Jesse Stommel
Jesse Stommel is Executive Director of Hybrid Pedagogy and Senior Lecturer in Digital Studies at University of Mary Washington. He is also Co-founder and Co-director of Digital Pedagogy Lab.
An Open Letter On the Future of Hybrid Pedagogy
What is Hybrid Pedagogy?
We’ve spent the last several weeks rebuilding the journal on a new platform, looking carefully through our archives, to curate and foreground the most relevant articles we’ve published.
The Human Work of Higher Education Pedagogy
Higher Education Pedagogy
The work of teaching is hard. And much of the work is unexamined, exactly because the work is so precarious—because many teachers are not given the space or the support they need to improvise and experiment in their classes.
An Urgency of Teachers
Hybrid Pedagogy Publishing
This collection of essays explores the authors’ work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy.
A Guide for Resisting Edtech: the Case against Turnitin
Critical Pedagogy
Some platforms are not agnostic. Not all tools can be hacked to good use. Critical Digital Pedagogy demands we approach our tools and technologies always with one eyebrow raised.
Interactive Criticism and the Embodied Digital Humanities
Digital Humanities
“The tenacity of / writing’s thickness, like the body’s / flesh, is / ineradicable, yet mortal” (87). ~ Charles Bernstein, “Artifice of Absorption” Critical analysis is visceral. When I write it, the tips of my
Play in Education
Profession
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.
The Course Hath No Bottom: the 20,000-Person Seminar
MOOC
A few years ago, Sean Michael Morris and I wrote, “Meaningful relationships are as important in a class of three as they are in a class of 10,000.” In the rest of
11 min read
Learning is Not a Mechanism
grading
Digital pedagogy is not equivalent to teachers using digital tools. Rather, digital pedagogy demands that we think critically about our tools, demands that we reflect actively upon our own practice.
CFP: The Scholarly & the Digital
Calls for Papers
“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
Hybrid Pedagogy's 2014 List of Lists
list-of-lists
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
If Freire Made a MOOC: Open Education as Resistance
critical digital pedagogy
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.
Critical Digital Pedagogy: a Definition
critical digital pedagogy
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).
Trust, Agency, and Connected Learning
Critical Pedagogy
This interview with Jesse was published on HASTAC as part of the Digital Media and Learning Competition 5 Trust Challenge. We are republishing a revised version here on Hybrid Pedagogy’s Page Two
Is It Okay to Be a Luddite?
Digital culture
This piece was originally published on Instructure’s Keep Learning blog. When it posted, we received a message from Howard Rheingold (NetSmart) linking us to a post last revised in May 1998. In

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