OLWeekly

Are marketing orthodoxies limiting online student recruitment?
Neil Mosley, Neil Mosley Consulting, 2026/01/30

"I've begun to increasingly question whether the playbook for online student marketing and recruitment has become too formulaic and rigid," writes  Neil Mosley. "I've also begun to speculate on whether this is limiting recruitment opportunities and, in some instances, constraining universities from being more competitive."

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blento
Florian Killius, 2026/01/30

This is a service where you can "create your own beautiful personal website, with your data being saved to your bluesky profile." You can find my blento here (fwiw). Blento's beta launches on Sunday. Via Picalilli. I think we're about to enter a renaissance of sites like this, now that people are able to free their imagination with AI-generated software the way Florian Killius did with bento. Here's another one, via Alan Levine: Wobble. 

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Introducing the Forge, a New Innovation in Open Pedagogy | LibreTexts
LibreTexts, 2026/01/30

I should have covered this last June, but oh well, better late than never. I didn't notice it until it was mentioned in today's LibreText newsletter (which doesn't seem to have a web version). Anyhow, the Forge "is an assignment platform specifically built to advance Open Pedagogy and provide actionable insights through integrated analytics. The platform enables instructors to design renewable, collaborative long-form assignments and gives students meaningful opportunities to produce public-facing, openly licensed work." Meanwhile, why doesn't LibreTexts use RSS?

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TikTok Won’t Be Another Twitter
Laurens Hof, connectedplaces.online, 2026/01/30

The phrase "won't be another Twitter" doesn't refer to the content, which may well sink to the same levels under new ownership. It refers to the pattern of people leaving. "TikTok's structure differs from X in two meaningful ways," writes Laurens Hof. "The first is that its TikTok's architecture makes the network much more invisible to its own users... The second... is that where Twitter and X are the centers of political discourse, TikTok is the center of culture." Also (and in my view more importantly) "Video is in an entirely different category, with storage costs, bandwidth costs, transcoding costs, CDN costs that are both much larger than text." Still, "Skylight, the ATProto-based TikTok alternative, crossed 380,000 users this week with around 95,000 monthly active users." And there's also Loops, the ActivityPub video platform.

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CHEAT Benchmark
David Wiley, 2026/01/30

David Wiley writes in this 'manifesto': "The CHEAT (Complicity in Harming Educational Assessment and Testing) Benchmark will measure the degree to which a model is willing to help students cheat. By publicizing CHEAT Benchmark scores for popular large language models, we can raise awareness of this clear and present danger to assessment integrity." I found reading the source of this document to be far more interesting than the HTML text - my curiosity was intrigued when my own software retrieving the content displayed only: 'Lovable Generated Project'. You can't actually find the text in the page at all! If you're curious, you can play with Lovable yourself - use it to "create apps and websites by chatting with AI." Anyhow, back to CHEAT: "CHEAT LMS is a 'honeypot' server that mimics core learning management system functions while capturing deep telemetry. It supports three assignment types - quizzes, essays, and discussions - and tracks everything from HTTP requests to client-side behavioral events like mouse movements and keystroke timing." CHEAT was built with Claude. Now to be clear - I have no objection to the use of AI to set up this project. But it's a bit audacious to use it to catch AI helping students 'cheat'.

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Government Says There Are No Plans for National Digital ID To Access Services
Michael Geist, 2026/01/29

This seems surprising to me. "The (Canadian) government has confirmed that it has no plans to create a national identification system." In the response to a question tabled just a couple of days ago, Minister Patty Hajdu said "There are no plans or progress to report on the implementation of a national digital identification system, as one is not being implemented." There are two major services, GC Sign in, with pland to offer "more flexible identity verification options (online, in-person, mail) (and) supporting provincial/territorial digital credentials," and GC Issue and Verify, which includes the platform, the GC Wallet app, and the GC Verifier app, and would see use for license for people like for commercial aviation pilots and air traffic controllers, and for immigration and digital visas. The core assertion here - and it is probably the correct one - is that "access to federal services is not contingent on a digital identity." Still - there are so many services that could really use a digital ID, even if it's just a voluntary one (though I admit, voluntary use over time has a tendency of becoming required).

