Short 🧵: When I speak about neurodiversity people inevitably ask how they should "support ND students" even though that's not quite the topic of the talk...It's impossible to answer because neurodivergence isn't about a particular learning need, rather an umbrella concept... 1/n for folks whose style of thinking/behaving doesn't fall within societal expectations or norms. So I offer that rather than implementing specific "tips", I think the best way to start is to figure out how normalcy is present and enforced in our classrooms or disciplines 2/n

Some thoughts about resisting harmful edtech, partially inspired by our UM Dearborn #ungrading group

Its so important to recognize what power, privilege, + influence you have in your role (faculty, staff, admin). Obvi, the nature/amount of that power varies widely. But... 1/ Students very often have less power than instructors, and certainly less than admins. Harmful surveillance techs are very often implemented for the convenience or data hungriness of people w/a lot of power, despite their invasion of student privacy+ discriminatory features 2/

I personally love social annotation as a student, teacher, and instructor, but I am finding that there are a lot of land mines in Perusall to watch out for. Most of them relate to (surprise!) the grading features. Short thread 1/ Continuing a growing trend in edtech, companies feel that every product should have some sort of AI or surveillance incorporated into it, even if the basic function (social annotation in this case) is perfectly good on its own 2/