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Look at the power and politics within the particular circumstance

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Granted we have more resources, should we focus on collecting/ creating/ sharing content in different formats, eg multimedia presentations?

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- open is not enough, it does not address social inequality
- what does open mean?
- free, transparent, who's stories, financial and political networks (venture capital relationships, exploitation), open for business
- weaponized transparency
- power and money can corrupt good ideas
- is education becoming more about business (higher ups in education are more and more interested in the business aspect of education)
- have awareness and include different people in the conversation
- work towards being the best human being you can be
- take small steps

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AUDREY: "OPEN" not always in line with social justice

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AUDREY: "OPEN" not always in line with social justice

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- "open" can stand in for assumptions about politics
- need to be explicit and orient work toward social justice
- open does not deal with structural inequality
- open education is deeply intertwined with business, venture capital and philanthropy
- open is being "weaponized" against marginalized people i.e. Wikileaks model of transparency; personal information forced to be open

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Audrey Waters (writer) hack education website

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Audrey Waters (writer) hack education website

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Writer who picks fights with big education
"Open" not sufficient for social justice
OER can expand educational inequalities
Open does not address structural
Need for definition of open definitions
Whose version of open gets highlighted
Can open extricate itself from established exploitive structures
Weaponized open against marginalized
Put social justice at the centre of open
Q1: re: international educators outreach - AW education as imperialism
Religious, political, colonial, power-over perspectives
market/ transaction considerations
Q2: re: influence of edtech on openness
OE co-opted (e.g Gates Foundation - 15 billion $ to shape future of education)
The future is necessarily more technical
anti-democratic power
Q3: clarify weaponized - is it possible for the marginalized to resist?
Facebook and Google will not foster democracy
(Power and money corrupt)

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CHRIS - digital divide
- Is there a divide/ discrepancy between K-12 and Higher Ed contexts?

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- interrogate investment decisions
- why are some rural areas without access to bandwidth? why are some urban areas without access?
- myths: everyone has have the internet; students all have cell phones
- getting people to accept that this is not true is still a problem; lots of surprise; people don't want to think about it

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- what happens when OER is only available through Amazon, Google docs, and Pearson?
- these platforms exist to extract our data and monetize and rob people of privacy

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http://er.educause.edu/articles/2017/7/pedagogy-and-the-logic-of-platforms
- data collection and monetization of data
- access to tech may not be available to all 24hrs/day
- survey anonymously to find out what tech people have and how they access it
- don't assume, ask people because they may not be digitally savvy (irrelevant" of age)
- information literacy and level the field
- inclusive and respectful use of internet
- filter bubbles TED Talk - https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles

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- tech policies, practices, pedagogy, and investment decisions that reinforce race class and boundaries
- how to avoid these practices in the classroom?
- set up environment that asks little in students in terms of sacrificing own privacy
- make few assumptions about who has what; don't make assignments asking them to use certain technology outside of classroom
- could offer anonymous survey asking about access to technology and Internet
- debunk myths about digital natives (would love to hear more about this!)

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focus on digital redlining
Intersection of digital redlining, surveillance capitalism, extractive nature of platforms IoT
How to dismantle reinforcements of the above
Amazon OER platform (monetizing data, education)
difficulty of promoting awareness of issues
Set up an environment that asks very little of students re: internet, technology; not making assumptions; anonymous survey re: what kinds of tech, access, digital skills
de-bunking myths re: digital natives

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TARA - system defaults for students with disabilities

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TARA - system defaults for students with disabilities

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- universal design for learning, i.e. some people might do better listening even if they don't have a print disability
- how we design from the beginning can allow participation
- defaults don't impact people so they don't see them

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System-design perspective
UDL multiple means of representation
Design for inclusiveness + broader diversity
White males and LDS keynote speaker (example of default choices at OpenEd conference )
One-off accommodations vs. accessibility
Set defaults in an open way
Role of instructional designers
Pro-active design people

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“HOW TO organize inclusve and accessible events” by Tara Robertson with the help of many other contributors is licensed under CC BY 4.0.

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- access and participation
- system defaults (accessible and open)
- digital copy of a textbooks (useful for all students)
- Open Ed conference in CA
- institutions to support UDL (intake and expression of info)
- design standards and what you have to do to make the course UDL
- be mindful of what you produce