ABSTRACT
This chapter first discusses the importance of wide-awakeness, and then deals with online learning, which is entirely powered by software. One has to consider not only the curricular content or knowledge but also the degree to which software companies have programmed software to promote certain pedagogies. It is the nature of software that demands attention to avoid the continued commercialization of pedagogy and the danger of students. The act of choosing a response and clicking Continue, then, comprises a student's epistemological compliance rather than epistemological commitment. The data gathered from both the pixel and the button analyses presentes suggest that student learning experiences are transcoded to align with the logics of both the market and database. Education policy in the United States has, in recent years, been framed in direct response.
