http://www.hybridpedagogy.com/index.htmlA Digital Journal of Learning, Teaching, and Technologyenhybridped@gmail.comCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License2013-05-15T20:27:07-07:00 hourly 1 2000-01-01T12:00+00:00 Thu, 16 May 2013 10:42:57 -0700Subscribe with My Yahoo!Subscribe with NewsGatorSubscribe with My AOLSubscribe with BloglinesSubscribe with NetvibesSubscribe with GoogleSubscribe with PageflakesSubscribe with PlusmoSubscribe with The Free DictionarySubscribe with Bitty BrowserSubscribe with Live.comSubscribe with Excite MIXSubscribe with WebwagSubscribe with Podcast ReadySubscribe with WikioSubscribe with Daily RotationHybrid Pedagogy is an academic and networked journal founded, edited, and designed by Pete Rorabaugh and Jesse Stommel. The journal combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.hybridped@gmail.comOpen Education2013-05-15T20:27:07-07:00http://feedproxy.google.com/~r/HybridPed/~3/xUhO4DxN92M/Manifesto_for_Community_Colleges.htmlhttp://www.hybridpedagogy.com/Journal/files/Manifesto_for_Community_Colleges.html#unique-entry-id-130
As some are raised a Catholic or an atheist or a vegetarian, I was raised an academic. The university always had about it a mystique, a cloud of mystery and veneration. Lauded in my household were the values of objectivity, critical thinking, close reading. As early as the fourth grade, my mother took me to her college Shakespeare classes, introduced me to her professors, and indulged me with lunch at the student union. I attended classes with her throughout her undergraduate study; and for years after, I’d walk through campus simply to absorb the essence of the place. Today, I am as much in love with the endeavor of higher education as I am disappointed by its outcomes. ]]>http://www.hybridpedagogy.com/Journal/files/Manifesto_for_Community_Colleges.html#unique-entry-id-130hybridped@gmail.comCommons2013-05-14T23:08:01-07:00http://feedproxy.google.com/~r/HybridPed/~3/ro0LnXr687A/Critical_and_Digital_Pedagogies.htmlhttp://www.hybridpedagogy.com/Journal/files/Critical_and_Digital_Pedagogies.html#unique-entry-id-128
Most of us are not strangers to the concept of the forum. Forums are attached to nearly every type of community building platform that hopes to encourage continuing discussion. But what do we do with forums? If you’re anything like me, you dip your typing fingers in the forum pool about twice a year, but mostly forget they exist. In their recent article “The Discussion Forum is Dead; Long Live the Discussion Forum,” Sean Michael Morris and Jesse Stommel claim “the forum itself does not automatically promote meaningful conversation -- or conversation at all.” In truth, the forum, any forum, is a metaphorically empty room when no one is in it. But it is much more than just a potential place to gather. It is a space with potential: “In the right hands, it can do wonders,” Jesse and Sean remind us. ]]>http://www.hybridpedagogy.com/Journal/files/Critical_and_Digital_Pedagogies.html#unique-entry-id-128hybridped@gmail.comTools2013-05-08T16:54:02-07:00http://feedproxy.google.com/~r/HybridPed/~3/ibjGVYvWDBQ/Discussion_Forum_is_Dead.htmlhttp://www.hybridpedagogy.com/Journal/files/Discussion_Forum_is_Dead.html#unique-entry-id-127
There are better forums for discussion than online discussion forums. The discussion forum is a ubiquitous component of every learning management system and online learning platform from Blackboard to Moodle to Coursera. Forums have become, in many ways, synonymous with discussion in the online class, as though one relatively standardized interface can stand in for the many and varied modes of interaction we might have in a physical classroom. The rhetoric of a physical classroom -- its pedagogical topography -- can certainly dictate how we teach within it: where the seats are, which direction they face, whether they’re bolted down, what kind of writing surfaces are on the walls, how many walls have writing surfaces, whether there are windows, doors that lock, etc. The same is true of the virtual classroom: is it password protected, what kind of landing page do we arrive on when we enter the course, how many pages allow interaction, can students easily upload and share content. Each of these predetermined variables allows (and sometimes demands) a certain pedagogy. ]]>http://www.hybridpedagogy.com/Journal/files/Discussion_Forum_is_Dead.html#unique-entry-id-127hybridped@gmail.com#digped2013-05-05T20:30:45-07:00http://feedproxy.google.com/~r/HybridPed/~3/mSaDtS0_k_I/Expertise_Mutiny_Peer.htmlhttp://www.hybridpedagogy.com/Journal/files/Expertise_Mutiny_Peer.html#unique-entry-id-126
This #digped chat about peer-to-peer learning, or learning in the collective, was inspired by John Seely Brown and Douglas Thomas' book, A New Culture of Learning. In that book, the authors propose that the nature of and methods for learning have changed with the digital age, and that how learning happens now is not necessarily in the hands of teachers; rather, learners -- and in this case, all learners are lifelong learners -- are beginning to take matters of education into their own hands. They open their book with this "very simple question": “What happens to learning when we move from the stable infrastructure of the twentieth century to the fluid infrastructure of the twenty-first century, where technology is constantly creating and responding to change?” Our discussion on May 3rd focused on ideas presented in the book's fourth chapter, "Learning in the Collective", where the authors looked at peer-to-peer learning, or how learners help one another learn. We wanted to investigate how this happens successfully, what happens to the role of the expert/teacher, and...? ]]>http://www.hybridpedagogy.com/Journal/files/Expertise_Mutiny_Peer.html#unique-entry-id-126hybridped@gmail.comLiteracies2013-04-30T08:55:24-07:00http://feedproxy.google.com/~r/HybridPed/~3/tlCrqzmZU6o/Multiple_Personality_Pedagogy.htmlhttp://www.hybridpedagogy.com/Journal/files/Multiple_Personality_Pedagogy.html#unique-entry-id-125
As teachers, we sometimes get tired of hearing our own voices. That’s why we show movies, bring in guest speakers, and encourage discussion. Plus, we want to bring in other views in order to provide alternative perspectives. Otherwise, we’re just recreating ourselves in our students. Worse than that, a lack of diverse voices in the classroom can lead to boredom and indifference―so let’s have some fun, and maybe even some inspiration. ]]>http://www.hybridpedagogy.com/Journal/files/Multiple_Personality_Pedagogy.html#unique-entry-id-125hybridped@gmail.com#digped2013-04-29T15:52:34-07:00http://feedproxy.google.com/~r/HybridPed/~3/DS40YcbNUaQ/Peer_to_Peer_Learning.htmlhttp://www.hybridpedagogy.com/Journal/files/Peer_to_Peer_Learning.html#unique-entry-id-124
Pedagogically, the collective both poses certain dilemmas -- such as the evolving role of the instructor, the ambiguous nature of assessment, the difficulty of maintaining the course as container -- and offers certain benefits -- the introduction of non-competitive research and writing, the opening of democratic communities of learning, and a fuller participation and ownership from students in their own educations. For many teachers, the question of how to modify our pedagogical approach can create anxiety, uncertainty, and even resentment toward a shift in the culture of learning that we’ve had little control over, that’s come at us from outside our own domain; for others, this new landscape appears inviting, exciting, and full of possibility. ]]>http://www.hybridpedagogy.com/Journal/files/Peer_to_Peer_Learning.html#unique-entry-id-124hybridped@gmail.comOpen Education2013-04-24T14:53:07-07:00http://feedproxy.google.com/~r/HybridPed/~3/TZM_g5wtn_I/Of_Machine_Guns_and_MOOCs.htmlhttp://www.hybridpedagogy.com/Journal/files/Of_Machine_Guns_and_MOOCs.html#unique-entry-id-123
Victorian hubris opined, “All that can be invented has been invented,” and so we entered the 20th century emboldened with a Titanic which was unsinkable, and a hydrogen-packed Hindenburg. The invention eureka moment is chance, perseverance, sweat -- but also danger. Gone is the slow iteration of change; upon us, the sudden rupture-rapture of the new. No one expects thousands will die in the North Atlantic; no one expects academics to throw themselves on gangways as luddite voices of restraint. If teaching is what we do, do we not owe those seeking to learn a reassurance they are at least on a seaworthy ship? How much of the good ship MOOC is built on the same blueprints as many noble vessels whose buoyancy has long since proved questionable? Somewhere Leonardo di Caprio stands on the bow of Google Reader. ]]>http://www.hybridpedagogy.com/Journal/files/Of_Machine_Guns_and_MOOCs.html#unique-entry-id-123hybridped@gmail.comOpen Education2013-04-22T17:49:57-07:00http://feedproxy.google.com/~r/HybridPed/~3/gJTEloDaeVA/Open_Source_Collaboration.htmlhttp://www.hybridpedagogy.com/Journal/files/Open_Source_Collaboration.html#unique-entry-id-122
What happens to a student paper or project after the individual turns it in or presents it in class? Where does it go? What, ultimately, is at stake for the student when s/he sits down to apply his or her thoughts to paper? What mediums do these thoughts and ideas travel through and whom they reach? What impact does their effort make beyond the classroom? These are questions of vital importance to every educator and pedagogue practicing today. Yet, in many cases, the answers to these questions are not particularly noteworthy. Students’ efforts in the classroom ultimately solidify into one definitive mark or grade, which too often denotes the end of the assignment’s life. There is, of course, a small percentage of student projects and papers that make their way into a conference or journal; but more often than not, they will end up archived on a hard-drive, somewhere, for a little while, and then deleted. ]]>http://www.hybridpedagogy.com/Journal/files/Open_Source_Collaboration.html#unique-entry-id-122hybridped@gmail.comOpen Education2013-04-17T22:27:20-07:00http://feedproxy.google.com/~r/HybridPed/~3/FN5EfjjdUWo/Learning_in_the_Collective.htmlhttp://www.hybridpedagogy.com/Journal/files/Learning_in_the_Collective.html#unique-entry-id-120
In the new culture of learning, people learn through their interaction and participation with one another in fluid relationships that are the result of shared interests and opportunity. In this environment, the participants all stand on equal ground -- no one is assigned to the traditional role of teacher or student. Instead, anyone who has particular knowledge of, or experience with, a given subject may take on the role of mentor at any time. Mentors provide a sense of structure to guide learning, which they may do by listening empathically and by reinforcing intrinsic motivation to help the student discover a voice, a calling, or a passion. Once a particular passion or interest is unleashed, constant interaction among group members, with their varying skills and talents, functions as a kind of peer amplifier, providing numerous outlets, resources, and aids to further an individual’s learning. ]]>http://www.hybridpedagogy.com/Journal/files/Learning_in_the_Collective.html#unique-entry-id-120hybridped@gmail.comOnline Learning2013-04-11T21:18:20-07:00http://feedproxy.google.com/~r/HybridPed/~3/iSiO8gBL9bU/How_Not_to_Teach_Online.htmlhttp://www.hybridpedagogy.com/Journal/files/How_Not_to_Teach_Online.html#unique-entry-id-118
Here’s a little secret: when I started teaching people how to teach online, I had no clue what I was doing. It was 1998. I was a graduate student, without extensive computer skills or even teaching experience. I’d been a high school English teacher for a few years, and I’d taught GED classes, but my online facilitation background was limited to helping students figure out how to search song lyrics on Altavista. Then I took a part-time job for my university coordinating a fledgling online M.Ed program. This was new stuff, then, with few best practices available to build on. The college had bought a bright and shiny “online learning platform” and it was my role to facilitate seminars teaching faculty how to use it.  Just as soon as I figured it out myself. ]]>http://www.hybridpedagogy.com/Journal/files/How_Not_to_Teach_Online.html#unique-entry-id-118hybridped@gmail.comOnline Learning2013-04-10T23:06:31-07:00http://feedproxy.google.com/~r/HybridPed/~3/xkMFaaUlf1c/Early_Days_of_Videotaped_Lectures.htmlhttp://www.hybridpedagogy.com/Journal/files/Early_Days_of_Videotaped_Lectures.html#unique-entry-id-117
“It’s early days for online education,” declared a recent article in the technology blog  Techcrunch, with its typical giddiness about the changes that technology is poised to bring to schooling. But the narrative that education and technology have only recently intersected ignores decades of products and practices. It ignores decades of experiences and expertise. And while some things ed-tech might seem quite shiny, it’s worth asking -- with a nod to the past and a good deal of skepticism about the promises for the future -- “what’s new?” ]]>http://www.hybridpedagogy.com/Journal/files/Early_Days_of_Videotaped_Lectures.html#unique-entry-id-117hybridped@gmail.comOnline Learning2013-04-09T16:35:50-07:00http://feedproxy.google.com/~r/HybridPed/~3/ML_jn_FCqdE/Failure_of_an_Online_Program.htmlhttp://www.hybridpedagogy.com/Journal/files/Failure_of_an_Online_Program.html#unique-entry-id-116
It's evening. An Irish pub in Louisville, Colorado. Fish and chips. Beer. A game of soccer on the TV. I'm sitting down with one of my faculty to revisit the department's Developmental English course (ENG 090). My goal: bring the course fully online, eliminate the text book, and make it a deeper learning and community building experience for all who enroll. The trick is, almost no one enrolls in ENG 090 because they want to. They enroll because they failed a test. How do you take a student from "You failed. Take this class." to "Writing is fun!" And how do you do that online?
]]>http://www.hybridpedagogy.com/Journal/files/Failure_of_an_Online_Program.html#unique-entry-id-116hybridped@gmail.comOnline Learning2013-04-08T20:01:02-07:00http://feedproxy.google.com/~r/HybridPed/~3/cQYbflwSYeU/Why_Online_Programs_Fail.htmlhttp://www.hybridpedagogy.com/Journal/files/Why_Online_Programs_Fail.html#unique-entry-id-114
The failure of online education programs is not logistical, nor political, nor economic: it’s cultural, rooted in our perspectives and biases about how learning happens and how the internet works (these things too often seen in opposition). For learning to change drastically -- a trajectory suggested but not yet realized by the rise of MOOCs -- teaching must change drastically. And in order for that to happen, we must conceive of the activity of teaching, as an occupation and preoccupation, in entirely new and unexpected ways. We must unseat ourselves, unnerve ourselves. Online learning is uncomfortable, and so educators must become uncomfortable in their positions as teachers and pedagogues. And the administration of online programs must follow suit. ]]>http://www.hybridpedagogy.com/Journal/files/Why_Online_Programs_Fail.html#unique-entry-id-114hybridped@gmail.com#digped2013-04-07T19:48:51-07:00http://feedproxy.google.com/~r/HybridPed/~3/CwjHNn42N1I/Questioning_Writing_MOOCs.htmlhttp://www.hybridpedagogy.com/Journal/files/Questioning_Writing_MOOCs.html#unique-entry-id-112
The idea of teaching a subject as highly individualized as composition strikes many dedicated instructors as problematic at least. While technologists support the idea of "robo-grading", most writing instructors understand intuitively how technology will always fail to mimic the nuance present in human reading and evaluation. Our conversation developed primarily around three important matters: the role of students in their own assessment (peer-review), the role of the instructor in collective learning environments, and the matter of how we go forward as pedagogues upon whose innovation and knowledge the effectiveness of massive learning will depend. ]]>http://www.hybridpedagogy.com/Journal/files/Questioning_Writing_MOOCs.html#unique-entry-id-112hybridped@gmail.com#digped2013-04-02T21:17:09-07:00http://feedproxy.google.com/~r/HybridPed/~3/hjUqmzeTiBc/Making_Composition_Massive.htmlhttp://www.hybridpedagogy.com/Journal/files/Making_Composition_Massive.html#unique-entry-id-110
Always when we talk about massively-scaled learning, we must first face the gargoyle of our resistance. Despite their inexorable march, and subsequently proliferating PR, MOOCs have not been embraced by the majority of educators. In fact, MOOCs are seen as an experiment rife with poorly executed pedagogies, troubling colonial overtures, and corporate origins that threaten to prey upon traditional higher education. And yet, MOOCs are upon us and resistance may well prove futile. Perhaps instead of erecting an ed-tech Berlin Wall, with MOOC adopters on one side and holdouts against this massive technology on the other, we should consider ways of making these MOOCs work for us, not against us. ]]>http://www.hybridpedagogy.com/Journal/files/Making_Composition_Massive.html#unique-entry-id-110hybridped@gmail.comProfession2013-04-01T21:32:45-07:00http://feedproxy.google.com/~r/HybridPed/~3/ddkWZRMieC4/Contingency_and_Higher_Education.htmlhttp://www.hybridpedagogy.com/Journal/files/Contingency_and_Higher_Education.html#unique-entry-id-109by Lee Skallerup Bessette and Jesse Stommel

