Sean Michael Morris
Sean Michael Morris is the Director of Digital Pedagogy Lab and Senior Instructor in Learning, Design, and Technology at the University of Colorado Denver.
Is It Okay to Be a Luddite?
Digital culture
This piece was originally published [http://learning.instructure.com/2014/06/is-it-okay-to-be-a-luddite/] on Instructure’s Keep Learning blog. When it posted, we received a message from Howard Rheingold (NetSmart [http://rheingold.com/books/
Hybrid Pedagogy, Digital Humanities, and the Future of Academic Publishing
Digital Humanities
It is not enough to write monographs. It is not enough to publish. Today, scholars must understand what happens when our research is distributed, and we must write, not for rarified audiences, but
CFP: Calling Adjuncts to Action
Adjuncts
“Our visible invisibility means universities sit in the comfortable position of never having to justify to parents the ever-increasing cost of a college tuition coupled with the reality that many of their children’
We May Need to Amputate: MOOCs, Resistance, #FutureEd
Contingency
The ability or inability of a group or culture to progress is in direct relationship to the proliferation of aphorism within it. General statements of fact and abbreviations of great wisdom are misleading
CFP: Pedagogical Alterity: Stories of Race, Gender, Disability, Sexuality
Calls for Papers
Read the collection of articles published from this CFP. [http://www.hybridpedagogy.com/tag/alterity-cfp/] Paulo Freire claims in Pedagogy of the Oppressed [https://books.google.com/books?id=xfFXFD414ioC&printsec=frontcover&
Collaborative Peer Review: Gathering the Academy’s Orphans
Publishing
“…revolutionary leaders cannot be falsely generous, nor can they manipulate. Whereas the oppressor elites flourish by trampling the people underfoot, the revolutionary leaders can flourish only in communion with the people.”~Paulo Freire
Queequeg’s Coffin: a Sermon for the Digital Human
Digital Humanities
How I long for a time when text ended at the page. When it didn’t follow. Me. Through the streets and the hallways and under the blankets of my bed.~ Anonymous The
Listening for Student Voices
Critical Pedagogy
Teachers don’t teach; instructors don’t really instruct. The lecture-based course fell out of favor years ago, and we know today to bringfront and center [http://www.hybridpedagogy.com/Journal/files/Pedagogies_
Beyond Rigor
editors’ picks
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
CFP: The Problem of Contingency in Higher Education
Academic Labor
Read the collection of articles published from this CFP. [http://www.hybridpedagogy.com/tag/contingency-cfp/] The case ofMargaret Mary Vojtko [http://www.post-gazette.com/stories/opinion/perspectives/death-of-an-adjunct-703773/] made much more public a
Fight the Dead, Fear the MOOC: Questioning The Walking Dead MOOC
MOOC
On October 14th, theCanvas Network [https://www.canvas.net/courses/the-walking-dead]will launch a new massive open online course inspired by the popular television seriesThe Walking Dead. Instructure [http://www.instructure.com/]has
MOOCagogy: Assessment, Networked Learning, and the Meta-MOOC
MOOC
“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
Pedagogies of Scale
Participant Pedagogy
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
A Manifesto for Community Colleges, Lifelong Learning, and Autodidacts
Community Colleges
As some are raised a Catholic or an atheist or a vegetarian, I was raised an academic. The university always had about it a mystique, a cloud of mystery and veneration. Lauded in

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