The best online and hybrid courses are made from scraps strewn about and gathered together from across the web. We build a course by examining the bits, considering how they’re connected, and

Many have argued that the digital humanities is aboutbuilding stuff [http://stephenramsay.us/text/2011/01/08/whos-in-and-whos-out/]andsharing stuff [http://www.samplereality.com/2011/05/25/the-digital-humanities-is-not-about-building-its-about-sharing/] — that the digital humanities reframes

“Building community doesn’t mean that learning happens.” ~ from an audience comment at InstructureCon 2013 Learning in a MOOC Instruction does not equate to learning. This is the fundamental fly in the ointment

From all the jails the Boys and Girls Ecstatically leap— Beloved only Afternoon That Prison doesn’t keep They storm the Earth and stun the Air, A Mob of solid Bliss— Alas—that

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

This is the first ofa four-part colloquy of articles [http://www.hybridpedagogy.com/tag/online-learning-colloquy]. Each piece has been contributed by authors who have intimate experience with the struggles, failures, and successes of

Higher education needs more bravery. 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

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

On December 14, 2012, a group of 12 assembled in Palo Alto for a raucous discussion of online education.Hybrid PedagogycontributorsSean Michael Morrisand Jesse Stommelgathered together with folks from a diverse array of

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

Online learning is not the whipping boy of higher education. As a classroom teacher first and foremost, I have no interest in proselytizing for online learning, but to roundly condemn it is absurd.

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,

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

MOOCs are a red herring. The MOOC didn’t appear last week, out of a void, vacuum-packed. The MOOC hasbeen around for years [http://mooc.ca/], biding its time. Still, the recent furor