Digital pedagogy, or any experimental critical pedagogy, is necessarily dangerous, often with real risks for both instructors and students, much of which can be valuable for learning. But when we experiment with our pedagogies, we confront an establishment that can be hostile to anything new -- an establishment that often punishes rather than rewards innovation -- that increasingly enforces the standardization of curriculums and classroom practice. With approximately three-quarters of all classes being taught by contingent faculty, any deviation can trigger a non-renewal, leaving the critical pedagogue on the outside looking in. ]]>http://www.hybridpedagogy.com/Journal/files/Contingency_and_Higher_Education.html#unique-entry-id-109hybridped@gmail.comLiteracies2013-03-28T21:09:40-07:00http://feedproxy.google.com/~r/HybridPed/~3/F1MuYqQwXqY/Vlogging_Composition.htmlhttp://www.hybridpedagogy.com/Journal/files/Vlogging_Composition.html#unique-entry-id-108
With technological innovations come opportunities for students to compose, communicate, share, collaborate, and express themselves in contemporary ways as well as opportunities for teachers to harness potential academic possibilities. Vlogging, or video blogging, is one way to introduce dynamic content and technologically enhanced pedagogical techniques to students in a variety of disciplines, specifically composition. From student-created vlogs that focus on reflection, collaboration, and community building to teacher-created vlogs that focus on interactive lessons and that introduce a spirit of play to the classroom, vlogs can be significant and practical learning tools; specifically in the composition classroom, vlogs can teach students the power of visual text and can allow them an informal way of exploring the composing process. ]]>http://www.hybridpedagogy.com/Journal/files/Vlogging_Composition.html#unique-entry-id-108hybridped@gmail.comLiteracies2013-03-27T22:09:23-07:00http://feedproxy.google.com/~r/HybridPed/~3/F7QtyrxEuDU/Will_MOOCs_Work_for_Writing.htmlhttp://www.hybridpedagogy.com/Journal/files/Will_MOOCs_Work_for_Writing.html#unique-entry-id-107
When faced with a complex, fluid, and potentially uncontrollable situation, I’ve often heard people say, “It’s like herding cats.” I can think of no more complex, variable, and fluid task than writing. Its nuances and complexities seem to defy consistency; what works as “good writing” in one circumstance can be disastrous in another. Indeed, the push toward multimodality in student writing means even the products can vary: essays one minute, blogs the next, videos after that. We also strive to develop stylistic variation: the strongest students develop a personal voice that makes their work distinctive. Everything about writing activities makes them seem like one-offs: what works in each instance is different than the next solution. The complex challenges of teaching students to work within that degree of variability makes me despair. ]]>http://www.hybridpedagogy.com/Journal/files/Will_MOOCs_Work_for_Writing.html#unique-entry-id-107hybridped@gmail.comCritical Pedagogy2013-03-25T20:58:36-07:00http://feedproxy.google.com/~r/HybridPed/~3/7T729yq-Ncw/Play_Games_Gamification_Active_Learning.htmlhttp://www.hybridpedagogy.com/Journal/files/Play_Games_Gamification_Active_Learning.html#unique-entry-id-106
Play is making a comeback. There have been TED Talks, peer-reviewed articles in pediatrics journals, pieces in The Atlantic, and an entire industry now devoted to the “right” kind of play for our kids’ development. So why devote another 2000+ words to play and pedagogy, especially because it has already been done well by the creators of this very site? I’ve learned a great deal from watching my two kids, currently aged just four and almost six. I’ve watched them perform free imaginative play, interactive narrative play, and rules-driven play. Currently the conflict in my household is between the elder sister, who is obsessed with making sure everyone follows the rules, and her younger brother, who is still more interested in exploring and experimenting, happily making it up as he goes along. ]]>http://www.hybridpedagogy.com/Journal/files/Play_Games_Gamification_Active_Learning.html#unique-entry-id-106hybridped@gmail.comOpen Education2013-03-18T21:18:57-07:00http://feedproxy.google.com/~r/HybridPed/~3/YCHiT1KvSKc/Anya_Kamenetz_Twinterview.htmlhttp://www.hybridpedagogy.com/Journal/files/Anya_Kamenetz_Twinterview.html#unique-entry-id-104
On Friday, March 8, I interviewed Anya Kamenetz, author of DIY U: Edupunks, Edupreneurs, and the Coming Change in Higher Education (2010). Kamenetz's writing investigates systemic problems associated with funding, institutional inflexibility, and explores homegrown alternatives. DIY U was one of the first books published in the U.S. to discuss the incipient cMOOC community and also touches on the work of Jim Groom at the University of Mary Washington. In the wake of a year's worth of media-MOOC-craziness, I asked about Kamenetz's reflections since the publication of DIY U, specifically related to innovations within and alternatives to the structure of higher education. ]]>http://www.hybridpedagogy.com/Journal/files/Anya_Kamenetz_Twinterview.html#unique-entry-id-104hybridped@gmail.comDigital Pedagogy2013-03-05T06:07:00-08:00http://feedproxy.google.com/~r/HybridPed/~3/oxJQuYxkvgc/Unmapping_the_Terrain_of_Digital_Pedagogy.htmlhttp://www.hybridpedagogy.com/Journal/files/Unmapping_the_Terrain_of_Digital_Pedagogy.html#unique-entry-id-102by Jesse Stommel

Digital pedagogy is not a dancing monkey. It won’t do tricks on command. It won’t come obediently when called. Nobody can show us how to do it or make it happen like magic on our computer screens. There isn’t a 90-minute how-to webinar, and we can’t outsource it. We become experts in digital pedagogy in the same way we become American literature scholars, medievalists, or doctors of sociology. We become digital pedagogues by spending many years devoting our life to researching, practicing, writing about, presenting on, and teaching digital pedagogies. In other words, we live, work, and build networks within the field. But digital pedagogy is less a field and more an active present participle, a way of engaging the world, not a world to itself, a way of approaching the not-at-all-discrete acts of teaching and learning. To become an expert in digital pedagogy, then, we need both experience and openness to each new learning activity, technology, or collaboration. Digital pedagogy is a discipline, but only in the most porous, dynamic, and playful senses of the word. ]]>http://www.hybridpedagogy.com/Journal/files/Unmapping_the_Terrain_of_Digital_Pedagogy.html#unique-entry-id-102hybridped@gmail.comDigital Pedagogy2013-03-05T06:05:00-08:00http://feedproxy.google.com/~r/HybridPed/~3/6Izs6n1sSNE/Beyond_the_LMS.htmlhttp://www.hybridpedagogy.com/Journal/files/Beyond_the_LMS.html#unique-entry-id-101
We are not ready to teach online. In a recent conversation with a friend, I found myself puzzled, and a bit troubled, when he expressed confusion about digital pedagogy. He said something to the extent of, "What's the difference between digital pedagogy and teaching online? Aren't all online teachers digital pedagogues?" Being a contemplative guy, I didn't just tip over his drink and walk away. Instead, I pondered the source of his question. Digital pedagogy is largely misunderstood in higher education. The advent of online learning and instructional design brought the classroom onto the web, and with it all manner of teaching: good and bad, coherent and incoherent, networked and disconnected. Whatever pedagogy any given teacher employed in his classroom became digitized. If I teach history by reading from my twenty-year-old notes, or if I lead workshops in creative writing, or if I teach literature through movies, I bring that online and -- boom! -- I'm a digital pedagogue. Right? ]]>http://www.hybridpedagogy.com/Journal/files/Beyond_the_LMS.html#unique-entry-id-101hybridped@gmail.com#digped2013-03-04T10:41:57-08:00http://feedproxy.google.com/~r/HybridPed/~3/Au2OgO42A3o/Plagiarism_Undone.htmlhttp://www.hybridpedagogy.com/Journal/files/Plagiarism_Undone.html#unique-entry-id-100by Jesse Stommel

In the original prompt for this discussion, Sean Michael Morris writes, "Issues of ownership, intellectual property, and plagiarism are as old as the academy itself. But new media, and the permeability of text and image within them, create dilemmas not previously faced in our classrooms, research, and professional disciplines." This isn't to say that there haven't been other dilemmas, or even other similar dilemmas, but the nature of our work and the modes of its dissemination is changing at an incredible rate. And our discussions of the ethical and legal implications do not always keep pace. In this discussion, we considered specifically the ways that our notions of plagiarism have changed (and must continuously change) to accommodate new forms of scholarly and creative production. ]]>http://www.hybridpedagogy.com/Journal/files/Plagiarism_Undone.html#unique-entry-id-100hybridped@gmail.com#digped2013-02-26T20:33:06-08:00http://feedproxy.google.com/~r/HybridPed/~3/eTnMqgtPpRU/Remixing_Plagiarism.htmlhttp://www.hybridpedagogy.com/Journal/files/Remixing_Plagiarism.html#unique-entry-id-99
Issues of ownership, intellectual property, and plagiarism are as old as the academy itself. But new media, and the permeability of text and image within them, create dilemmas not previously faced in our classrooms, research, and professional disciplines. Today, reuse, repurposing, even outright copying can serve artistic and creative purposes; but how these practices affect the original creators of content, how they can or should be viewed by the law, and how we -- as producers and consumers of content -- make determinations of ethical behavior are active questions in intellectual and pedagogical arenas. ]]>http://www.hybridpedagogy.com/Journal/files/Remixing_Plagiarism.html#unique-entry-id-99hybridped@gmail.comOpen Education2013-02-18T21:21:15-08:00http://feedproxy.google.com/~r/HybridPed/~3/XwpL9P982Xg/Of_Icebergs_and_Ownership.htmlhttp://www.hybridpedagogy.com/Journal/files/Of_Icebergs_and_Ownership.html#unique-entry-id-98
Instead of taking decisions out of the hands of students by establishing bright lines about what they may and may not do with their own and others' work, we should instead concentrate on the pedagogical goal of helping them hone their rhetorical awareness. As a general rule, addressing intellectual property issues as part of the rhetorical context within which students are working can help them cultivate a better understanding of discipline-specific attitudes towards ownership, sharing, and attribution. Rather than focusing on regulatory compliance, classroom discussions of copyright and intellectual property should center around ethos and the implicit and explicit obligations professional communities impose upon their members and “outsiders” who wish to communicate effectively within them. ]]>http://www.hybridpedagogy.com/Journal/files/Of_Icebergs_and_Ownership.html#unique-entry-id-98hybridped@gmail.comProfession2013-02-13T23:00:34-08:00http://feedproxy.google.com/~r/HybridPed/~3/cJ5EhArFOD0/Pushing_Back_on_Contingency.htmlhttp://www.hybridpedagogy.com/Journal/files/Pushing_Back_on_Contingency.html#unique-entry-id-97
On Tuesday, February 5, 2013, Josh Boldt joined me on Twitter for an hour-long discussion of his work. Boldt, a lecturer in English at the University of Georgia and founder of the Adjunct Project, has made quite a name for himself in the last year. From attending the New Faculty Majority Summit in January 2012 to being an invited speaker at MLA's Presidential Forum "Avenues of Access: Non-Tenure-Track Faculty Members and American Higher Education" in Boston last month, Boldt spent 2012 at the nexus of a central problem in higher education -- reliance on and conditions for adjunct faculty. ]]>http://www.hybridpedagogy.com/Journal/files/Pushing_Back_on_Contingency.html#unique-entry-id-97hybridped@gmail.comLiteracies2013-02-11T22:51:37-08:00http://feedproxy.google.com/~r/HybridPed/~3/A2D5x9N349A/Developing_Editors.htmlhttp://www.hybridpedagogy.com/Journal/files/Developing_Editors.html#unique-entry-id-96
It may seem tautological to say that an editorial pedagogy works well in editing and publishing classes. But, as I defined this pedagogy through an example of a writing-based classroom, in which I mentor students, students mentor each other, and students mentor me through writing for publication, in this installment, I want to clarify how an editorial pedagogy works equally well when working with students (or journal staff members, or publishers, or technical writers, or...) whose “jobs” are to make texts as perfect as possible in a given situation. ]]>http://www.hybridpedagogy.com/Journal/files/Developing_Editors.html#unique-entry-id-96hybridped@gmail.com#digped2013-01-30T10:22:32-08:00http://feedproxy.google.com/~r/HybridPed/~3/noCOCEuMUyY/Cointentional_education.htmlhttp://www.hybridpedagogy.com/Journal/files/Cointentional_education.html#unique-entry-id-95by Sean Michael Morris and Jesse Stommel

