This piece is a follow-up and response to “Syllabus as Manifesto: A Critical Approach to Classroom Culture [http://www.hybridpedagogy.com/syllabus-manifesto-critical-approach-classroom-culture/] .” -------------------------------------------------------------------------------- There is a fear [http://www.joannejacobs.com/2009/02/

What do we mean when we use the phrase, “in the real world”? As many of us are in a state of transition between school and work, styles of work, or a balance

http://www.hybridpedagogy.com/wp-content/uploads/2015/01/sircy-faithful-listening.mp3 When you read through and comment on your students’ work, how do you assess the twenty-fifth essay you read as faithfully — as painstakingly,

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

There seems too often to be an explicit agreement that instructors lead and students respond, that instructors advise as students seek guidance, that when instructors talk about their pedagogy, it should be outside

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

Twitter is an incredibly dynamic digital tool that can create spaces of flattened hierarchies. These spaces can fuel inclusive pedagogy. But before teaching with Twitter, instructors have to think about how to use

On December 1, 2014, Audrey Watters published a collection of her lectures under the title Monsters of Education Technology [http://hackeducation.com/2014/12/01/the-monsters-of-education-technology/]. The following is the final chapter from

Over the weekend of November 21-23, the Hybrid Pedagogy editorial board gathered in Washington D.C. for an intensive working retreat. During that time, we collaborated on the following article — 10 authors and

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.

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).

This piece was contributed as part ofHybrid Pedagogy‘sDigital Writing Month [http://www.digiwrimo.com/]. -------------------------------------------------------------------------------- I’m tired. Scratch that: I’m exhausted. I’ve been writing for my life, like my

“Screens so hi-def you might as well be there, cost effective videophonic conferencing, internal Froxx CD-ROM, electronic couture, all-in-one consoles (…) Half of all metro Bostonians now work from home via some digital link.