Pete Rorabaugh is an Assistant Professor of Digital Writing and Media Arts at Kennesaw State Univ. Critical pedagogue, Americanist, father, husband, and co-founder of Hybrid Pedagogy.
In April, faculty and staff from fifteen universities in the Atlanta region (and
beyond) will attend the Domain of One’s Own Atlanta Regional Incubator
[http://ewprogram.com/incubator/] hosted by Emory University’
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
Negotiated hybridity — of the physical and digital, of the professional and
social, of the individual and communal — is our natural state. Only since we
launchedHybrid Pedagogy [http://www.hybridpedagogy.com/](at last year’
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
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
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?
[http://www.hybridpedagogy.com/Journal/files/What_
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
This is the third in aseries [http://www.hybridpedagogy.com/tag/hybridity]of
articles that investigates hybridity as it relates to our positions as teachers
and scholars, but also as learners, composers, and
Audience has been a critical concern during our first five months at work on
Hybrid Pedagogy. We realize the need to consciously expand our audience — to
consider institutions and colleagues outside of the
In digital space, everything we do is networked. Real thinking doesn’t (and
can’t) happen in a vacuum. Our teaching practices and scholarship don’t just
burst forth miraculously from our skulls.
Intended to serve as a stop-motion camera for the torrent of information we get
from social media, Storify allows the user to arrange pieces of conversations to
construct a narrative. When we first
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
In celebration of Twitter’s 6th birthday this week, we offer an examination of
Twitter’s application to pedagogical and scholarly communities.
I was very excited when I conceived of the original title
