Equity Unbound is an emergent, collaborative curriculum which aims to create equity-focused, open, connected, intercultural learning experiences across classes, countries and contexts. Equity Unbound was initiated by Maha Bali @bali_maha (American University in Cairo, Egypt), Catherine Cronin @catherinecronin (National University of Ireland, Galway), and Mia Zamora @MiaZamoraPhD (Kean University, NJ, USA) for use in their courses this term (September-December 2018), but it is open to all. Equity Unbound is for learners and/or educators at all levels (e.g. undergraduate, postgraduate, professional development) who are interested in exploring digital literacies with an equity and intercultural learning focus, in an open and connected learning environment. Our motto is: “The only way to make borders meaningless is to keep insisting on crossing them.” (Lina Mounzer) Participants will collaborate in a series of open online activities including: collaborative annotation using open-source Hypothes.is, social network conversations and live studio visits, a Wikipedia edit-a-thon, blogging, collaborative multimedia making, and creating their own new learning activities (inspired by the DS106 assignment bank). Activities will seek to develop critical digital literacies and intercultural collaboration while encouraging questions of equity issues such as equity in web representation, digital colonialism, safety and security risks on the web, and how these differ across contexts.
If you interviewed my last year, would I provide the same response as I do now?
My experience of Twitter has waned of late. I still share there. I still engage with people. However, I have moved my learning to my own space. I think that this is important.
As with all technology, Twitter is ever evolving. The most recent news has been the depreciation of their API that allows for the development of external applications. Each of these changes has a consequence.
The other concern I have is which teachers are turning to Twitter? Chris Wejr questions whether every teacher is able to share who they are online?. Maha Bali also captures this in regards to open education:
what kind of privileges do we have that give us the power to have a space there – things like the English language, having the capacity for a good bandwidth on in the internet to do something like virtually connecting, having TIME to spare and being financially comfortable, being naturally willing to expose yourself and make yourself vulnerable – you have to have a lot of privileged to be willing to make yourself vulnerable. Because some people are already vulnerable and marginal and they cannot take certain risks online.
In addition to whether they can share themselves online, the other consideration is whether they must?
I wonder then if the title should be why some teachers are turning to Twitter and what does this say about education? Personally, I wonder whether more teachers will turn to the open web and a better web? Here is to hoping.