As an Indigenous scholar engaged in the decolonization of education for forty years, Four Arrows has worked to challenge an over-emphasis on standardization, efficiency, control, corporatizing, power dynamics, Euro-centrism, neoliberalism, and anti-Indianism (Four Arrows, 2006). Instead, he emphasizes diverse, critical, creative, and culturally grounded forms of knowledge production, prioritizing the nature-based worldview precepts that guided humanity well for most of human history. He also attempts to minimize technological interventions if they interfere with more natural ones. This article offers his first attempt to write about the coloniality of online courses and learning platforms. He proposes that learning platforms in higher education reflect a significant degree of coloniality and managerialism (Rodriguez, 2020). They generally emphasize a standardization that fits conventional academic frameworks such as fragmented segments, deadlines, pre-determined syllabi, and rule-based control. He contends this can often undermine intellectual criticality, exploration, and creativity.