First, thank you very much really useful stuff. Now I want to indulge in some critique.
1. All sounds a bit general to me, peer review is a wonderful thing and long may it continue to ensure quality across research domains. However, Educause can often present papers without any empirical support and instead papers can present 'ideas' in refernce to related literature ( in the ref list)...and on occasion research too. As such, I did manage to find some research by following up a reference or two, but this is secondary sourcing, not primary-ergo, lacks any contextual support for the paper in hand.
2. This brings me onto a key message in the paper 'Death of digital....' in that it is stated quite clearly that very little research on requiring or integrating public performance or public feedback in to online courses exists. This supports the notion that very little related research was drawn upon then to suppport the rationale and argumnents in the paper...am being picky-yes. You see, educational research has this long history of being perceived as a bit half-baked, you know, willy nilly and what not. But in the UK, there is a drive to refer to empirical study to support such research, raising the profile if you like. This contrasts with some other countries in that theroretical propositions make a good paper as long as it is peer-reviewed. I COULD BE WRONG
3. A note about the whole notion of public performance for online learning in this instance, so this covers the topic in hand. I see a continuum when I think about individualised (PLE) environments (at one end) and learning for social compliance (at the other end). Somewhere in the middle, I see social constructivist/constructionist approaches, which can be interpreted for online education, presently and for the future, of course. I think we often forget the power of Vygotsky's theoretical implications in that he spent much of his years within a community led by Lenin then Stalin.
Finally, I think the paper and the related work in the reference list (all of it-I know- have read it) omits to address the need for skill development when learning and teaching online....presentation skills; how to carry voice, knowledge of audience, concision, precision and so on, as well as sharing-written work that requires a steely skin for peer critique-and knowing how to act on that for movement forward, but this is not new to online learning. Many graduates lack necessary skills required for the work force that demand participation in life-long learning e.g. presenting ideas and work to others, but that is again cultural in the way in which knowledge is foregrounded (although becomes obsolete over time)-massive generalisation-I like to make em too .