This Friday, February 1 from 1:00 - 2:00pm Eastern (10:00 - 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped to discuss student involvement in teaching, learning, and pedagogy. If you’re an educator, please invite your students to participate. The Bill of Rights and Principles for Learning in the Digital Age was published on January 22, 2013. The document, a collaboration between twelve educators, proposes on its surface 9 rights and 10 principles that affect students and their work in any learning environment, with an eye toward those which are hybrid or online. The document has generated a great deal of discussion about its context, but little about its implication: namely, students are so integral to the process of education that how we conceive the institution and the practice must evolve. As educators, our work is not to better understand and defend our own positions, but to abdicate those positions in meaningful, thoughtful ways. ]]>http://www.hybridpedagogy.com/Journal/files/Cointentional_education.html#unique-entry-id-95hybridped@gmail.comOnline Learning2013-01-22T19:46:10-08:00http://feedproxy.google.com/~r/HybridPed/~3/gvMV-RMbLyo/Online_Learning_Bill_of_Rights.htmlhttp://www.hybridpedagogy.com/Journal/files/Online_Learning_Bill_of_Rights.html#unique-entry-id-94On December 14, 2012, a group of 12 assembled in Palo Alto for a raucous discussion of online education. Hybrid Pedagogy contributors Sean Michael Morris and Jesse Stommel gathered together with folks from a diverse array of disciplines and backgrounds, representing STEM fields, the humanities, schools of education, corporations, non-profits, ivies, community colleges, and small liberal arts colleges. Among us were adjuncts, CEOs, a graduate student, several digital humanists, and two outspoken educational technology journalists. As a group, we’d chaired online programs, designed MOOCs, dropped out of MOOCs, and the term "MOOC" was even coined in one of our living rooms. The goal of the summit was to open a broader conversation about online learning and the future of higher education. This co-authored document, which calls for hacking and open discussion, was the result. ]]>http://www.hybridpedagogy.com/Journal/files/Online_Learning_Bill_of_Rights.html#unique-entry-id-94hybridped@gmail.comOpen Education2013-01-17T22:49:00-08:00http://feedproxy.google.com/~r/HybridPed/~3/lwUgACyPU9g/Alec_Couros.htmlhttp://www.hybridpedagogy.com/Journal/files/Alec_Couros.html#unique-entry-id-93by Pete Rorabaugh

Last Friday, January 11, 2013, I asked Alec Couros to join me for an hour-long Twinterview. It was the weekend before the launch of #ETMOOC, his brainchild, and I wanted to get some context and history for his digital work before he began another connectivist adventure. Our conversation roamed from his first experiences in the cMOOC (even pre-MOOC) community, academic influences on his "open thinking" philosophy, reflections on publication and tenure, and his motivation to organize #ETMOOC. ]]>http://www.hybridpedagogy.com/Journal/files/Alec_Couros.html#unique-entry-id-93hybridped@gmail.comOpen Education2013-01-15T06:00:00-08:00http://feedproxy.google.com/~r/HybridPed/~3/fzEDZjAX4mM/MOOCifying.htmlhttp://www.hybridpedagogy.com/Journal/files/MOOCifying.html#unique-entry-id-92
Every fall when I ask my first year students, “Why did you choose the College of Environmental Science and Forestry?” at least one will answer, “I want to save the world.” By the time they are sophomores, my students have taken rigorous science courses that focus on environmental issues. When they do group projects in the research/composition course I teach, I’m impressed with their topics, the depth of their knowledge, and their passion. What seems wrong is that their presentations are only to each other. Sure, they invite their friends, but at a small college where everyone takes a whole bunch of the same courses, that’s not a very satisfying audience. The students teach me and have changed me -- dramatically -- but I shouldn’t be the only person to benefit from their knowledge and fresh ideas.
]]>http://www.hybridpedagogy.com/Journal/files/MOOCifying.html#unique-entry-id-92hybridped@gmail.com#digped2013-01-14T16:09:25-08:00http://feedproxy.google.com/~r/HybridPed/~3/uXKMv5eJSL0/Course_Container_Storify.htmlhttp://www.hybridpedagogy.com/Journal/files/Course_Container_Storify.html#unique-entry-id-91
During our January 11th #digped discussion, we took a close look at what a course is, and what happens when we consider altering -- or entirely abandoning -- this format for learning. Right off the bat, the nature of the "course" came into question. Every definition offered both made sense, and felt vaguely objectionable. The idea of courses as Lego structures that could be dismantled led us into the idea that a course needs to "go" somewhere; that it takes its participants on a kind of road trip, leading toward a predictable outcome or goal. ]]>http://www.hybridpedagogy.com/Journal/files/Course_Container_Storify.html#unique-entry-id-91hybridped@gmail.com#digped2013-01-10T08:51:23-08:00http://feedproxy.google.com/~r/HybridPed/~3/K4gCCpsKGkk/Course_as_Container.htmlhttp://www.hybridpedagogy.com/Journal/files/Course_as_Container.html#unique-entry-id-90
In his article, Online Learning: a User's Guide to Forking Education, among other arguments, Jesse Stommel foresees a need to break or rebuild the idea of the course. "We need to devise learning activities that take organic (and less arbitrary) shapes in space and time. We need to recognize that the best learning happens not inside courses, but between them." As part of his larger discussion of "forking" education in order to bring learning more effectively into the digital medium, Jesse suggests that the course is only one of a set of components that needs to be taken apart, scrutinized with care and with playfulness, and then rebuilt. The inspection of education and educative methods needs to be so complete that no assumptions are left unexamined. ]]>http://www.hybridpedagogy.com/Journal/files/Course_as_Container.html#unique-entry-id-90hybridped@gmail.comOnline Learning2013-01-08T20:14:50-08:00http://feedproxy.google.com/~r/HybridPed/~3/PA1WBUEz1zA/Forking_Education.htmlhttp://www.hybridpedagogy.com/Journal/files/Forking_Education.html#unique-entry-id-89
At exactly this moment, online education is poised (and threatening) to replicate the conditions, courses, structures, and hierarchical relations of brick-and-mortar industrial-era education. Cathy N. Davidson argued exactly this at her presentation, “Access Demands a Paradigm Shift,” at the 2013 Modern Language Association conference. The mistake being made, I think, is a simple and even understandable one, but damning and destructive nonetheless. Those of us responsible for education (both its formation and care) are hugging too tightly to what we've helped build, its pillars, policies, economies, and institutions. None of these, though, map promisingly into digital space. If we continue to tread our current path, we'll be left with a Frankenstein's monster of what we now know of education. This is the imminent destruction of our educational system of which so many speak: taking an institution inspired by the efficiency of post-industrial machines and redrawing it inside the machines of the digital age. Education rendered into a dull 2-dimensional carbon copy, scanned, faxed, encoded and then made human-readable, an utter lack of intellectual bravery. ]]>http://www.hybridpedagogy.com/Journal/files/Forking_Education.html#unique-entry-id-89hybridped@gmail.comProfession2013-01-04T23:41:54-08:00http://feedproxy.google.com/~r/HybridPed/~3/Erk9dmUrXx4/Hybrid_Scholar.htmlhttp://www.hybridpedagogy.com/Journal/files/Hybrid_Scholar.html#unique-entry-id-88by Pete Rorabaugh

On my campus, and on many others, there are two entirely different units -- the College of Arts and Sciences and the College of Education -- suggesting, somehow, that the activities of one are wholly separate from the other. “Learning how to teach” happens in one while “analysis” (or something like it) happens in the other. The problem is that all of those Arts and Sciences grad students have to do something else in addition to the scholarship they are being trained to compose. They have to teach, and, considering the current job market and the landscape of traditional academic publishing, they are probably going to rely much more on their teaching at the start of their career than on their research. Do these carefully groomed grad students ever set foot in the teaching college a block down the street during their four years (or six or eight) years as doctoral students? On my campus, they do not. ]]>http://www.hybridpedagogy.com/Journal/files/Hybrid_Scholar.html#unique-entry-id-88hybridped@gmail.comOpen Education2013-01-03T04:48:26-08:00http://feedproxy.google.com/~r/HybridPed/~3/dSB1eZjj4aQ/Personal_Learning_Networks.htmlhttp://www.hybridpedagogy.com/Journal/files/Personal_Learning_Networks.html#unique-entry-id-87by Alison Seaman

Sherry Turkle famously argues technology has begun to overtake our attention and time, which has led to increased physical isolation and shallow online interaction. She contends, in a community-starved world, we need to disconnect from our smartphones and other Information and Communications Technology (ICT)-enabling devices in order to create greater balance: “We think constant connection will make us feel less lonely. The opposite is true ... If we don’t teach our children to be alone, they will know only how to be lonely”. Detractors such as David Banks, Nathan Jurgenson and others counter that Turkle’s assessment of alienation creates a digital dualism. As David Banks at Cyborgology suggests, it may be more appropriate instead to consider our technique—how we use technology. ]]>http://www.hybridpedagogy.com/Journal/files/Personal_Learning_Networks.html#unique-entry-id-87hybridped@gmail.comLiteracies2012-12-30T22:14:05-08:00http://feedproxy.google.com/~r/HybridPed/~3/nNkCni1Epyw/Disruption_and_Rhizomatic_Learning.htmlhttp://www.hybridpedagogy.com/Journal/files/Disruption_and_Rhizomatic_Learning.html#unique-entry-id-86
Too often, rather than inviting First-Year Composition (FYC) students into the disruptive experience of being a writer, we try to shield them inside the safety of the walled garden of neatly ordered paths that is the traditional, instructor-driven composition classroom. Even while some of us have refocused on the process, rather than products, of writing, we continue to hamstring students with scaffolded compositional tasks and writing “prompts,” assuming that by allowing students to choose between various (artificially-created, instructor-mapped) paths, we are endowing them with an autonomy so empowering that they will arrive at the end of their journey through our garden as self-identified writers. ]]>http://www.hybridpedagogy.com/Journal/files/Disruption_and_Rhizomatic_Learning.html#unique-entry-id-86hybridped@gmail.com#digped2012-12-10T03:18:33-08:00http://feedproxy.google.com/~r/HybridPed/~3/4W3MrcaSma8/Future_of_Higher_Education_Storify.htmlhttp://www.hybridpedagogy.com/Journal/files/Future_of_Higher_Education_Storify.html#unique-entry-id-85
The announcement for this #digped suggested that “there is a deeper discussion underlying our anxieties (and excitement) about MOOCs -- a discussion about the efficacy of open education, online learning, and digital pedagogies. A discussion about the future of education.” On December 7, we focused our #digped discussion on issues large and small, loud and quiet, the questions we keep circling around and also the harder ones, the ones that unnerve us. Even before the discussion began, an important issue was brought up by Lee Skallerup Bessette in the comments on the original #digped announcement: "I don't think we can talk about what higher educations 'values' until we face how they treat the people who 'deliver' their 'product.'" The Storify of this discussion includes frank observations about the state of higher education and practical tips for how we can work to help it more ethically and productively evolve. ]]>http://www.hybridpedagogy.com/Journal/files/Future_of_Higher_Education_Storify.html#unique-entry-id-85hybridped@gmail.com#digped2012-12-05T19:58:59-08:00http://feedproxy.google.com/~r/HybridPed/~3/Xu46i3C7ta0/Future_of_Higher_Education.htmlhttp://www.hybridpedagogy.com/Journal/files/Future_of_Higher_Education.html#unique-entry-id-84
Over the last twelve months, Hybrid Pedagogy has published 74 articles by 16 authors. It’s no surprise for us to report that the articles we’ve published about MOOCs have been some of our most-read articles of the year. The MOOC is not a bandwagon, though, but something needing careful interrogation with “discernment but not judgment.” Jesse argues in “Online Learning: a Manifesto,” that “to get lost entirely in the stories being told about MOOCs is to miss the forest for the trees, so to speak.” There is a deeper discussion underlying our anxieties (and excitement) about MOOCs -- a discussion about the efficacy of open education, online learning, and digital pedagogies. A discussion about the future of education. ]]>http://www.hybridpedagogy.com/Journal/files/Future_of_Higher_Education.html#unique-entry-id-84hybridped@gmail.comOnline Learning2012-12-03T20:17:18-08:00http://feedproxy.google.com/~r/HybridPed/~3/Iz22m9s4ItY/Online_Learning_Manifesto.htmlhttp://www.hybridpedagogy.com/Journal/files/Online_Learning_Manifesto.html#unique-entry-id-83
Since I started teaching in 1999, I've frequently encountered an anti-pedagogical bent amongst fellow teachers and faculty, a resistance to thinking critically about our teaching practices and philosophies, especially regarding online learning. What we need is to ignore the hype and misrepresentations (on both sides of the debate) and gather together more people willing to carefully reflect on how, where, and why we learn online. There is no productive place in this conversation for exclusivity or anti-intellectualism. Those of us talking about digital pedagogy and digital humanities need to be engaging thoughtfully in discussions about online learning and open education. Those of us in higher ed. need to be engaging thoughtfully with K-12 teachers and administrators. And it’s especially important that we open our discussions of the future of education to students, who should both participate in and help to build their own learning spaces. Pedagogy needs to be at the center of all these discussions. ]]>http://www.hybridpedagogy.com/Journal/files/Online_Learning_Manifesto.html#unique-entry-id-83hybridped@gmail.comLiteracies2012-11-27T20:22:51-08:00http://feedproxy.google.com/~r/HybridPed/~3/-pZmNHqRDSA/Developing_Authors.htmlhttp://www.hybridpedagogy.com/Journal/files/Developing_Authors.html#unique-entry-id-82
A key feature of a teaching philosophy is that it has to be applicable to all of the classes you claim to (be able to) teach. And a professional philosophy has to apply to all the research and service work you do as well. When I first started talking about an editorial pedagogy, I mostly used it in reference to my writing-intensive classes and job-market workshops where students were writing a lot of job materials. But I realized that my syllabi draw on an editorial pedagogy in two different ways, depending on whether I’m teaching writing or publishing classes (the publishing classes I refer to in the third installment of this series aren’t writing for publication classes, but editorially focused classes). These sets of classes reach users on different ends of a communicative spectrum: authors want to write better, publishers want to produce better publications. When we’re talking about professional-level publications, authors need publishers and vice versa.
]]>http://www.hybridpedagogy.com/Journal/files/Developing_Authors.html#unique-entry-id-82hybridped@gmail.comOpen Education2012-11-19T19:08:06-08:00http://feedproxy.google.com/~r/HybridPed/~3/j7KTpBj7fvU/MOOC_Emergence_Disruption_and_Higher_Education.htmlhttp://www.hybridpedagogy.com/Journal/files/MOOC_Emergence_Disruption_and_Higher_Education.html#unique-entry-id-81by Sean Michael Morris and Jesse Stommel