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What If Sharing Was Training?
Debanshu Bhaumik, Bot Populi, 2026/01/29

This article raises issues related to AI, training and time. For example: all my opinions are on my website, including the ones I had in 1995. To an AI, they are all weighted equally. But should an AI (or a human!) learn from the 1995 version of me? If AI ingested my views from 1995, should I have the right to retract them? "Self-annotation makes the archive interpretable. Retention makes it durable. Together they produce a new object: the self as a time-series of labeled signals, portable across contexts and reusable by default. That object outlives the moment it was meant to serve. Call it time collapse." This, of course, is not a new problem, as anyone who had to learn from outdated textbooks can attest (I grew up thinking 'French West Africa' was still a thing).

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Generative AI for Instructional Design: Changes, Chances, Challenges
Stefanie Panke, AACE, 2026/01/29

We know this is happening, but it should be said explicitly: "Generative AI has thoroughly permeated the work of instructional designers. It can be used for a wide variety of tasks such as creating a course map, scripting a case study, drafting handouts, creating visualizations, evaluating alternatives, producing audiovisual media, supporting digital accessibility, checking alignment, creating documentation, preparing slide decks." My own experience is that it can do all of this at more or less the same quality as a human. "If the baseline becomes 'anyone with ChatGPT can design a course,' institutions may deprofessionalize instructional design, treating it as a task rather than a discipline." But if 'anyone with ChatGPT can design a course,' why would we need these institutions at all? Teasing out the answer to this question requires thought and research, and we should not just depend on intuition.

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Phantom Obligation
https://indieweb.social/@tg, Terry Godier, 2026/01/29

This post argues that designers have borrowed the design of previous communication systems and with that borrowed the appearance of an obligation to read, and maybe even to respond, to the backlog. That obligation may be real in the case of email or answering machines, where senders are (or at least, used to be) real people. But the obligation never actually existed for things like RSS feeds and social media - they became 'phantom obligations'. You might miss someone's important post. You might miss what's happening right now! It's a great post - and it makes us rethink the metaphors we use to describe what's happening on the internet in ways that free us from feeling guilty about not reading everything that exists. Via D'Arcy Norman, who looks at Fever's 'Hot' view of RSS, and made an interface of his own (me, I'm really enjoying my own version, that sorts recent posts according to how frequently the person posts, so I never miss the once-a-month gems in the noise of sites that publish eight items a day (like me, here in OLDaily).

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The Most Valiant Way to Complain Is to Create: William Blake and the Stubborn Courage of the Unexampled
Maria Popova, The Marginalian, 2026/01/29

I really liked this article and it made me regard William Blake with more appreciation. There are three major things that are important to me: first, that Blake reinvented the technology of publishing to eliminate dependence on a large enterprise. "The new technique gave Blake full creative freedom and full control of production. Suddenly, he could combine text and image on a single page, in a single process." Second, that Blake funded himself. "It was enough for him that a handful of devoted fans became his collectors and commissioned work he was inspired to make." Sure, he died a pauper. But who cares, when he had a life free to create as he wished? And anyhow, third, "Your politics are not what you tell yourself you believe. They are not the set of ideas that you identify with, or look to for personal validation of your goodness as a human being. Your politics are expressed in the choices that you make, the way you treat other people, and the actions you perform." Via Alan Levine.

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Google begins rolling out Chrome's "Auto Browse" AI agent today
Ryan Whitwam, Ars Technica, 2026/01/29

I've already seem some objections to this, would basically allow your AI to run your browser, open new tabs, "and mark them with a sparkly AI icon so you know where the robot is active." This is just a visualization of 'headless browser' functions that have existed for a while. I used a 'headless' version of Chromium in a Python script to automate posting of my newsletter into LinkedIn. They're useful in cases where APIs are too awkward (or too secure), or where (as with LinkedIn or Twitter) they don't exist. AIs have been able to activate headless browser functions every since they could use Python. So: annoying, but not new.

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Canada is lagging in open access  - University Affairs
Caroline Samii-Esfahani, University Affairs, 2026/01/29

"A common problem for journalists, community organizations and researchers not associated with an academic institution" (which will shortly include me) is that "a significant portion of (research is) hidden from the public behind a paywall." Why is this? For funded research, "authors are required, in theory, to make articles open access within one year of publication. In practice, there is no way to verify this. There are no concrete penalties for Canadian scholars who fail to comply." And the rise of 'article processing fees' make it less attractive to publish as open access. "Multinational companies have appropriated the popular ideology of open access… in order to control academic publishing." All true. But the solution lies entirely in the hands of academics and their institutions, with no extra money required. Stop buying books and journals. Publish as open access institutionally. Allow the community to review and rank these (verified human-authored) publications for itself. All this would cost a fraction of what the current system costs. As a community, we don't have the money to throw away on this any more. 

