During EDCI 339, I learned a lot from every 4 topics. Before I publish each blog I read the literature carefully and then search for some in-depth understanding of the topics of these articles. I will post the link to the blog to our group in time for the deadline. Then I will read the blogs of our group members in time and give them some of my own opinions and suggestions. We also completed a nice pod project together.
Here is my all blog on EDCI 339
Here is the Communication with my pod Group members going to do the pod project. 
On topic 1, I learned the importance of privacy. I agree with everyone should value their privacy, because these are your private things. We should learn how to protect our privacy. With big data, anonymization of information about individuals becomes more difficult, if not impossible, as big data makes reidentifying data rather easy (Sweeney 2000).
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On topic 2, Teaching Online provides teachers with a thoughtful synthesis of educational theory, research, and practice, as well as a review of strategies for managing the pedagogical changes involved in teaching online. I learned that traditional online courses are divided into open enrollment and closed enrollment. Open online courses have no tuition or credit, but anyone can enroll. Closed courses require tuition. I also read in the article that 57% of students in B.C. cannot afford to buy textbooks. I think the fundamental value of resource sharing in the open education model is to support person-centered learning. But in the MOOCs model, course registration becomes more flexible, anyone can register and students pay tuition to get credit.
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On topic 3, I learned Open pedagogy is not a panacea for the current crisis challenging higher education. According to Mays, “Open Pedagogy” is a place of practice, a place where theories of learning, teaching, technology, and social justice speak to each other and inform the development of educational practices and structures. But open pedagogy offers a dynamic set of promises that can help faculty and students articulate a sustainable, vibrant, and inclusive future for our educational institutions. By focusing on access, agency, and public-oriented approaches to education, we can clarify the challenges we face and firmly assert a vision of learner-centered higher education.
Also, it is difficult to avoid the protection of privacy in our open teaching. I also agree with digital redlining is not a renaming of the digital divide. It is another thing, a set of educational policies, investment decisions, and IT practices that actively create and maintain class boundaries by discriminating against the limits of specific groups. I think the digital red line is realizing its value in the school. Armed with the history of redlining, and understanding its digital resurrection, we glimpse the use of technologies to reinforce the boundaries of race, class, ethnicity, and gender.
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On topic 4, I knew the concept of open learning and distance learning systems focuses on open education and training that allows learners to learn without the constraints of time and place and provides flexible learning opportunities for individual and group learners. In today’s world, we have audio and computer teleconferencing, which has impacted the way public schools, higher education, and business are taught.
Open pedagogies refer to innovative teaching and learning practices that can be realized only through the application of an open license. Open pedagogies are most often expressed in the form of “renewable” course assignments, in which students can create, modify or remix open educational resources(ORE).
Benefit:
- Use open education resources to reduce economic costs.
- Select technologies with accessibility so that all learners can access the content.
- Consider fair learning time and place, and consider students’ personal, cultural or economic needs.
- Maintain and encourage respect for and understanding of cultural differences in content selection and teaching methods.
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We are also doing the Digital Equity & Perspective Pod Project from pod 3, we used WeChat, discord, and Mattermost. As we discussed, we think the distributed learning approach is ideal for Mr. Johnson because he comes from a background that is more strict in learning approaches. However, there can be an option available for him to remain mostly within the distributed learning approach while also having some access to a larger ecosystem of resources and activities.
Reference
Ehlers, U.-D. (2011). Extending the Territory: From Open Educational Resources to Open Educational Practices. Journal of Open Flexible and Distance Learning, 15(2), 1–10.
Mays, E. (Ed.). (2017). A guide to making open textbooks with students. Rebus Community. Read Chapter 1: Open Pedagogy
Gilliard, C., & Culik, H. (2016, May 24). Digital Redlining, Access, and Privacy. Common Sense Education.
Major, C. H. (2015). Teaching Online – A Guide to Theory, Research, and Practice. Retrieved from http://ebookcentral.proquest.com/lib/uvic/detail.action?docID=3318874 (pp. 76-108)
Regan, & Jesse, J. (2018). Ethical challenges of edtech, big data and personalized learning: twenty-first-century student sorting and tracking. Ethics and Information Technology, 21(3), 167–179. https://doi.org/10.1007/s10676-018-9492-2