A MOOC is not a thing. A MOOC is a strategy. What we say about MOOCs cannot possibly contain their drama, banality, incessance, and proliferation. The MOOC is a variant beast -- placental, emergent, alienating, enveloping, sometimes thriving, sometimes dead, sometimes reborn. There is also nothing about a MOOC that can be contained. Try as they might, MOOC-makers like Coursera, EdX, and Udacity cannot keep their MOOCs to themselves, because when we join a MOOC, it is not to learn new content, new skills, new knowledge, it is to learn new learning. Entering a MOOC is entering Wonderland -- where modes of learning are turned sideways and on their heads -- and we walk away MOOCified.]]>http://www.hybridpedagogy.com/Journal/files/MOOC_Emergence_Disruption_and_Higher_Education.html#unique-entry-id-81hybridped@gmail.com#digped2012-11-06T07:22:31-08:00http://feedproxy.google.com/~r/HybridPed/~3/uyhSRi1y2ig/New_Media_Deformation.htmlhttp://www.hybridpedagogy.com/Journal/files/New_Media_Deformation.html#unique-entry-id-80by Jesse Stommel

In "Notes towards a Deformed Humanities," Mark Sample writes, "I want to propose a theory and practice of a Deformed Humanities. A humanities born of broken, twisted things. And what is broken and twisted is also beautiful, and a bearer of knowledge. The Deformed Humanities is an origami crane—a piece of paper contorted into an object of startling insight and beauty." Citation practices on the web have begun to contort and twist like the origami crane Sample describes here. For many, this leads to a certain despair, but I find myself reveling in a moment, a threshold, across which our scholarly practices now teeter. Citation is becoming less about name-dropping and positioning and more about generosity and collaboration. On 11/2 we had a raucous #digped discussion about the changing shape of citation in the wake of digital scholarly practice. The results were Storified. ]]>http://www.hybridpedagogy.com/Journal/files/New_Media_Deformation.html#unique-entry-id-80hybridped@gmail.comProfession2012-11-04T22:32:22-08:00http://feedproxy.google.com/~r/HybridPed/~3/SNtoGPk7R0E/Editorial_Pedagogy_1.htmlhttp://www.hybridpedagogy.com/Journal/files/Editorial_Pedagogy_1.html#unique-entry-id-78by Cheryl Ball

Sometimes, my esteemed colleague, Jim Kalmbach, understands my academic identity better than I do. His most recent revelation for me was this: “I see you transforming yourself in ways you don't understand yet. It is true that your definition of DH will be richer than most people if for no other reason than it will include comp. You should stand in front of a mirror and say ‘I am a digital humanist.’” He’s right. My academic identity most easily fits into a digital humanities notion of technology-infused writing, publishing, and pedagogy. And in the month since I got Jim’s most recent identity-cometojesus-email, I’ve been able to reconcile these sometimes-competing disciplinary identities to form a holistic approach to my teaching, research, and service. In revising my teaching philosophy recently, I realized that my pedagogical approach wasn’t limited to classroom-based teaching, the typical scope of such statements. Instead, my philosophy -- an editorial pedagogy -- is fundamentally linked to my academic identity and performance as an editor, scholar, teacher, mentor, and administrator in digital writing studies. Or, more specifically, a juggling act of digital writing studies and digital publishing under the big tent of digital humanities. ]]>http://www.hybridpedagogy.com/Journal/files/Editorial_Pedagogy_1.html#unique-entry-id-78hybridped@gmail.comLiteracies2012-11-01T00:21:00-07:00http://feedproxy.google.com/~r/HybridPed/~3/D5rxKUJmuaQ/Seeing_Composition.htmlhttp://www.hybridpedagogy.com/Journal/files/Seeing_Composition.html#unique-entry-id-77
One of my favorite childhood memories is of me helping my dad in the garden. A hardworking individual who dealt with a lot of stress, dad was always at peace among his veggies and flowers. The garden was a place where he could spend time with plants that needed (but did not demand) his attention; among his many plants, dad could be creative, whimsical, relaxed; absolved from the everyday stresses of work, family, and life. ]]>http://www.hybridpedagogy.com/Journal/files/Seeing_Composition.html#unique-entry-id-77hybridped@gmail.com#digped2012-10-31T10:41:33-07:00http://feedproxy.google.com/~r/HybridPed/~3/P9d6toNAqjY/new_media_digital_citation.htmlhttp://www.hybridpedagogy.com/Journal/files/new_media_digital_citation.html#unique-entry-id-76by Pete Rorabaugh, Jesse Stommel, and Robin Wharton

On Hybrid Pedagogy, Pete and Jesse have previously discussed the “Four Noble Virtues of Digital Media Citation,” boiling them down to attribution, deference, curation, and engagement. We argue that building a new ethic of citation can create a new academic landscape where “each citation and each hyperlink preempts the peer review process by inviting other scholars and pedagogues into the conversation. We don’t cite because someone has written the ‘best thing’; rather, we cite to offer feedback and to invite dialogue.” Similarly, in “Bright Lines and Golden Rules: Copyright, Fair Use, and Critical Pedagogy,” Robin suggests that classrooms be transformed by a new relationship to scholarly sources. She recommends that, in teaching the method of academic citation, “we should do everything we can to demonstrate the scholarly and educational value of open access work.” We should start thinking about a uniform method(s) of academic citation consistent with these lines of inquiry. ]]>http://www.hybridpedagogy.com/Journal/files/new_media_digital_citation.html#unique-entry-id-76hybridped@gmail.com#digped2012-10-18T09:26:15-07:00http://feedproxy.google.com/~r/HybridPed/~3/sl1YdBUpgL4/Open_Scholarship.htmlhttp://www.hybridpedagogy.com/Journal/files/Open_Scholarship.html#unique-entry-id-75by Valerie Robin

The most recent #digped conversation covered questions of the value of publishing in a new media environment. At times, participants challenged the very definition of 'to publish' and explored questions about the future of academic publishing and classroom practices. Introduced by the #digped announcement, After #twittergate, the conversation began with a question about thoughts and perceptions regarding the dangers of using social media. We closed by asking participants to chime in regarding what it will take to make "new media more legitimate?" The collective offered some great suggestions and the twists and turns of the conversation suggest we need to work harder to rid parties of the anxiety presented by scholars operating in the new media environment. ]]>http://www.hybridpedagogy.com/Journal/files/Open_Scholarship.html#unique-entry-id-75hybridped@gmail.comLiteracies2012-10-08T20:39:42-07:00http://feedproxy.google.com/~r/HybridPed/~3/zO0iTT77Oxo/Digital_Writing_Uprising.htmlhttp://www.hybridpedagogy.com/Journal/files/Digital_Writing_Uprising.html#unique-entry-id-74
As a self-proclaimed Internet non-user (a proclamation that elicits hoots and howls from my friends), the allure of digital writing for me does not lie in its medium; instead, I’m tantalized by the proposition that digital writing is action. Not that the writing inspires action, or comes out of action, or responds to action. But that the words themselves are active. They move, slither, creep, sprint, and outpace us. Digital words have lives of their own. We may write them, birth them ourselves, but without any compunction or notice, they enact themselves in ways we can’t predict. And this is because digital writing is communal writing. ]]>http://www.hybridpedagogy.com/Journal/files/Digital_Writing_Uprising.html#unique-entry-id-74hybridped@gmail.comProfession2012-10-03T23:04:05-07:00http://feedproxy.google.com/~r/HybridPed/~3/Rl7dVf69wOw/Twitter_and_its_Discontents.htmlhttp://www.hybridpedagogy.com/Journal/files/Twitter_and_its_Discontents.html#unique-entry-id-73
I was roused from my teaching this week by the cacophony of tweets and blog posts on the merits and pitfalls of tweeting another scholar’s ideas (the most cited ones authored or collected by Roopika Risam, Tressie McMillan Cottom, Kathleen Fitzpatrick and Adeline Koh), culminating in “The Academic Twitterazzi” on Inside Higher Ed. The conversation is rushing through multiple channels, expressed with frustration in Mark Sample’s response to being quoted, also by Inside Higher Ed., when he was actually citing Risam’s original blog post. “Imagine the chilling effect upon graduate students,” Sample writes in the comments, “when their first forays into academic blogging are also their first experiences with having their ideas stolen from them.” The discussion convinced me that it’s time to contextualize a personal story of mine within the larger debate of digital ethics, transparency, and inter-institutional academic collaboration. ]]>http://www.hybridpedagogy.com/Journal/files/Twitter_and_its_Discontents.html#unique-entry-id-73hybridped@gmail.com#digped2012-10-01T21:48:29-07:00http://feedproxy.google.com/~r/HybridPed/~3/dJ0-lTVbGLA/After_Twittergate.htmlhttp://www.hybridpedagogy.com/Journal/files/After_Twittergate.html#unique-entry-id-72
Web texts like those featured in Kairos: A Journal of Rhetoric Technology and Pedagogy remind us of how scholarly experimentation can contribute to disciplinary knowledge. The struggle lies in the ability to mesh experimental media with a concrete message a reader doesn’t need any special cues to get. What new reading strategies do we need for compositions where the argument is not as clear-cut as a traditional thesis statement? And if we can’t find the argument right away, does this undermine the quality of the piece? If we don’t value online composition, multimodal articles, and the conversations that happen during Twitter-chats like #digped, are we discarding rich disciplinary resources? ]]>http://www.hybridpedagogy.com/Journal/files/After_Twittergate.html#unique-entry-id-72hybridped@gmail.com#digped2012-09-28T08:42:05-07:00http://feedproxy.google.com/~r/HybridPed/~3/JWCmN--JoaY/Open_Access_Open_Source.htmlhttp://www.hybridpedagogy.com/Journal/files/Open_Access_Open_Source.html#unique-entry-id-71
This #digped conversation began with a question on Open Access v. Open Source. From there, it moved outward to consider the risks and rewards of "openness" more generally in our scholarship and pedagogy. As a number of participants observed, the distinctions between open access and open source approaches to intellectual property sharing stem from how we define "open," and the discussion quickly turned to existing and potential paradigms of "openness." ]]>http://www.hybridpedagogy.com/Journal/files/Open_Access_Open_Source.html#unique-entry-id-71hybridped@gmail.com#digped2012-09-11T21:34:14-07:00http://feedproxy.google.com/~r/HybridPed/~3/EyEoDHPKrNk/Blurring_Lines_Breaking_Rules.htmlhttp://www.hybridpedagogy.com/Journal/files/Blurring_Lines_Breaking_Rules.html#unique-entry-id-70
This Friday, September 14 from 1:00 - 2:00pm Eastern (10:00 - 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped to consider the promises and pitfalls of open source and open access learning resources. The work of students and pedagogues alike depends upon our ability to access, use, remix, and transform the texts and technologies we study. In her recent post, “Doing DH versus Doing Digital,” Lee Bessette writes, “I might not know much about coding (and only slightly more about encoding and mark-up languages) but I am getting tired of being at the mercy of the software that I use (she says while typing this in her least-favorite program ever, Word).” Bessette continues by observing how she is drawn to Digital Humanities as a discipline because it offers us “the possibility we might create interfaces and software that give us environments that critically engage with and produce what we want, rather than limit ourselves to what we’re told we can do.” ]]>http://www.hybridpedagogy.com/Journal/files/Blurring_Lines_Breaking_Rules.html#unique-entry-id-70hybridped@gmail.comOpen Education2012-09-05T21:59:49-07:00http://feedproxy.google.com/~r/HybridPed/~3/009OK8b2Rac/Copyright_Fair_Use_Critical_Pedagogy.htmlhttp://www.hybridpedagogy.com/Journal/files/Copyright_Fair_Use_Critical_Pedagogy.html#unique-entry-id-69
The slippery semiotics of the word “fair” render fair use/dealing a murky and changeable concept. What is “fair” in one set of circumstances will not be “fair” in another. […] When I was a practicing attorney, I thought answering the question, “Is this fair use?,” with the Golden Rule, “Do unto others as you would have them do unto you,” was a pretty good strategy. Because context matters in the fair use/dealing analysis, many professionals can do a quick fairness check by asking how they might respond as a copyright owner to whatever use they might be contemplating. ]]>http://www.hybridpedagogy.com/Journal/files/Copyright_Fair_Use_Critical_Pedagogy.html#unique-entry-id-69hybridped@gmail.com#digped2012-08-28T23:03:38-07:00http://feedproxy.google.com/~r/HybridPed/~3/Z_2ieBRUIdQ/Myth_of_Efficiency.htmlhttp://www.hybridpedagogy.com/Journal/files/Myth_of_Efficiency.html#unique-entry-id-68
This Friday, August 31 from 1:00 - 2:00pm Eastern (10:00 - 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under hashtag #digped to explore the changing political economies of higher education. The practicality and future of the university has fallen under scrutiny. “There is talk about the poor educational outcomes apparent in our graduates, the out-of-control tuitions and crippling student loan debt,” Leslie Leigh Scott writes in “How the American University was Killed in Five Easy Steps”. Few who have pursued life in higher education can deny an affection for the college campus. From the quad to the cafeteria, from the library to the biology lab, universities are sites of charm, intellectual industry, and perpetual nostalgia. However, “Attention is finally being paid to the enormous salaries for presidents and sports coaches, and the migrant worker status of the low-wage majority faculty.” The nostalgia is wearing off, and many are proclaiming the end of higher education as we’ve known it. ]]>http://www.hybridpedagogy.com/Journal/files/Myth_of_Efficiency.html#unique-entry-id-68hybridped@gmail.comOnline Learning2012-08-27T20:27:57-07:00http://feedproxy.google.com/~r/HybridPed/~3/7t7A0Qzu124/Udacity_and_Online_Pedagogy.htmlhttp://www.hybridpedagogy.com/Journal/files/Udacity_and_Online_Pedagogy.html#unique-entry-id-67
This sentence is a learning object. Wayne Hodgins, the “father of learning objects,” first came up with the idea for them while watching his son play with LEGOs. The basic notion is that we can create units of learning so fundamentally simple and reusable that they can be applied in different ways to different objectives and lessons, no matter the context. Hodgins’s dream was of “a world where all ‘content’ exists at just the right and lowest possible size.” Like a single sentence. Like a single question on an exam. Like a photograph, a moment in a video, a discussion prompt. As online learning has grown, learning objects have become something of the Holy Grail of instructional design... Or the windmills at which it tilts. ]]>http://www.hybridpedagogy.com/Journal/files/Udacity_and_Online_Pedagogy.html#unique-entry-id-67hybridped@gmail.comOpen Education2012-08-24T05:08:28-07:00http://feedproxy.google.com/~r/HybridPed/~3/9fqs8Z9w-Yk/MOOC_Pedagogy.htmlhttp://www.hybridpedagogy.com/Journal/files/MOOC_Pedagogy.html#unique-entry-id-66
I once heard an interesting story about my former collegiate marching-band instructor, Dr. Richard Greenwood. According to legend, Greenwood once held up the score to an extensive piece the band was working on, pointed to it, and said, to the surprise of those around him holding instruments, "This is not the music we are playing. This is not the song we are performing. This is only a map. It's a guide to get us where the composer wants us to go." He then went on to discuss the merits of interpretation, flexibility, and improvisation within a framework. ]]>http://www.hybridpedagogy.com/Journal/files/MOOC_Pedagogy.html#unique-entry-id-66hybridped@gmail.comOpen Education2012-08-13T19:34:22-07:00http://feedproxy.google.com/~r/HybridPed/~3/KnidWZCLPUk/A_MOOC_by_Any_Other_Name.htmlhttp://www.hybridpedagogy.com/Journal/files/A_MOOC_by_Any_Other_Name.html#unique-entry-id-65
On August 13, as part of a collaborative exercise in Hybrid Pedagogy’s MOOC MOOC, nearly 500 participants worked together in seven separate documents to create essays about MOOCs. They were given specific parameters -- half a day, cite three sources, write exactly 1,000 words, and illustrate with an image. Working in sections of about 50 participants each, each group succeeding in massively co-authoring, and massively peer-reviewing their articles. The article below stood out as one ready to publish, but all the articles were noteworthy. We’ve included a short Storify at the end of the complete piece below, including links to all the Google Docs in which the essays were written. ]]>http://www.hybridpedagogy.com/Journal/files/A_MOOC_by_Any_Other_Name.html#unique-entry-id-65hybridped@gmail.comOpen Education2012-08-11T20:25:08-07:00http://feedproxy.google.com/~r/HybridPed/~3/pqtrJPVUwg8/Wrestles_with_MOOCs.htmlhttp://www.hybridpedagogy.com/Journal/files/Wrestles_with_MOOCs.html#unique-entry-id-64by Pete Rorabaugh