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A Codeless Ecosystem, or hacking beyond vibe coding
Anil Dash, 2026/01/28

After a career spent playing with code and creating (unsuccessful) applications, I've been pondering the same question Anil Dash ponders here: "the ability to orchestrate coding bots, making it possible for ordinary creators to command dozens of AI bots to build software without ever having to directly touch code." The implication here is that nobody will write software any more (except for a few people working in the very depths of the system, tweaking new hardware interfaces in Assembler, and optimizing C compilers). If you want a new application, you don't build it or buy it, you just describe what you want, and that's what you end up with. What happens to 'edtech' if the educational application the student gets is whatever they want it to be? Now we're not there yet - not even really that close. But I can see it out there, on the long horizon.

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When two years of academic work vanished with a single click
Marcel Bucher, Nature, 2026/01/28

"After turning off ChatGPT's 'data consent' option, Marcel Bucher lost the work behind grant applications, teaching materials and publication drafts... At that moment, all of my chats were permanently deleted and the project folders were emptied — two years of carefully structured academic work disappeared. No warning appeared. There was no undo option. Just a blank page." Once again, I plead with you: back up your data. Always. On a different machine. "I assumed basic protective measures would be in place, including a warning about irreversible deletion, a recovery option, albeit time-limited, and backups or redundancy," writes Bucher. Never assume. Just back up your data.

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Death by Broetry – The Ed Techie
Martin Weller, The Ed Techie, 2026/01/28

Martin Weller reacts to a certain type of LinkedIn post he calls 'Broetry': "Both of these examples (and to reiterate they are examples just from today and I didn't have to look hard) demonstrate the classic AI Broetry structure: Lots of white space, those short sentences and a yearning (and failing) to appear meaningful not seen outside of teenage poetry. I hate it. I really, really hate it. I want you to understand that I am not exaggerating when I say it makes me physically nauseous." I don't think they're done by AI - it seems to me they predate it. But I saw yet another one just a few minutes ago and I agree with Weller's assessment. I want to please with the authors to write in proper paragraphs... but I desist, because to engage with them is to reward them.

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How and why I've migrated from from Google to Proton
Doug Belshaw, Open Thinkering, 2026/01/28

I haven't made the switch from Google to Proton but I'm considering it. So long as I was employed at NRC I had to keep one foot in the Microsoft ecosystem (and especially Outlook). When I retire I can manage my own ecosystem, so I'm looking at Proton. As always, it's a question of trade-offs. Anyhow, in this article Doug Belshaw describes his reasons for switching (and in this follow-up, talks about adapting Proton email to his needs). Proton includes a VPN, Drive, Sheets, wallet, email, and more.

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Abundance vs. Scarcity: Who Controls the Internet After AI?
Paul Keller, Tech Policy Press, 2026/01/28

In citing this item, Alan Levine quotes this bit: "The internet is now under unprecedented pressure from the AI companies that have been unleashed by the very openness and scale the internet enabled. There is a real risk that the information ecosystems that have formed around the open web over the past two decades will be devoured by the generative AI systems they have helped bring into being." My focus is on the false dilemma that is offered as a consequence: in one scenario, "levy- or tax-based redistribution tied to the commercial deployment of AI services, combined with sustained investment in public AI infrastructure", and in the other scenario, "turn information into a tradable input once again... moving content behind paywalls, restricting crawling and enforcing licensing conditions through private technical infrastructure." Both of these are essentially commercial solutions, and I guess they are the only options if all you can imagine is a commercial internet. But surely we can be more imaginative than that. See also.

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Five Opportunities Online Learning Had in 2025 but Failed to Seize in the Age of AI
TeachOnline |, 2026/01/28

Regular readers will recognize the writing style in this one, I think. The article describes "five things that could reasonably have been developed, marketed and become popular some time in 2025," but didn't. AI doesn't yet find us the best thing to learn from, doesn't really know what we have, summarizes but doesn't explain, struggles to create groups, and still doesn't let us do all our learning from one place.

