Regan and Jesse’s article on privacy concerns highlights significant points as technology becomes more integrated into the way students learn. Because our information is being released into an online database, I agree that it is important that topics surrounding ethical concerns, security, and related issues should be discussed when revising and implementing policy. For example, anti-discrimination laws do not thoroughly negate the possible biases that arise from predictive analytics and machine learning. Any system that puts certain groups at a disadvantage based on race, gender, or other classifications should be changed. Out of all the readings, I was very intrigued by the article on teaching in blended learning because of how relevant it is to the current curriculum. A question that students have been asked frequently has been, “how are you finding online classes?” And it is met with a variety of answers. I believe the reason for this varied response is connected to our unique struggles in the social, cognitive, and teaching areas that were suggested by the authors. As schools are constantly improving and reforming the educational experience of blended learning for students, it will be interesting to see the direction UVic will take in the fall. So far, my experience with online classes have varied depending on the course. I found that I performed the most poorly in classes that did not take advantage of interactive virtual activities such as weekly class discussions and assignments. This is due to my weakness in “self-paced” learning, meaning that social connection is an important aspect for my ability to absorb the material. Overall, Topic 1 provided more insight on the legal framework for matters that directly impact students.