Massive Open Online Courses (MOOCs), as they are situated both inside and outside of traditional higher education institutions, naturally raise questions about those institutions. My recent article, "Occupy the Digital: Critical Pedagogy and New Media," began to uncover some of those questions. In that article, I assert "that academic work must be useful beyond its tower and that digital culture offers new opportunities to achieve that goal." Perhaps MOOCs are a way to take academic work beyond its traditional boundaries. Or perhaps MOOCs are so extra-institutional that they will work no real changes on higher education. I recently invited Audrey Watters to an interview over Twitter to discuss what road MOOCs might be paving for us all. Both of us will also be participating in MOOC MOOC, an experimental, investigative one-week course hosted by Hybrid Pedagogy. This interview is an invitation behind the critical lens of MOOC MOOC. ]]>http://www.hybridpedagogy.com/Journal/files/Wrestles_with_MOOCs.html#unique-entry-id-64hybridped@gmail.com#digped2012-08-09T07:56:37-07:00http://feedproxy.google.com/~r/HybridPed/~3/dEddUz2yAo0/backchannel_in_the_backchannel.htmlhttp://www.hybridpedagogy.com/Journal/files/backchannel_in_the_backchannel.html#unique-entry-id-60by Robin Wharton

The first installment, "We Interrupt This Broadcast," deferred the question about the use of video lectures and broadcast education in MOOCs, and focuses instead on those contributions related to the other questions Sean's #digped post raises. In this installment, I pick up the MOOC-related strands of the discussion and the resulting conversation about shifting funding models for higher education and the pressing questions they raise. ]]>http://www.hybridpedagogy.com/Journal/files/backchannel_in_the_backchannel.html#unique-entry-id-60hybridped@gmail.com#digped2012-08-07T22:20:15-07:00http://feedproxy.google.com/~r/HybridPed/~3/WDrxJ9vchrk/We_Interrupt_This_Broadcast.htmlhttp://www.hybridpedagogy.com/Journal/files/We_Interrupt_This_Broadcast.html#unique-entry-id-59
In his article, "Broadcast Education: A Response to Coursera," Sean asks us to consider, "If online education has made so much progress, why isn’t it more obvious? Why are the good folks at Coursera (who are actually just now catching up to those of us who’ve been doing this for a decade) getting all the attention, while also not putting the best face of online education forward?" He ends the piece with a call for pedagogues "to innovate, to experiment, to play and be played with," and cautions against oversimplification of online learning and MOOCs, of both the forms they take and the issues at stake when we are debating their merits and demerits. In an effort to engage some of the more productive discursive strands weaving in and out of the recent media "MOOCopalypse", we decided to focus last week's #digped discussion on the broader question of broadcast learning, which is the model (as Sean points out, sometimes erroneously) most frequently associated with MOOCs and other, more traditional (did I just write that?) online courses. ]]>http://www.hybridpedagogy.com/Journal/files/We_Interrupt_This_Broadcast.html#unique-entry-id-59hybridped@gmail.comCritical Pedagogy2012-08-06T18:29:46-07:00http://feedproxy.google.com/~r/HybridPed/~3/tXaCzIvgHpE/Occupy_the_Digital.htmlhttp://www.hybridpedagogy.com/Journal/files/Occupy_the_Digital.html#unique-entry-id-58
Teaching is a moral act. Our choice of course content is a moral decision, but so is the relationship we cultivate with students. Both physical and digital learning spaces require us to practice a politics of teaching, whether we’re conscious of it or not. However, traditional relationships between students and teachers come freighted with a model of interaction that often impedes learning. They are hierarchical. Progressive teaching, informed by a critical attention to pedagogy, resets the variables and insists on the classroom as a site of moral agency. ]]>http://www.hybridpedagogy.com/Journal/files/Occupy_the_Digital.html#unique-entry-id-58hybridped@gmail.com#digped2012-08-01T06:41:19-07:00http://feedproxy.google.com/~r/HybridPed/~3/xuUwellFsY8/Broadcast_Learning.htmlhttp://www.hybridpedagogy.com/Journal/files/Broadcast_Learning.html#unique-entry-id-57
This Friday, August 3 from 1:00 - 2:00pm Eastern (10:00 - 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under hashtag #digped centered on the difference between content-delivery and learning in online education. We’ll use as focal point for the discussion the problems and advantages of, and future potential for, the video lecture as utilized in flipped classrooms, MOOCs, hybrid courses, and more. In “Broadcast Education: A Response to Coursera”, we suggested that video lectures used to create large-scale, “auditorium”-style learning environments may not be the very best application of technology. Our discussion on Friday will inspect how this technology is being used and abused, and how it might be used better. ]]>http://www.hybridpedagogy.com/Journal/files/Broadcast_Learning.html#unique-entry-id-57hybridped@gmail.comTools2012-07-30T05:12:29-07:00http://feedproxy.google.com/~r/HybridPed/~3/K2KPMIvZv8A/Storify_Research.htmlhttp://www.hybridpedagogy.com/Journal/files/Storify_Research.html#unique-entry-id-56
It's time to confront our bias against open sources and redefine how our students research in digital environments. We should both allow them to use the research sites that are most handy, i.e., those openly available on the internet, and teach them how to effectively mine, evaluate, synthesize, and use the information contained within those sites. Good research is an art form and good researchers use a variety of techniques. The art of research is knowing how and when to use the various tools and techniques in concert. While students rarely approach research as an art, never have the tools of research been more readily available to them. The trick is to teach them how to use those tools with finesse. ]]>http://www.hybridpedagogy.com/Journal/files/Storify_Research.html#unique-entry-id-56hybridped@gmail.comOpen Education2012-07-26T05:27:00-07:00http://feedproxy.google.com/~r/HybridPed/~3/NLaqcdoxCaw/Broadcast_Education.htmlhttp://www.hybridpedagogy.com/Journal/files/Broadcast_Education.html#unique-entry-id-55
Coursera is silly. Educational technology news has been all a-flutter over the last few months about the work that Coursera is doing to bring higher education into the open. But I tell you what: I signed up for one of their classes -- a course on Science Fiction and Fantasy from the University of Michigan -- only to discover something really startling. Really: startling. ]]>http://www.hybridpedagogy.com/Journal/files/Broadcast_Education.html#unique-entry-id-55hybridped@gmail.com#digped2012-07-25T08:28:02-07:00http://feedproxy.google.com/~r/HybridPed/~3/C6MX6S9XR1M/Visible_Collaboration.htmlhttp://www.hybridpedagogy.com/Journal/files/Visible_Collaboration.html#unique-entry-id-54
This past Friday, July 20th, the Hybrid Pedagogy #digped discussion on Twitter extended the conversation we began with our crowdsourced article Digital Humanities Made Me a Better Pedagogue. In that article, we explain why we're organizing a THATCamp Hybrid Pedagogy in order to "tap the disruptive, deformed, insubordinate energy" we see infusing the collaborative praxis of digital pedagogy and the digital humanities. The #digped discussion "Collaborative Teaching, Shared Pedagogies" was motivated by our desire to include the wider Hybrid Pedagogy collective in a conversation about some of the scholarly work informing that piece. ]]>http://www.hybridpedagogy.com/Journal/files/Visible_Collaboration.html#unique-entry-id-54hybridped@gmail.comOpen Education2012-07-23T05:50:00-07:00http://feedproxy.google.com/~r/HybridPed/~3/H7Vq__lyXSQ/MOOC_MOOC.htmlhttp://www.hybridpedagogy.com/Journal/files/MOOC_MOOC.html#unique-entry-id-53
MOOCs are a red herring. The MOOC didn’t appear last week, out of a void, vacuum-packed. The MOOC has been around for years, biding its time. Still, the recent furor about MOOCs, which some have called “hysteria,” opens important questions about higher education, digital pedagogy, and online learning. The MOOCs themselves aren’t what’s really at stake. In spite of the confused murmurs in the media, MOOCs won’t actually chomp everything in their path. And they aren’t an easy solution to higher education’s financial crisis. In fact, a MOOC isn’t anything at all, just a methodological approach, with no inherent value except insofar as it’s used. ]]>http://www.hybridpedagogy.com/Journal/files/MOOC_MOOC.html#unique-entry-id-53hybridped@gmail.com#digped2012-07-18T06:59:42-07:00http://feedproxy.google.com/~r/HybridPed/~3/yB1Y0QrOwYI/Shared_Pedagogy.htmlhttp://www.hybridpedagogy.com/Journal/files/Shared_Pedagogy.html#unique-entry-id-52
Why should we collaborate in the classroom (or online learning space)? What strategies can we devise to disrupt the convention of one teacher, one class? What work needs to be done at an institutional level to facilitate this? How can collaborations between teachers work to encourage (or in concert with) collaborations between students, or between teacher and student? This Friday, July 20 from 1:00 - 2:00pm Eastern (10:00 - 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped focused on collaborative teaching and shared pedagogies. In “Digital Humanities Made Me a Better Pedagogue: a Crowdsourced Article,” we assembled ideas on the subject from a team of authors, who surveyed the thinking of a much larger group via hyperlinks, crowdsourcing on Twitter, and workshopping at several THATCamp un-conferences. ]]>http://www.hybridpedagogy.com/Journal/files/Shared_Pedagogy.html#unique-entry-id-52hybridped@gmail.comDigital Pedagogy2012-07-10T01:50:40-07:00http://feedproxy.google.com/~r/HybridPed/~3/pBpE5Av4AtM/Dig_Hum_Dig_Ped.htmlhttp://www.hybridpedagogy.com/Journal/files/Dig_Hum_Dig_Ped.html#unique-entry-id-50
Pedagogy is inherently collaborative. Our work as teachers doesn’t (or shouldn’t) happen in a vacuum. In “Hybridity, pt. 3: What Does Hybrid Pedagogy Do?,” Pete and Jesse write, “Teaching is a practice. Good teaching is an engaged, reflective, and generous practice. Pedagogy is not just talking and thinking about teaching. Pedagogy is the place where philosophy and practice meet (aka “praxis”). It’s vibrant and embodied, meditative and productive.” There is an important distinction here between teaching and pedagogy, between work that is productive and work that is productive and also reflective. ]]>http://www.hybridpedagogy.com/Journal/files/Dig_Hum_Dig_Ped.html#unique-entry-id-50hybridped@gmail.com#digped2012-07-09T11:47:20-07:00http://feedproxy.google.com/~r/HybridPed/~3/hzB8tT4aYqM/From_Chalk_to_Twitter.htmlhttp://www.hybridpedagogy.com/Journal/files/From_Chalk_to_Twitter.html#unique-entry-id-49
On Friday, July 6, Hybrid Pedagogy hosted a discussion on Twitter focused on the idea of the digital divide. We set out to determine if this divide is real, in what ways it's real, and how it might be related to other "divides" (e.g., social, economic, etc.). Into the heart of our discussion fell two key factors: access and relevance; that is, access to technology and information, and the relevance of that technology and information to our students. The discussion was inspired, in part, by Lee Skallerup Bassette's article "It's About Class: Interrogating the Digital Divide" which raised clear questions about not only how to bridge the digital divide, but also whether it's appropriate to try. ]]>http://www.hybridpedagogy.com/Journal/files/From_Chalk_to_Twitter.html#unique-entry-id-49hybridped@gmail.com#digped2012-07-03T20:03:37-07:00http://feedproxy.google.com/~r/HybridPed/~3/10c7f1Ay8pg/Digital_Division.htmlhttp://www.hybridpedagogy.com/Journal/files/Digital_Division.html#unique-entry-id-48
As teachers and students, we are faced every day with a multiplicity of technological options, both in terms of teaching and learning, and also personally and professionally. How do we want to engage with the world -- through Twitter, Facebook, Tumblr? And how do we want to learn and guide learning -- using an LMS, Wordpress, Udacity, MOOCs? These are the questions we can ask when we have a wired classroom, a smartphone, ready internet access, and a working knowledge of the tools these technologies provide. ]]>http://www.hybridpedagogy.com/Journal/files/Digital_Division.html#unique-entry-id-48hybridped@gmail.comDigital Pedagogy2012-07-02T09:32:00-07:00http://feedproxy.google.com/~r/HybridPed/~3/XdYlSajjKH4/the_digital_divide.htmlhttp://www.hybridpedagogy.com/Journal/files/the_digital_divide.html#unique-entry-id-47
I live and work in one of America’s poorest regions, Appalachia -- specifically eastern Kentucky. Businesses and municipalities don’t have a strong web presence (if any at all), Google Maps is essentially useless for getting anywhere, and the social network is still, largely, the local Churches and quilting bees. Howard Rheingold, in his book Net Smart, writes about how it is possible now to ask a question and get an answer on your phone anywhere. I hasten to add, as long as it’s not here, where even cell phone coverage is spotty at best. ]]>http://www.hybridpedagogy.com/Journal/files/the_digital_divide.html#unique-entry-id-47hybridped@gmail.com#digped2012-06-29T16:19:53-07:00http://feedproxy.google.com/~r/HybridPed/~3/IT2GvAE-D2g/Hackulty_Meetings.htmlhttp://www.hybridpedagogy.com/Journal/files/Hackulty_Meetings.html#unique-entry-id-46by Sean Michael Morris

