In the interests of transparency, the following is a letter sent by e-mail to the editorial staff of Hybrid Pedagogy. We’re sharing this, and another letter below, with our community. -------------------------------------------------------------------------------- On

On February 12, 2016, Jesse Stommel [http://www.twitter.com/jessifer] and Sean Michael Morris gave a talk as part of the University of Michigan’s Digital Currents [https://lsa.umich.edu/digitalcurrents/

Sean Michael Morris and Josh Eyler recently sat down for a conversation to set the stage for MOOC MOOC: Instructional Design. Sean had been dipping into A Pedagogy for Liberation: Dialogues on Transforming

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 July we are launching Digital Pedagogy Lab Courses, a series of professional development opportunities for educators, librarians, technologists, and instructional designers. -------------------------------------------------------------------------------- Our project has had many starts. We have started it

Note: this Call for Editors is now closed. -------------------------------------------------------------------------------- The place of the editor is not above the writer, but beside. Editors are not meant to correct but to suggest, not to admonish

“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

For the last three years while I’ve worked with Hybrid Pedagogy, I have been flip about Digital Humanities as a field, a practice, or a pursuit. I have largely dismissed the work

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.

I am peeking through a pinhole when I look at MOOCs. Like any tool in the wrong hands, MOOCs can become agents of continued oppression — of the learner or the teacher, in a pedagogical sense or in a poli-economic one.

Autocorrect is tyranny. It is interruption of thought, of speech, of creation, a condition for — and sometimes a prohibition against — my voice being heard. When I type “phone-less” and autocorrect changes it to

The following is an interview with Jared Stein, Vice President of Research and Education at Instructure, the makers of the Canvas LMS. Following a press release in June that announced a suite of