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Journalism lost its culture of sharing
Scott Klein, Ben Welsh, Source, 2026/01/27

I think the same trends reported here are happening in education. Here are the three major factors: first, economic, "that many organizations either lost technical staff or, in the worst cases, went entirely extinct"; second, innovation, "problems that incentivized innovation have been solved. Good software, often free, is available"; and third, an inward shift, "news companies grew their technical teams and better integrated them into the organization, making it less necessary for staffers to find community among colleagues elsewhere." All true, I think, for education as well, though I might add that as institutions (and the staff in them) retrench, other sharing among individuals outside institutions is growing in different ways. Via Ben Werdmuller.

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It's time to Lead with youth!
Anja Flottmeier, Priyadarshani Joshi, Laura Stipanovic, World Education Blog, 2026/01/27

"Youth and students need to be trusted to play a leading role in education decision-making." I've always thought this to be obvious, but it's the first sentence in this just-released UNESCO report (63 page PDF). "Too often, youth participation remains symbolic, with no clear structures to ensure accountability or influence. We need institutionalized and mandated pathways for meaningful youth participation in policymaking and decision-making processes, grounded in clear principles and sustained over time." They're speaking at the institutional level (it is, after all, UNESCO) but I think this applies even at the individual level, where people are making their own decisions about their own education. Even more to the point, though, as the report states, involving youth needs to mean more than consultation; the options offered by youth need to actually be implemented.

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Second channel resilience: Preserving educational coördination in low-connectivity environments
John Moravec, Education Futures, 2026/01/27

Interesting exploration of the potential use of a of LoRa or Meshtastic mesh network to support online learning in Sierra Leone. It offers (in my view) lessons for all of us on resilience insystem design, which we might need in the not-too-distant future. "Systems should treat interruption and delay as baseline conditions rather than as exceptional failures. Many platforms designed for stable connectivity respond poorly to partial synchronization, producing inconsistent records and eroding trust. LoRa mesh communication encourages a more resilient approach." It would be ideal to support online learning and other communications networks that can withstand power outages, network disruption, and other sources of interference.

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Medier for alle
2026/01/27

This resource was shared in a meeting today; it's in Danish but of course browsers translate web pages these days. It provides a way for educators to find and reuse open educational resources in that country, organized by city, subject, topic and more. "Everything you need from knowledge, texts and media – is open. For the Internet contains more than 4 billion media outlets that people around the world have allowed you to download and use freely for your work." More stuff from the same meeting: 2025 CC Open Education Community Activities; also, Dan McGuire, et al., Sopala: An Innovative Model for K-12 Education; also, Open Education Week 2026; also, Free-to-use editorial videos for journalists, from the Open Journalism Network.

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Once and for all - What Clawdbot Actually Is and Why It's Not Claude Code
Nir Diamant, DiamantAI, 2026/01/27

This article describes the differences between Claude Code, which is a coding assistant, and Clawdbot, which is an executive assistant. "Clawdbot connects to dozens of services by default: Gmail, Google Calendar, Todoist, GitHub, Spotify, even smart home devices. When it needs capabilities it doesn't have built in, it can request them, and with proper guidance from you, it can expand those capabilities itself." What makes it really different? "Claude Code resets memory after each session. That's by design.... Clawdbot's superpower is persistent memory. Every conversation you have with it, every preference you state, every decision you make gets stored in a markdown file that evolves over time." Note that between the time this article was published and the time I'm writing this post Clawdbot appears to have changed its name to Moltbot. More: video on Clawdbot by Matt Wolfe.

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Article Series: AI-Assisted Development: Real World Patterns, Pitfalls, and Production Readiness
Arthur Casals, InfoQ, 2026/01/27

This article introduces a series that examines "what happens after the proof of concept and how AI becomes part of the software delivery pipeline." The experience is important. "A consistent message emerges: sustainable AI development depends on the same fundamentals that underpin good software engineering, clear abstractions, observability, version control, and iterative validation. The difference now is that part of the system learns while it runs, which raises the bar for context design, evaluation pipelines, and human accountability." You can read the full series in a 60 page PDF download.