Hybrid Pedagogy recently hosted a Twitter discussion focused on the relationship between pedagogy and technology, and the relationship between teachers and technologists. We set out with the intention of mining the relationships for possibilities, potentials, but also for weaknesses and shortcomings. At the center of our conversation sat the LMS (Learning Management System), the bane and boon of online and hybrid teaching. For many, the LMS is an unusable educational tool, while for others it is a technology ripe for the hacking. But some technologists believe the LMS is a work in progress, and may well be the future of educational technology.
]]>http://www.hybridpedagogy.com/Journal/files/Hackulty_Meetings.html#unique-entry-id-46hybridped@gmail.comLiteracies2012-06-20T22:26:24-07:00http://feedproxy.google.com/~r/HybridPed/~3/99knFL7xivA/Organic_Writing_Seeds_Organs.htmlhttp://www.hybridpedagogy.com/Journal/files/Organic_Writing_Seeds_Organs.html#unique-entry-id-45by Pete Rorabaugh

The act of writing is organic and generative. Ironically, this biological approach to writing is strengthened by digital environments that allow students and teachers to cultivate better compositions. Composing is a demonstration of thinking, and in any hybrid classroom, students should be able to a) see this thinking modeled and b) practice it themselves. Digital environments maximize the potential for organic writing in three distinct ways: they rebuild “audience,” expose the organic layers of a composition, and invite outside participation in key stages along the way. ]]>http://www.hybridpedagogy.com/Journal/files/Organic_Writing_Seeds_Organs.html#unique-entry-id-45hybridped@gmail.com#digped2012-06-19T21:05:41-07:00http://feedproxy.google.com/~r/HybridPed/~3/_c2QJmZyFXI/Hacking_the_Marriage.htmlhttp://www.hybridpedagogy.com/Journal/files/Hacking_the_Marriage.html#unique-entry-id-44
This Friday, June 22 from 1:00 - 2:00pm EST (10:00 - 11:00am PST), Hybrid Pedagogy will host a Twitter discussion group under the hashtag #digped on the relationship between pedagogy and technology. Functionality is increasingly important in an educational world that includes hybrid classes, MOOCs, and more; but is functionality pedagogy? Is pedagogy driving functionality, or is it the other way around? The discussion will circulate around ideas raised in the Hybrid Pedagogy article, “Hacking the Screwdriver: Instructure’s Canvas and the Future of the LMS”, as well as ideas posed by the articles cited below. ]]>http://www.hybridpedagogy.com/Journal/files/Hacking_the_Marriage.html#unique-entry-id-44hybridped@gmail.comTools2012-06-15T06:38:00-07:00http://feedproxy.google.com/~r/HybridPed/~3/nUfhRYdsAhg/Canvas_and_LMS_Future.htmlhttp://www.hybridpedagogy.com/Journal/files/Canvas_and_LMS_Future.html#unique-entry-id-43
There’s nothing wrong with Blackboard, except in the way that there’s something wrong with all of it. At InstructureCon 2012, we noticed a lot of hate being directed at Blackboard, a bit of indifference about Moodle, and cheer after cheer offered up for Canvas, the learning management system (LMS) created by Instructure. That there was enthusiasm for Canvas at a Canvas-based event wasn’t unexpected; however, it spurred Jesse and I to dive deeper into this LMS to see what it’s really about, and whether it’s as flexible and progressive a tool for education as Instructure says it is. ]]>http://www.hybridpedagogy.com/Journal/files/Canvas_and_LMS_Future.html#unique-entry-id-43hybridped@gmail.comCritical Pedagogy2012-06-12T22:17:00-07:00http://feedproxy.google.com/~r/HybridPed/~3/45IhdACB6zY/What_Does_Hybrid_Pedagogy_Do.htmlhttp://www.hybridpedagogy.com/Journal/files/What_Does_Hybrid_Pedagogy_Do.html#unique-entry-id-42
Teaching is a practice. Good teaching is an engaged, reflective, and generous practice. Pedagogy is not just talking and thinking about teaching. Pedagogy is the place where philosophy and practice meet (aka “praxis”). It’s vibrant and embodied, meditative and productive. Good pedagogy takes both teaching and learning as its subjects. ]]>http://www.hybridpedagogy.com/Journal/files/What_Does_Hybrid_Pedagogy_Do.html#unique-entry-id-42hybridped@gmail.com#digped2012-06-10T20:13:08-07:00http://feedproxy.google.com/~r/HybridPed/~3/ROX-HvkDA34/Teaching_Naked_Storify.htmlhttp://www.hybridpedagogy.com/Journal/files/Teaching_Naked_Storify.html#unique-entry-id-41
On Friday, June 8, Hybrid Pedagogy hosted a discussion on Twitter focused on the subject of "teaching naked" as presented in Paul Fyfe's article "Digital Pedagogy Unplugged". We thought it would be worthwhile to take a look at the ways in which all classrooms are necessarily both digital and analog, in-person and virtual. Inspired by the notion that we might be able to re-imagine digital pedagogy "without the potentially limiting factor of electronics," we set out to discuss what the truly hybrid classroom was made of. ]]>http://www.hybridpedagogy.com/Journal/files/Teaching_Naked_Storify.html#unique-entry-id-41hybridped@gmail.comDigital Pedagogy2012-06-06T23:47:43-07:00http://feedproxy.google.com/~r/HybridPed/~3/fCLfCet6oGc/Tornado.htmlhttp://www.hybridpedagogy.com/Journal/files/Tornado.html#unique-entry-id-38
In preparing for the Teaching Naked #digped Twitter discussion on Friday, June 8, I reviewed what felt like a massive number of possible topics, discussable literature, and the broad face of educational technology. Out there on the Internet, something is happening that feels a lot like evolution, but which can also feel like survival of the fittest. One idea gives rise unto uncounted more ideas; one tool for organizing spawns a dozen new ways to communicate, and simultaneously a need for new organizational tools. It’s positively autocatalytic. ]]>http://www.hybridpedagogy.com/Journal/files/Tornado.html#unique-entry-id-38hybridped@gmail.com#digped2012-06-04T09:45:00-07:00http://feedproxy.google.com/~r/HybridPed/~3/BgaFAcY8XUI/Teaching_Naked.htmlhttp://www.hybridpedagogy.com/Journal/files/Teaching_Naked.html#unique-entry-id-37
This Friday, June 8 from 1:00 - 2:00pm EST (10:00 - 11:00am PST), Hybrid Pedagogy will host a Twitter discussion group under the hashtag #digped on Paul Fyfe’s “Digital Pedagogy Unplugged,” an article which explores how technology can both support, and might prevent, teaching and learning. We encourage participants to read Fyfe’s article, but we hope to keep the discussion open enough to everyone.
]]>http://www.hybridpedagogy.com/Journal/files/Teaching_Naked.html#unique-entry-id-37hybridped@gmail.com#digped2012-05-29T16:29:25-07:00http://feedproxy.google.com/~r/HybridPed/~3/FO57dhL8slI/Participant_Pedagogy.htmlhttp://www.hybridpedagogy.com/Journal/files/Participant_Pedagogy.html#unique-entry-id-36by Sean Michael Morris

