A Bill of Rights for Digital Learners

As Inside Higher Ed stated, it was bound to happen sooner or later. Check out "A Bill of Rights and Principles for Learning in the Digital Age."


https://github.com/audreywatters/learnersrights/blob/master/bill_of_rights.md

Some of the elements which resonated with me were:

"The right to quality and care
Students have the right to care, diligence, commitment, honesty and innovation. They are not being sold a product--nor are they the product being sold. They are not just consumers. Education is also about trust. Learning--not corporate profit--is the principal purpose of all education."

This speaks directly to the ongoing debate in higher education as to whether or not we are a business and whether or not students are consumers.

"The right to have great teachers
All students need thoughtful teachers, facilitators, mentors and partners in learning, and learning environments that are attentive to their specific learning goals and needs. While some of us favor peer learning communities, all of us recognize that, in formal educational settings, students should expect--indeed demand--that the people arranging, mentoring and facilitating their learning online be financially, intellectually and pedagogically valued and supported by institutions of higher learning and by society. Teachers’ know-how and working conditions are students’ learning conditions."

What can I add to this, other than "amen!"

"Civility
Courses should encourage interaction and collaboration between students wherever it enhances the learning experience. Such programs should encourage student contributions of content, perspectives, methods, reflecting their own cultural and individual perspectives. Online learning programs or initiatives have a responsibility to share those contributions in an atmosphere of integrity and respect. Students have the right and responsibility to promote and participate in generous, kind, constructive communication within their learning environment."

I preach civility in my courses until my students roll their eyes. As an example of what not to do in online discussions we examine articles in higher ed publications and the fiery, scathing, hypercritical and downright nasty comments they generate online. These comments are initially directed towards the article's author, then quickly move on to being lobbed at other commentors until it's just an ugly, silly digital melee. I tell my students that they are better than that and that I expect more from them. And I get it.

So while the Bill of Rights has already been criticized, largely for not including online learners in its creation, I think it's a really good start.