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The Impact of AI on Work in Higher Education
EDUCAUSE, 2026/01/27

What strikes me most about this report is that while it talks a lot about attitudes and practices, it doesn't describe at all what it is like to work with AI, which it seems to me would be the main impact. And a lot of us are experiencing it, and mostly off the books. "The majority of work-related AI tool use is voluntary. As previously described in this research report, nearly all respondents (94%) indicated that they have used AI tools for work-related tasks in the past six months." What seems to me to be the most important impact isn't strategies, risks and use cases (all of which reflect the 'before times'). It's how it changes how we work. Related: the Rergister, AI adoption at work flatlined in Q4.

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MyNotes: You Don't Have to Keep Up with AI
Miguel Guhlin, Another Think Coming, 2026/01/27

I've been migrating my many cloud projects into a single virtual private server (VPS) in an effort to reduce costs. Just for fun, I've been using ChatGPT to, um, assist. It has often been useful but has also led me astray a number of times. It's all recorded in hours and hours of video here (don't watch it; it's excruciating). I mention this because while working for such an extended time with the AI I had exactly the same experience as documented in Mike Kentz' blog entry The AI Will Wait. He writes, "The AI will wait. It has no preferences. It experiences nothing resembling impatience. The urgency we feel is entirely generated by us." But also, because the AI forgets as you fill its context window, "AI work often becomes anamorphic: each sprint adds segments fast, but without a maintenance molt, older instars get left behind and disappear." I find I have to summarize the good bits and regenerate the chat window on a regular basis. That way, the AI isn't led astray by its own errors.

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Building Europe’s Public AI Stack
Felix Sieker, reframe[Tech], 2026/01/26

There's a lot of discussion happening in the European Union about how to respond to what is emerging as a dependency on foreign infrastructure (most notably from the U.S.) in AI. "If Europe is vulnerable because it rents key infrastructure from American giants, then the answer must be to grow some giants of its own. It's part of the motive behind EuroStack." I'm not sure how this will evolve in practice, but there seems to be a consensus around something like a 'public stack' (12 page PDF) (which includes a Diamond ERA of open access knowledge resources). "The key question is not whether Europe can win an abstract 'AI race', but what kind of AI infrastructure it wants to rely on – and who that infrastructure should serve." This takes form in some of the practical advice being offered to ministries and schools. "Focus on four practical ideas. First, portability... visible queue service-level agreements and commitments so coursework runs when needed. Third, energy awareness... Finally, transparent data governance: a Gaia-X style labeling system can show whether a tool keeps student data in-region, supports audits by data protection officers, and manages copyrighted material appropriately."

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Higher education and AI in late 2025/early 2026
Bryan Alexander, 2026/01/26

This is an interesting scan of what's happening in U.S. higher education with respect to artificial intelligence. There are some specific examples, such as Purdue's new requirement that "all students will need to achieve 'AI working competency'", Wayne State's launch of an Institute for AI and DAta Science (AIDAS), Udemy's new AI-supported model, and more like this. Then there are the overviews, which Bryan Alexander summarizes as follows: "We are still seeing a wide range of academic uses across the curriculum, at multiple scales (single student up to entire university), a lot of collaborative projects. The deep divide over AI within the academy persists." Worryingly, "The Chronicle survey and Bogost's essay depict colleges and universities as institutions, and academic workers as individuals, struggling to keep up and respond well to the challenge."

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Dr. Lahana’s Multimodal Makerspace: A Reality Check for the “Laptops Broke Kids” Narrative
Lisa Nielsen, The Innovative Educator, 2026/01/26

Lisa Nielsen is on point with this argument, I think. "We need to be honest," she writes. "students do not need less technology. They need better learning." The argument has two parts. The first part is an illustration of what students can do with technology, offering the example provided by Lou Lahana's makerspace at The Island School in Manhattan. Read more here. The second part offers an alternative explanation for perceived declines in student performance. "I wrote about this directly in: Laptops Did Not Take Away Their Brains. The School Model Did. She adds, "Inequitable access to effective models of learning is the real divide. The gap is not who gets devices. The gap is who gets powerful learning experiences where technology is used to research, create, build, iterate, publish, and act, and who gets drill and test prep, whether on paper or on a screen." 

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Teaching Learners for the Long Tail of Time
Ted Curran, Ted Curran.net, 2026/01/26

In these days of artificial intelligence, writes Ted Curran, "it's even more important to have a private repository of knowledge you trust under your own personal control." Unsurprisingly, I agree. "Rather than being trained on a vast dataset of random sites across the web, you can train a model based only on your own writing and personal documents that you've saved in a specific repository. This enables you to reap the benefits of AI chatbots while limiting the focus to only the documents you're interested in." That's similar to what I would like to do with my own work from over the years. 