On Friday, May 25, Hybrid Pedagogy hosted its second pedagogically-focused discussion on Twitter, this time on the subject of participant pedagogy. Inspired by both the notion from Howard Rheingold's book Net Smart (MIT Press) that "participation is power", and by the well-aimed A Letter from a Hybrid Student by Teo Bishop, the discussion worked to uncover ways not only for the student-teacher gap to be bridged, but also what it means for students to become involved in pedagogy. In this Storify, we've brought together some of the most compelling thoughts from the discussion. Join us on June 8th for another Hybrid Pedagogy #digped chat. For questions, suggestions, or more information, e-mail slamteacher@me.com. ]]>http://www.hybridpedagogy.com/Journal/files/Participant_Pedagogy.html#unique-entry-id-36hybridped@gmail.com#digped2012-05-20T23:53:24-07:00http://feedproxy.google.com/~r/HybridPed/~3/D15gBKGyaNY/DigPed_Participatory_Pedagogy.htmlhttp://www.hybridpedagogy.com/Journal/files/DigPed_Participatory_Pedagogy.html#unique-entry-id-35
Hybrid Pedagogy will host a Twitter discussion group about participant pedagogy this Friday, May 25 from 1:00pm - 2:00pm EST (10:00am-11:00am PST) under the hashtag #digped. While the conversation will be, in part, inspired by our previous #digped discussion about Howard Rheingold’s Net Smart, you don’t need to read the book in order to join the conversation. ]]>http://www.hybridpedagogy.com/Journal/files/DigPed_Participatory_Pedagogy.html#unique-entry-id-35hybridped@gmail.comCritical Pedagogy2012-05-18T23:35:22-07:00http://feedproxy.google.com/~r/HybridPed/~3/AXC7OiP0T1w/Letter_from_a_Hybrid_Student.htmlhttp://www.hybridpedagogy.com/Journal/files/Letter_from_a_Hybrid_Student.html#unique-entry-id-34
I am not trained in teaching, but I do have experience in building and sustaining community online, and facilitating dialogue using new media and digital technologies. I write on my blog not as an authority, but as another inquisitive voice in the crowd; and as such, my readers don’t expect me to be an expert. Perhaps this is something that makes my experience with them different from a teacher’s experience with students. I’m in a position where I can do my best work, and inspire the most dialogue, by openly not having the answers. Do teachers have that luxury?
]]>http://www.hybridpedagogy.com/Journal/files/Letter_from_a_Hybrid_Student.html#unique-entry-id-34hybridped@gmail.comTools2012-05-14T07:00:00-07:00http://feedproxy.google.com/~r/HybridPed/~3/KRQdWL4pMRE/10_Tips_for_Google_Docs.htmlhttp://www.hybridpedagogy.com/Journal/files/10_Tips_for_Google_Docs.html#unique-entry-id-33
My Hybrid Pedagogy co-editor (Pete Rorabaugh) and I hatched the plan for this journal in a Google Doc, and we’ve since written 29,316 words in that document. Before the end of 2012, we will likely produce the equivalent of a lengthy academic book. We contribute ideas synchronously and asynchronously, writing together at specific times and taking turns in the document on our own. Our collaboration runs so deep that single sentences are usually co-composed, our cursors occasionally blinking in unison within a single word. While I still recognize the texture of my own language and the idiosyncratic turns of my writerly voice, I don’t take ownership of my own writing the way I once did. And it isn’t just that I’m no longer attached to the sentences I write when collaborating; rather, I find myself more and more unattached to (but not detached from) the writing I do no matter the circumstance. ]]>http://www.hybridpedagogy.com/Journal/files/10_Tips_for_Google_Docs.html#unique-entry-id-33hybridped@gmail.comProfession2012-05-10T08:39:35-07:00http://feedproxy.google.com/~r/HybridPed/~3/_SVDG0dkaZQ/Flipping_Faculty_Development.htmlhttp://www.hybridpedagogy.com/Journal/files/Flipping_Faculty_Development.html#unique-entry-id-32
A thread in the Chronicle of Higher Ed tagged “Adjunct Life”, MLA President Michael Berube’s recent open letter, and New Faculty Majority’s National Summit illuminate higher ed's slide into contingency. It should be worrisome to all of us that the price of a degree has gone up even as institutions are relying on more and more contingent (and thus cheaper) faculty. According to the AAUP, more than 50% of higher ed faculty in the US are part-time and 68% are non-tenure-track. But whether permanent or contingent, how is the higher ed instructor pool trained to do its job? Universities are inconsistent in their answers to this question. While a few institutions do pedagogically prepare their teachers to varying extents, others offer little in the way of new faculty training, privileging content-area expertise over expertise in the practice of teaching. Yesterday I had a Twitter conversation with some peers about the preparation and development they remember from their first days as an instructor. One of my colleagues, Diane Jakacki replied, "Zero. [I was] Lucky enough to TA for someone who taught by example and trained me." ]]>http://www.hybridpedagogy.com/Journal/files/Flipping_Faculty_Development.html#unique-entry-id-32hybridped@gmail.com#digped2012-05-09T09:16:01-07:00http://feedproxy.google.com/~r/HybridPed/~3/0Svl-guyWoQ/digped_storify_1.htmlhttp://www.hybridpedagogy.com/Journal/files/digped_storify_1.html#unique-entry-id-30
Hybrid Pedagogy proposed a one-hour, pedagogically-focused discussion on the introduction to Howard Rheingold's new book Net Smart (MIT Press). The conversation took place on May 4, 2012 and ranged from digital awareness/mindfulness to the new role of the teacher in the digitally-infused classroom. We would like to thank Howard and all other participants for joining in conversation with us. Hybrid Pedagogy looks forward to continuing the #digped discussion throughout the summer. We hope you will join us for our next one. Follow us on Twitter for details (@HybridPed). See “How to Storify. Why to Storify.” for some thoughts on Storify and how you might use it to curate your own conversations on Twitter. ]]>http://www.hybridpedagogy.com/Journal/files/digped_storify_1.html#unique-entry-id-30hybridped@gmail.com#digped2012-05-03T23:00:00-07:00http://feedproxy.google.com/~r/HybridPed/~3/CeFgT3VbIJw/Net_Smart_Discussion_Questions.htmlhttp://www.hybridpedagogy.com/Journal/files/Net_Smart_Discussion_Questions.html#unique-entry-id-29
Digital and critical pedagogy argues for an awareness of our students’ learning needs, of the content we teach, and of the digital culture in which we all find ourselves. Howard Rheingold’s new book Net Smart (MIT Press) prepares us for that third layer of awareness, and the introductory chapter (available here as a PDF) introduces an exciting new “field” of study for teachers. Hybrid Pedagogy will be hosting a Twitter discussion (using the hashtag #digped) on this introduction on Friday, May 4, from 12:30pm-1:30pm EST (9:30am-10:30am PST), and we hope you’ll join us. ]]>http://www.hybridpedagogy.com/Journal/files/Net_Smart_Discussion_Questions.html#unique-entry-id-29hybridped@gmail.comTools2012-05-02T07:24:36-07:00http://feedproxy.google.com/~r/HybridPed/~3/Yyr_A71K1i8/Walled_Garden.htmlhttp://www.hybridpedagogy.com/Journal/files/Walled_Garden.html#unique-entry-id-28
Learning Management Systems (LMS) are walled gardens. They provide substantial control over the environment in which learning activities take place, and at first glance this appears to be a good thing. For this reason they are often relatively appealing to faculty members beginning to make the transition from fully traditional classroom instruction. The level of control is familiar… but it is also misleading when taken in the context of the full learning process (see “Hack the LMS: Getting Progressive” for more on this). ]]>http://www.hybridpedagogy.com/Journal/files/Walled_Garden.html#unique-entry-id-28hybridped@gmail.comLiteracies2012-04-30T05:45:00-07:00http://feedproxy.google.com/~r/HybridPed/~3/tZnitkBMcxk/Memes_are_the_New_Canon.htmlhttp://www.hybridpedagogy.com/Journal/files/Memes_are_the_New_Canon.html#unique-entry-id-27
Because the Internet is everything, it has always lacked coherence for me. More available than things in their entirety are blurbs about things, captions, dialogues about things; or more removed, dialogues about blurbs about things. I’m a nontraditional educator who was educated traditionally, so I tend to think about things in their entirety, and the relationships of coherence created between those things. I canonize, holding up certain works of literature as both cornerstones and harbingers of academic dialogue. The works of Shakespeare and Dickens converse with the works of Woolf and Hemingway and give them meaning. But a quote from Shakespeare tossed into the muddle of all the quotes from all the books in English loses its lucidity and relevance. And this is exactly what the internet does.
]]>http://www.hybridpedagogy.com/Journal/files/Memes_are_the_New_Canon.html#unique-entry-id-27hybridped@gmail.com#digped2012-04-27T21:08:00-07:00http://feedproxy.google.com/~r/HybridPed/~3/kPL9Qk5lH68/DigPed_Net_Smart.htmlhttp://www.hybridpedagogy.com/Journal/files/DigPed_Net_Smart.html#unique-entry-id-26

Hybrid Pedagogy will be hosting a Twitter discussion group on Howard Rheingold’s Net Smart: How To Thrive Online in both synchronous and asynchronous formats. Start by reading the introduction and join us on Twitter for a conversation about its implications next Friday, May 4 from 12:30pm-1:30pm EST (9:30am-10:30am PST) under the hashtag #digped. Net Smart’s introductory chapter is free for PDF download on MIT’s site for the book; however, since we hope to continue our discussion over the next few weeks, we encourage you to get the whole book. If you aren’t able to join us at 12:30pm EST on May 4, feel free to jump into the discussion asynchronously anytime on or around that day. We will conclude by capturing the content of the discussion via Storify a few days after the event. ]]>http://www.hybridpedagogy.com/Journal/files/DigPed_Net_Smart.html#unique-entry-id-26hybridped@gmail.comLiteracies2012-04-24T23:18:00-07:00http://feedproxy.google.com/~r/HybridPed/~3/RevBXkyNpXo/Four_Virtues_of_Citation.htmlhttp://www.hybridpedagogy.com/Journal/files/Four_Virtues_of_Citation.html#unique-entry-id-25
In digital space, everything we do is networked. Real thinking doesn’t (and can’t) happen in a vacuum. Our ideas about pedagogy, teaching practices, and scholarship don’t just burst forth miraculously from our skulls. The digital academic community is driven by citation, generosity, connection, and collaboration. The work we do as hybrid and critical pedagogues, digital humanists, and alternative academic publishers depends on our sharing ideas as part of a much larger project or conversation. ]]>http://www.hybridpedagogy.com/Journal/files/Four_Virtues_of_Citation.html#unique-entry-id-25hybridped@gmail.comDigital Pedagogy2012-04-17T06:32:18-07:00http://feedproxy.google.com/~r/HybridPed/~3/wxqM55saanw/dark_knight.htmlhttp://www.hybridpedagogy.com/Journal/files/dark_knight.html#unique-entry-id-24
An all-too standard lament these days is that teachers have been slow to adapt to students’ new modes of learning. This disjunction persists because so many of us have been trained in traditional pedagogical systems that privilege narrow foci and a top-down model of disseminating knowledge. We stand in front of a classroom and lecture, while they assimilate information by immersing themselves in a dynamic, constantly changing technological space. We ground our pedagogy in textbooks and preset lesson plans; they fly freely through the living, hybrid textual space engendered by texts, blogs, open-source databases, tweets, and hashtags. We are static; they are mobile. We are the past of education; they are its future. As teachers, we must broaden our pedagogical horizons to accommodate our student 2.0’s open-ended ways of collecting and processing information. ]]>http://www.hybridpedagogy.com/Journal/files/dark_knight.html#unique-entry-id-24hybridped@gmail.comTools2012-04-14T11:08:00-07:00http://feedproxy.google.com/~r/HybridPed/~3/S6owADaWN9E/How_to_Storify.htmlhttp://www.hybridpedagogy.com/Journal/files/How_to_Storify.html#unique-entry-id-23
Storify describes itself: “Storify lets you curate social networks to build social stories, bringing together media scattered across the Web into a coherent narrative. We are building the story layer above social networks, to amplify the voices that matter and create a new media format that is interactive, dynamic and social.” It’s a beautiful description and yet we’re not sure we buy it. For us, Storify feels more like the layer beneath social networks. The layer where the archiving (not the “amplifying”) happens. Story doesn’t “drive” or “build” thinking. Story organizes and maps thinking. The power of Storify, then, is in its ability to cohere and preserve, to create a blueprint for a much wilder and more disparate conversation happening on the web. ]]>http://www.hybridpedagogy.com/Journal/files/How_to_Storify.html#unique-entry-id-23hybridped@gmail.comProfession2012-04-12T00:26:12-07:00http://feedproxy.google.com/~r/HybridPed/~3/xMX2r1GxCM4/Pedagogy_as_Publishing.htmlhttp://www.hybridpedagogy.com/Journal/files/Pedagogy_as_Publishing.html#unique-entry-id-22
Publishing and teaching can both terrify new academics, often to the point of paralysis. Their mutual support for one another is often frustrated by institutional demands. For example, the traditional workload split for full-time faculty at R1 institutions in the US is: 40% teaching, 40% research, 20% service. This division and its usual inflexibility highlights the ways that teaching and scholarly production are kept separate and distinct as forms. Yet, by looking at how publishing is teaching and teaching is publishing, we can lessen the anxiety around these activities and begin to notice how they are, in fact, co-constitutive practices. More than that, we can start to think about the open ends of these aspects of our work. The word “publishing” often implies some sort of finality, research that is finished or complete. This misses something vital about academic work. ]]>http://www.hybridpedagogy.com/Journal/files/Pedagogy_as_Publishing.html#unique-entry-id-22hybridped@gmail.comDigital Pedagogy2012-04-09T19:27:35-07:00http://feedproxy.google.com/~r/HybridPed/~3/unVDS9P2fHM/We_Are_All_Made_of_Web_Sites.htmlhttp://www.hybridpedagogy.com/Journal/files/We_Are_All_Made_of_Web_Sites.html#unique-entry-id-21by Sean Michael Morris

To be certain, I feel no discomfort at the notion that “Encouraging learning is an act of subtle manipulation.” Rather, I admire the honesty of that. Being a teacher has always reminded me of the character Columbo, the bumbling -- yet genius -- private investigator of TV legend. In front of the classroom, one appears the way one appears in order to evoke a specific response from students, whether that be awe, wonder, fear, self-authority, curiosity, &c. When I write a lesson plan, it is like writing a drama: here are the characters, here is the plot, here is how we shall use the setting to illuminate the drama, and this -- this part here -- is the climax. I believe it’s important to bring a sense of theatre to the classroom. “The play’s the thing”, after all. ]]>http://www.hybridpedagogy.com/Journal/files/We_Are_All_Made_of_Web_Sites.html#unique-entry-id-21hybridped@gmail.comCritical Pedagogy2012-04-09T07:51:14-07:00http://feedproxy.google.com/~r/HybridPed/~3/Dqd_Gf014Mo/Pedagogy_of_Manipulation.htmlhttp://www.hybridpedagogy.com/Journal/files/Pedagogy_of_Manipulation.html#unique-entry-id-20
Encouraging learning is an act of subtle manipulation. When we enter a classroom, we’re stepping onto a stage. This is true no matter how student-centered our classroom is, because our students are also stepping onto a stage (or into an audience). Even in the most open learning environments, we all play roles: the teacher, the student, the devil’s advocate, the reporter, the questioner, the dictator, the grader, the teacher’s pet. It’s in the careful modulation of these roles that we can actively control a learning environment. [Jesse writes this last sentence fully aware that his co-author and much of his audience will balk at the word “control.”] This issue of control is a delicate one, because the work we do in classrooms (as both teachers and students) depends on a very deliberate attention to how we manage the space and how we express ourselves within it.  The work we do in classrooms depends on us finding a careful balance between asserting control and ceding it.
]]>http://www.hybridpedagogy.com/Journal/files/Pedagogy_of_Manipulation.html#unique-entry-id-20hybridped@gmail.comProfession2012-03-23T20:30:00-07:00http://feedproxy.google.com/~r/HybridPed/~3/pxKW1gR4nKA/Twitter_Theory.htmlhttp://www.hybridpedagogy.com/Journal/files/Twitter_Theory.html#unique-entry-id-19
The most important benefit of Twitter is its open compatibility with the best web sharing practices. The ability to drop a link (especially shortened ones) into tweets means that Twitter’s 140-character limit is actually a fallacy. I can write a 2,448 page manifesto and direct people to it with one 10 character link built on bit.ly. We can attach an image to tweets that do not impact the character limit. (For example, my students sometimes take pictures of our notes on the board that can be tweeted to other class members.) Twitter users can quickly review the metadata of other users following or replying to them, and make decisions about whether to encourage or refuse interaction. ]]>http://www.hybridpedagogy.com/Journal/files/Twitter_Theory.html#unique-entry-id-19hybridped@gmail.comProfession2012-03-15T08:37:35-07:00http://feedproxy.google.com/~r/HybridPed/~3/hAEJEP_GpyE/Hybrid_Academy.htmlhttp://www.hybridpedagogy.com/Journal/files/Hybrid_Academy.html#unique-entry-id-18
I’d like to move this conversation in a different direction, discussing how I believe the #altac movement to be an attempt to create what I call a “hybrid academy:” an academic model that bridges traditional divisions between academic practice and the public sphere. #altac originally started as a hashtag on Twitter, but has evolved to include an amazing edited collection published on MediaCommons, as well as numerous presentations at MLA and THATCamps across the country. The #altac movement is primarily about giving students more job opportunities, but it is also about broadening the reach of the humanities in such a way that it impacts people far beyond the ivory tower. ]]>http://www.hybridpedagogy.com/Journal/files/Hybrid_Academy.html#unique-entry-id-18hybridped@gmail.comDigital Pedagogy2012-03-13T08:11:15-07:00http://feedproxy.google.com/~r/HybridPed/~3/eN3LdvHfCnc/crowdsourcing_a_curriculum_3.htmlhttp://www.hybridpedagogy.com/Journal/files/crowdsourcing_a_curriculum_3.html#unique-entry-id-17by Jesse Stommel

