Sherry Turkle famouslyargues
[https://www.nytimes.com/2012/04/22/opinion/sunday/the-flight-from-conversation.html?pagewanted=all&_r=0]
technology has begun to overtake our attention and time, which has led to
increased
Too often, rather than inviting First-Year Composition (FYC) students into the
disruptive experience of being a writer, we try to shield them inside the safety
of the walled garden of neatly ordered paths
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.
In theprevious installment to this series
[http://www.hybridpedagogy.com/Journal/files/Editorial_Pedagogy_1.html], I wrote
about the theoretical foundations on which my professional philosophy, an
editorial pedagogy, is built on
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 article is the first ina three-part series
[http://www.hybridpedagogy.com/tag/editorial-pedagogy-series]. Two subsequent
articles by Cheryl Ball will demonstrate the application of editorial pedagogy
to the relationships between students / teachers
“We no longer have to separate our material technologies so radically as we once
did from our ‘cognitive strategies’. People-with-bodies participate in
activities and practices, such as jointly authoring a multimedia Web document,
“The intellectual is still only an incompletely transformed writer.” ~ Roland
Barthes,Writing Degree Zero
There could be many epigraphs hailing a discussion of digital writing, many
pithy observations about its nature, becoming, qualities,
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
Have you ever overheard this conversation, or something similar, in the
departmental copy room? One teacher says, “How many pages of a book can I copy
and still call it fair use? Another
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
How different would our education system be if we focused on learning for learning’s sake, rather than for the sake of tests, exams, and homework checks — if performance really mattered?
MOOCs: Changing Modes of Pedagogy[original Google Doc
[https://docs.google.com/document/d/1u1KUIi4l_iyxdkSNPlRiV3C84SYjXxfQbf80-iE2RiU/edit]
]
AsBonnie Stewart
[http://theory.cribchronicles.com/2012/08/10/if-foucault-ran-a-mooc/]explains,
massive open courses are not
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