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Unreasonable Effectiveness
Eryk Salvaggio, Cybernetic Forests, 2026/01/26

This was a fun read, as  considers the implications of Gary Lupyan and Blaise Agüera y Arcas's paper The unreasonable effectiveness of pattern matching in which they describe "an astonishing ability of large language models (LLMs) to make sense of 'Jabberwocky' language in which most or all content words have been randomly replaced by nonsense strings." The upshot (in my own words) is that LLMs are finding indicators of meaning we didn't know were there (but probably used intuitively to understand sentences). "You can write garbage, and the structure of the garbage will still infer a kind of meaning."

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Unexpected Link Back Trail to David Warlick
Alan Levine, CogDogBlog, 2026/01/26

Alan Levine follows a trail of memories through the web and finds himself at David Warlick. For those who don't remember, "he was a pivotal influence in the early blog/ed tech years, when so many of the ideas flowed back and forth from K-12 to higher educators and back." I too remember David Warlick and covered a number of his posts here. Like Alan I wish him well, though you'll read that it's getting to that time of life for all of us...

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LLM Cultural Censorship Is Corporate Risk Management
Steve Hargadon, 2026/01/26

In seventeen well-crafted (and likely 'output shaped') paragraphs Steve Hargadon argues that "the cultural censorship embedded in LLMs is not a failed attempt at universal ethics. It is institutional risk management, expressed in the cultural and legal language of the institution's home jurisdiction." This statement, too, depends on one's point of view. There's no doubt that at least some people working on this topic believe they are doing ethics; for others (as I have argued elsewhere) they are pursuing a political agenda, and no doubt there are many, as Hargadon suggests, engaged in institutional risk management. Image: Steve Hargadon.

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Vimeo Lays Off 'Most' of Its Staff, Allegedly Includes 'the Entire Video Team'
Bruce Gil, Gizmodo, 2026/01/26

If you have videos on Vimeo, get them off now. "Employees reported major job cuts this week, just months after the video hosting site was bought by Bending Spoons... a former Vimeo staffer also posted on X that "almost everyone at Vimeo was laid off," including the entire video team." While YouTube is probably a good landing sport for now, you may want to consider federated hosting sites such as Peertube. 

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Fighting AI Hallucinations One Citation at a Time: Introducing the LLM Citation Verifier
Dave Flanagan, 2026/01/23

This is a good idea addressing a pressing problem though there is one important caveat. The LLM Citation Verifier will look at the citations included in a piece of writing created by a large language model (LLM) and determine whether they are real. "The tool integrates directly into the LLM generation process, checking citations as they're created rather than after the fact." However, "The plugin taps into the Crossref API to verify Digital Object Identifiers (DOIs) in real-time." That would be great, but we have to ask, does Crossref include every possible reference? Not even close! Crossref's average citation coverage has been measured at 36.5% relative to Google Scholar (see also). It's important not to allow reference services (especially those favouring commercial media) determine the limits of what counts as 'existing'. Via Alan Levine, who credits the Distant Librarian.

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Triangulating the lifelong learner: neuroliberalism and the OECD’s focus on meta-cognition, affect, and wellbeing
Christian Beighton, International Journal of Lifelong Education, 2026/01/23

This article will require a lot of patience to read; though it is no doubt well-intentioned, it often appears to be deliberately obscure. The main point is to describe the replacement of neoliberalism in education with something called 'neuroliberalism'. It might be better (and this is my view) to think of 'neuro' here in the sense of 'neuroses' rather than 'neuroscience', though this article explains it as "a desire to not only govern behavioural externalities, but also internalities." The idea is that while previous educational policy was mostly about economic production, which would then be extracted by capitalists, the new policy is based on responding to (learned?) deficiencies in motivation, mindset and cognitive skills, again so that capital can extract value. In other words, "neuroliberalism replaces the literally mind-less pursuit of growth with a mind-full alternative." My view? Though I think it's reasonable to criticize a view of education that focuses only on employment and wealth generation, I think it's altogether unreasonable to say "concepts such as lifelong education, inflected by neuroliberalism, exist to create subjects whose function is 'enslavement' to these machines of capital investment." Image: Drigas, et al.

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