Now, I’d like to turn this crowdsourcing project toward the degree requirements for the major. The intention for this program is to have its content (literary studies) and its medium (the internet) be thoughtfully connected. This is not just a simple English degree delivered online. In addition to more traditional study of literature, we will also consider the evolution of our various technologies of text, thinking critically about what happens to literary texts when they are made digital and when we engage them via digital interfaces. ]]>http://www.hybridpedagogy.com/Journal/files/crowdsourcing_a_curriculum_3.html#unique-entry-id-17hybridped@gmail.comCritical Pedagogy2012-03-09T22:18:00-08:00http://feedproxy.google.com/~r/HybridPed/~3/N40juzFCcaM/Hybridity_2.htmlhttp://www.hybridpedagogy.com/Journal/files/Hybridity_2.html#unique-entry-id-16
My hypothesis is that all learning is necessarily hybrid.  In classroom-based pedagogy, it is important to engage the digital selves of our students. And, in online pedagogy, it is equally important to engage their physical selves.  With digital pedagogy and online education, our challenge is not to merely replace (or offer substitutes for) face-to-face instruction, but to find new and innovative ways to engage students in the practice of learning. ]]>http://www.hybridpedagogy.com/Journal/files/Hybridity_2.html#unique-entry-id-16hybridped@gmail.comProfession2012-03-03T08:29:41-08:00http://feedproxy.google.com/~r/HybridPed/~3/A_NbFUQkUCs/Scholarly_Identity.htmlhttp://www.hybridpedagogy.com/Journal/files/Scholarly_Identity.html#unique-entry-id-15
On my first day as a student-teacher in a public high school (1999), my mentor teacher left me in the room at 8:20 a.m. to take a call in the front office. As students began filing into school for the day and eventually into her room, the minutes dragged on. It was 8:30. The bell rang. More minutes. Eventually, at 8:35, one of the students in the Senior Literature class said: “Are you our sub?” I was wearing a tie, but I was not the sub. I hadn’t taught a day in my life. ]]>http://www.hybridpedagogy.com/Journal/files/Scholarly_Identity.html#unique-entry-id-15hybridped@gmail.comDigital Pedagogy2012-02-23T20:46:00-08:00http://feedproxy.google.com/~r/HybridPed/~3/15Vm8OsWnaI/crowdsourcing_a_curriculum_2.htmlhttp://www.hybridpedagogy.com/Journal/files/crowdsourcing_a_curriculum_2.html#unique-entry-id-14
I’ve been thinking about my audience for this series of posts. Initially, I had thought to bring digital humanities, literary studies, and educational technology experts into conversation, allowing my ideas for the program to be considered and influenced by a much larger network. I’m realizing, though, that there’s another group of experts from whom I particularly want feedback and suggestions: students. Ideally, this would include input from prospective students for the program, but since the program is only just barely beginning to germinate, what I’d like to do here is ask both students and teachers in existing programs to think about how literary studies is being transformed by digital technologies and about how online learning can be re-imagined through the use of new (and increasingly social) media. ]]>http://www.hybridpedagogy.com/Journal/files/crowdsourcing_a_curriculum_2.html#unique-entry-id-14hybridped@gmail.comDigital Pedagogy2012-02-20T15:18:00-08:00http://feedproxy.google.com/~r/HybridPed/~3/0fLE2jECX6E/crowdsourcing_a_curriculum_1.htmlhttp://www.hybridpedagogy.com/Journal/files/crowdsourcing_a_curriculum_1.html#unique-entry-id-13
Over the next few weeks, I’ll be working to get feedback on the program I’m directing and helping to develop at Marylhurst University in Portland, OR. Marylhurst is a small liberal arts university focused on non-traditional students and adult learners. I teach (both in the classroom and online) for the English Literature & Writing department, which currently has concentrations in Literature, Creative Writing, and Text:Image. The new online degree program, which opens January 2013, integrates literary studies and the digital humanities with a focus on service and experiential learning. My goal in crowdsourcing the curriculum for this program is not only to get feedback on its design but to open a larger discussion about what happens (or should happen) to English programs as digital pedagogy continues to evolve.
]]>http://www.hybridpedagogy.com/Journal/files/crowdsourcing_a_curriculum_1.html#unique-entry-id-13hybridped@gmail.comCritical Pedagogy2012-02-15T06:41:10-08:00http://feedproxy.google.com/~r/HybridPed/~3/OGxa_t22EAg/Mass_Collaboration.htmlhttp://www.hybridpedagogy.com/Journal/files/Mass_Collaboration.html#unique-entry-id-12
We see the banking model of education in classrooms where desks are arranged in tidy rows and in every labyrinthine online class portal. Mass collaboration disrupts organizational structures imposed from the outside and encourages students to build new channels of communication and new habits of analysis. Mass collaboration pushes students out of the classroom or online class portal and into the world, where their work has more immediate relevance and a much larger audience. Finally, mass collaboration redraws the role of the instructor, shifting power dynamics and forcing students to take ownership of their own learning. ]]>http://www.hybridpedagogy.com/Journal/files/Mass_Collaboration.html#unique-entry-id-12hybridped@gmail.comTools2012-02-13T13:14:25-08:00http://feedproxy.google.com/~r/HybridPed/~3/8uZSPmaBMIk/document_sharing.htmlhttp://www.hybridpedagogy.com/Journal/files/document_sharing.html#unique-entry-id-11
Text becomes our voice in digital space. In the land-based classroom, we speak. In the online classroom, we compose. What we write, the way that we write, and our interactions with the writing of others determines who we are in the online or hybrid classroom. Critical pedagogy, the tradition of progressive, socially and politically conscious teaching, asserts that our voice is an expression of our power. As such, the way we write establishes an authority about which we should be conscious. ]]>http://www.hybridpedagogy.com/Journal/files/document_sharing.html#unique-entry-id-11hybridped@gmail.comCritical Pedagogy2012-02-07T21:32:00-08:00http://feedproxy.google.com/~r/HybridPed/~3/NNXOF0RagPo/Hybridity_1.htmlhttp://www.hybridpedagogy.com/Journal/files/Hybridity_1.html#unique-entry-id-10
A critical mind usually avoids binaries. We know that more than two political parties can exist, that gender is constructed, and that emphatic absolutes kill conversation. We live in a world of negotiated hybridity on a variety of levels. Everything about the word calls up a vision of science and the future: hybrid cars, hybrid humans, hybrid flower seeds. Rarely do we consider the implications of a term that floats around us and permeates our daily experiences. Hybridity, as this journal proclaims as one of its foundational principles. What does this kind of hybridity imply?
]]>http://www.hybridpedagogy.com/Journal/files/Hybridity_1.html#unique-entry-id-10hybridped@gmail.comProfession2012-01-23T14:21:01-08:00http://feedproxy.google.com/~r/HybridPed/~3/9yul2qKaT38/the_peer_in_peer_review.htmlhttp://www.hybridpedagogy.com/Journal/files/the_peer_in_peer_review.html#unique-entry-id-9
The word “peer” suggests a person of similar age, education, ability, etc. The word also means “to look closely” (to peer inside something), suggesting that peers are those people close enough to us (in whatever way) that they directly observe and have a vested interest in what we do, think, or say. In an academic sense, who are our peers? Are they the small set of individuals who have similar expertise? Are they our localized, departmental colleagues? Our students? Here’s a pedagogical litmus test: have you ever brought an in-progress paper into class for your students to observe, discuss, critique? If no, then why not? ]]>http://www.hybridpedagogy.com/Journal/files/the_peer_in_peer_review.html#unique-entry-id-9hybridped@gmail.comTools2012-01-05T22:29:09-08:00http://feedproxy.google.com/~r/HybridPed/~3/0YQkQb3wywQ/TechPanic.htmlhttp://www.hybridpedagogy.com/Journal/files/TechPanic.html#unique-entry-id-7
The computer and the LMS for an online or hybrid class are merely a medium. Still, so many instructors and students in technologically-enhanced classes spend the majority of their time grappling (and coming to terms) not with the ideas of the class but with the delivery device. We struggle to log in, to format our work correctly, to find information in an endless parade of contextual menus, and to bring some semblance of ourselves into the interactions we have in forums and chat tools.
]]>http://www.hybridpedagogy.com/Journal/files/TechPanic.html#unique-entry-id-7hybridped@gmail.comTools2012-01-05T22:04:35-08:00http://feedproxy.google.com/~r/HybridPed/~3/DaEnb14U0F0/Twitter_and_the_student2point0.htmlhttp://www.hybridpedagogy.com/Journal/files/Twitter_and_the_student2point0.html#unique-entry-id-6
Consider the tangible violence technology has wrought upon grammar. We rely on automated grammar and spell-check tools in word-processing software (so much that they’ve become a crutch). E-mail shorthand fails to live up to the grammatical standards of typed or handwritten letters. And many believe our language is being perverted by the shortcuts (and concision nearly to the point of indifference) we’ve become accustomed to writing and reading in text messages and IMs.
]]>http://www.hybridpedagogy.com/Journal/files/Twitter_and_the_student2point0.html#unique-entry-id-6hybridped@gmail.comTools2012-01-05T19:21:06-08:00http://feedproxy.google.com/~r/HybridPed/~3/fNr853ZwfEs/Learning_Management.htmlhttp://www.hybridpedagogy.com/Journal/files/Learning_Management.html#unique-entry-id-5
On the simplest level, a learning management system is any organizational pattern that assists teaching and learning. A grade book can also serve this function; so can a journal or a 3-ring-binder. The LMS (or CMS, for course management system) exists as a method for delivering content to students in a given class. What the classroom is to the traditional course, the LMS is to the online or hybrid course. The point of an LMS is to create learning opportunities for students outside the traditional classroom and on a different schedule. It enables synchronous (at the same time) and asynchronous (not at the same time) interaction between members of a class. It overcomes obstacles that traditional college campuses have: proximity to student populations, limited classroom space, and limited scheduling capabilities. In short, the LMS and the online class solve logistical problems for institutions and for students.
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Grading and assessment are curious beasts, activities many instructors love to hate but ones that nonetheless undergird the institutions where we work.  Peter Elbow begins his essay “Ranking, Evaluating, and Liking: Sorting Out Three Forms of Judgment” with the mission to “attempt to sort out different acts we call assessment” (187).  It’s interesting to note his specific phrasing here.  He doesn’t say that he intends to “sort out assessment” but rather that he intends to “sort out different acts we call assessment.”  From the first sentence of his essay, Elbow makes clear that assessment is a complicated and potentially fractious subject, one that he treads lightly.  He continues, “I have been working on this tangle not just because it is interesting and important in itself but because assessment tends so much to drive and control teaching.  Much of what we do in the classroom is determined by the assessment structures we work under” (187).  The choices we make about assessment, often at the outset of a course (in the syllabus), guide much of what happens within the course.  Assessment is a “tangle” for Elbow, both because it is difficult to navigate with any true objectivity and because ideas about assessment influence so much of what happens at institutions and in classrooms.
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All participation is not equal. Digital media prompt us for comments, but in an academic setting we should harness this cultural habit to teach the difference between expressing opinion and authentic engagement. Professors often feel unfulfilled by poorly designed peer review exercises with their students. They complain: “The students don’t offer anything helpful. They just write things like ‘I like this part,’ or ‘this doesn’t make any sense,’ or ‘good paper!’” In peer review and in online interaction, we should teach and model for students the best methods of intellectual engagement. ]]>http://www.hybridpedagogy.com/Journal/files/Engagement.html#unique-entry-id-3hybridped@gmail.comOnline Learning2012-01-05T18:45:15-08:00http://feedproxy.google.com/~r/HybridPed/~3/HbDPt4nm0Fc/Self-directed%20Learning.htmlhttp://www.hybridpedagogy.com/Journal/files/Self-directed%20Learning.html#unique-entry-id-2
Early web commenters referred to the Internet as a primitive, lawless place like the "Wild West." Plenty still needs to change to make certain parts of the web more civil and useful, but some aspect of the "Wild West" spirit is applicable to a discussion of student-directed learning. Too much civilization and society makes us compartmentalized and complacent. The West was a challenging place for European immigrants because it required an expansive sense of responsibility. You could no longer be just an apothecary or a cobbler. You had to provide for your own food and shelter from the resources around you; you had to decide just "what to do" with all this freedom. ]]>http://www.hybridpedagogy.com/Journal/files/Self-directed%20Learning.html#unique-entry-id-2hybridped@gmail.comCritical Pedagogy2012-01-05T18:23:39-08:00http://feedproxy.google.com/~r/HybridPed/~3/FsDd41AsakU/Epistemology.htmlhttp://www.hybridpedagogy.com/Journal/files/Epistemology.html#unique-entry-id-1by Pete Rorabaugh

In his article "A Seismic Shift in Epistemology" (2008), Chris Dede draws a distinction between classical perceptions of knowledge and the approach to knowledge underpinning Web 2.0 activity. Our culture is shifting, Dede argues, not just from valuing the opinions of experts to the participatory culture of YouTube or Facebook, but from understanding knowledge as fixed and linear to a concentration on how knowledge is socially constructed. Dede writes that "the contrasts between Classical knowledge and Web 2.0 knowledge are continua rather than dichotomies . . . Still, an emerging shift to new types and ways of 'knowing' is apparent and has important implications for learning and education."
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Students are evolving. The student 2.0 is an altogether different animal from the student 1.0. And our classrooms are ecosystems, an environment all their own, where we each must decide how to engage this new species of student. We teeter at a slowly disintegrating threshold, one foot in a physical world and the other in a virtual one. Our students are no longer just bodies in desks; they are no longer vessels. They have become compilations, amalgams, a concatenation of web sites. They are the people in front of us, but also their avatars in World of Warcraft and the profiles they create on FaceBook. They speak with mouths, but also with fingers tapping briskly at the keys of their smart phones. When they want to “reach out and touch someone,” they use Skype and Twitter. They have become more than just ears and eyes and brains to feed. Now, they feed us, and themselves, and each other, with an endless parade of texted and tweeted characters. Shouldn’t we, as teachers 2.0, work with not against the flow of these seemingly errant 1s and 0s? Shouldn’t student-centered learning address itself, as fully as possible, to this new breed of student? Shouldn’t we understand our students as more than just inert flesh?
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