That post resonates. I run blended and online courses for teachers based in Istanbul (where we have had YouTube blocked in the past, Google sites was at one stage, Wikipedia is currently – well lots of things are, some of them perhaps rather more significant in other ways but those are the ones that have caused me direct course/task access grief) and we have carried on using Moodle for that reason. At one point there was a push from others in the organisation to move to Google classroom (after one of my outbursts against whatever the moodle had done that week, but I suspect whatever LMS you use those happen), but I live in hope that Moodle seems (a) educational and (b) neutral enough to remain under the blocking parapet and try to systematically back up all the extra bits that I have built in and round it in Google docs/YouTube and as more of our participants are further flung (some in Egypt 🙂 we are now working with teachers in a range of countries with different blocks on different things). One of my most recent learning curves has been how to deliver video content to people in Tehran (solved that one I think for now at least) or China (my work round so far involved Gdocs, so still not solved here) without them having to have good tech skills and download through VPNs … the courses are for EFL teachers, the tech skills they have and use on the course are a means not the end, but to deliver courses in a way you want to be comfortably accessible (you can set it up and maintain it, they can get at it) to all without fear or favour to anyone because of blocks and where they happen to live becomes more complex with every new teacher in a new place. I’m not complaining exactly (I love that we have become more international in this way), but am on learning curves that have nothing to do with the core areas of education I am supposed to be delivering. Would that the tech side were a lot simpler and I only had to deal with the education.