Amy Collier emphasizes the importance of questioning — as a means of improving our teaching, enhancing student learning, and understanding our contexts.

This is an open, ongoing call. You can read the articles already written in response [https://hybridpedagogy.org/tag/graduate-teachers-cfp/], or consider contributing your own [https://hybridpedagogy.org/write/]. The May 2016 #digped

Our teaching should be responsive, adapting to the situation, the students, and the semester, not determined by the textbook.

Pedagogy is a strange beast Many teachers first hear the word pedagogy when they enter graduate school. Until then, we are surrounded by it — we see it being modeled, enacted, and refined by

I talk with Bonnie Stewart about networks in education and society, plus how they work with activism, identity, and power relations.

Three consecutive years is enough to establish a tradition, right? In what has thereby become a tradition,Hybrid Pedagogy will “go dark” for about a month as many of our readers, authors, and

Our advanced technological society is rapidly making objects of most of us and subtly programming us into conformity to the logic of its system. To the degree that this happens, we are also

This episode of HybridPod explores the idea of collaboration — how it works, what it is, and how we can facilitate it in our classes.

New technology may make it too easy for us to focus on novelty, not on implications, in our digital pedagogy. What are risks & benefits of tech in class?

Have we moved from analogue to digital teaching? We talk about transitioning learning into today’s technological era — about digital pedagogy.

This episode explores the assertion that “play is serious business” and tests the ways in which it can be applied to today’s educational environments.

Kris Shaffer and Asao Inoue discuss generous ways to assess student work, and we’ll hear from Lee Skallerup Bessette to consider institutional assessment, empathy, and student needs.

Common systems that check finished work for signs of plagiarism turn it into a punitive situation, rather than a teaching opportunity. What if we looked at citation as a compassionate authorial act? Could we situate quoting and referencing as an act of academic kindness?

“What is new and which affects the idea of the work comes not necessarily from the internal recasting of each of these disciplines, but rather from their encounter in relation to an object