After reading these three articles, I have a deeper understanding of distributed learning and open learning. Part of the reason distributed and open learning is cheaper than face-to-face teaching can be explained by cheaper textbooks. Open educational resources (OERS) refer to learning resources that can be found on the Internet. The advantages of these learning resources over traditional textbooks are that they are cheap and easy to reuse. Traditional textbooks require cumbersome steps to be recycled after use, and they need to be carefully stored so that they are not damaged. More importantly, these textbooks are often very expensive. For example, many university courses require the purchase of textbooks, if an elective course also requires the purchase of a lot of expensive textbooks, then it will greatly affect students to choose this course. Open learning and distributed learning have lower barriers to entry than face-to-face learning. I think it’s fair for most people because everyone will have the opportunity to acquire the knowledge they need.
The existence of a data Digital redlining is equivalent to putting a threshold on free resources, equivalent to charging for excellent learning resources. Digital redlining allows higher-status schools to access and access better learning resources and blocks access that is not granted. I don’t think it’s fair, because open educational resources should be available to everyone. This will limit the learning space for those who need the knowledge but don’t have access to it, preventing them from progressing.
Open and distributed learning is obviously good. They also provide learning opportunities for Australian aborigines. Face-to-face learning may be more difficult for aboriginal people because of aboriginal group perceptions and tribal positional relationships. Through learning, indigenous people can learn new knowledge and learn more about their own culture. If there are more intellectuals in indigenous groups, the quality of life of indigenous people will be greatly improved.
So were the natives intercepted by the digital redlining? I think there is, it is very unfair, but through online learning, they also get the knowledge that is difficult to get in real life, so they are also fair compared to other students in online learning.
Since there are some problems of fairness in online learning, I think more inclusive design is needed when designing online courses. Inclusive design aims to take into account people of different situations when designing an object or activity so that as many people as possible can participate in your design. There are so many different things happening in this world. The inclusive design needs to take this into account. Both educational resources and teaching experience should cater to more learners.
For example, some deaf and dumb people want to take online courses. Obviously, online courses taught by ZOOM are very unfair to them. Therefore, how to make open learning fairer and how to design courses that accommodate more learners is what open learning needs to explore.
Reference:
Mays, E. (Ed.). (2017). A guide to making open textbooks with students. Rebus Community.
Gilliard, C., & Culik, H. (2016, May 24). Digital Redlining, Access, and Privacy. Common Sense Education.
Kral, I. & Schwab, R.G. (2012). Chapter 4: Design Principles for Indigenous Learning Spaces. Safe Learning Spaces. Youth, Literacy and New Media in Remote Indigenous Australia. ANU Press. http://doi.org/10.22459/LS.08.2012