay the content.
Key phrase is "give him the power" - learner agency is a powerful catalyst for success.
For all students, teachers should work to build relationships with them in a classroom that is a community based on care and respect of individuality
How to translate this into online learning? What do individuality and care look like in an e-learning environment?
Although institutions must comply with ADA and Section 508, accessibility can go beyond the law to embrace critical values and beliefs about diversity and social justice.
This is key. The goal of accommodation models (even if the language is "accessibility") seems to be just to avoid lawsuits. Accessibility ought to have broader goals.
Most times I am not disabled.
Love this. Such a perfect articulation of the social model of disability - I'm only disabled in situations where someone hasn't bothered to make the space or situation accessible
obligations
A disconcerting choice of words? "Obligations" strikes me as a word that implies (at least here) that "the member" will only be held to what is listed here; that ethics can be bullet-pointed and contained. But how to reframe this? Preferably with a word that better communicates the complexity and relational nature of ethics (but my fuzzy brain can't come up with it at the moment...)
may be generated by the Professional Ethics Committee in response to a request submitted by a member.
"May be" and "in response to a request" - clarity is not guaranteed and it's up to the people using this code to ask for clarity...
contained herein shall be considered to be
Yikes. The formality of this language immediately screams "legalise" to me. And doesn't sound remotely interested in actually being useful to the people the document claims to be for.
One does not need permission to make a hyperlink. Yet one does need "the confident insight, the authority of media-making" to create meaning out of those links. Such confidence and authority should be among the highest learning outcomes available to our students within what Mimi Ito and others have described as "connected learning."9
The new education - especially where e-learning is involved - requires both freedom and skill for it to be beneficial.
School as a site of the high-impact practice of learner-built, instructor-facilitated, digitally networked learning can transform the experience of education even as it preserves, and scales, our commitment to the education of the whole person.
Yes to the "whole person" especially. Though I still think there might be some benefit to a separation of personal and academic spaces. Students have enough blur between work and play and communication and relationship in their lives already...
digitally mediated networked learning
It's interesting to make this distinction. While I recognize that networked learning pre-dates the rise of the web, I suspect many students and educators would equate "network" with "the internet" at this point (and the internet means "Web 2.0" - that is, a collaborative space where the user/creator distinction is blurred).
Why not offer students an experience of the sense of exhilarating possibility within the cyberspace they take for granted, the cyberspace that LMSs and apps have begun to remove from our view?
I love this idea of formal learning as a place to evoke awe at the multitude of possibilities for informal learning, as a conduit for helping students and educators recognize the vast possibilities of the digital networks they take for granted.
Maybe to redeem those cyberspaces too? I'm thinking of Twitter especially; a toxic space for many but also a thriving mode of connection for academics.