Hybrid Pedagogy will go dark from December 10, 2014, through early January 2015. Many of our readers and authors take this time to prepare for the new semester and/or spend time with

MOOCs and Critical Pedagogy are not obvious bedfellows. The hype around MOOCs has centered mostly on a brand of sage on the stage courseware at direct odds with Critical Pedagogy’s emphasis on learner agency.

We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use).

Listen to this chapter here, or subscribe to the complete serialized audiobook [https://anchor.fm/hybrid-teaching].What about our contemporary moment makes understanding trust important? Technology has the potential to both oppress and

This piece was originally published [http://learning.instructure.com/2014/06/is-it-okay-to-be-a-luddite/] on Instructure’s Keep Learning blog. When it posted, we received a message from Howard Rheingold (NetSmart [http://rheingold.com/books/

“Digital pedagogy is becoming, for me, coterminous with critical pedagogy, given the degree to which the digital can function both as a tool for and an obstacle to liberation.” ~ Jesse Stommel, “Decoding Digital

It is not enough to write monographs. It is not enough to publish. Today, scholars must understand what happens when our research is distributed, and we must write, not for rarified audiences, but

“There is more than one way not to read, the most radical of which is not to open a book at all.” ~ Pierre Bayard, How to Talk About Books You Haven’t Read

“And now,’ cried Max, ‘let the wild rumpus start!” ~ Maurice Sendak, Where the Wild Things Are When I first read Mark Z. Danielewski’s House [https://www.amazon.com/House-Leaves-Mark-Z-Danielewski/dp/0375703764/ref=

Read the collection of articles published from this CFP. [http://www.hybridpedagogy.com/tag/alterity-cfp/] Paulo Freire claims in Pedagogy of the Oppressed [https://books.google.com/books?id=xfFXFD414ioC&printsec=frontcover&

This article closes outa series [http://www.hybridpedagogy.com/tag/hybrid-pedagogy]that reflects at a meta-level about the work of the journal itself. Here, we offer aHybrid Pedagogymix-tape with a few special guests.

Does our academic work exist if nobody sees it? I watch far too many colleagues spend countless hours building, teaching, researching, and writing with little to show for it. Or, at least, little

Intellectually rigorous work lives, thrives, and teems proudly outside conventional notions of academic rigor. Although institutions of higher education only recognize rigor when it mimics mastery of content, when it creates a hierarchy

Read the collection of articles published from this CFP. [http://www.hybridpedagogy.com/tag/contingency-cfp/] The case ofMargaret Mary Vojtko [http://www.post-gazette.com/stories/opinion/perspectives/death-of-an-adjunct-703773/] made much more public a