Text becomes our voice in digital space. In the land-based classroom, we speak.
In the online classroom, we compose. What we write, the way that we write, and
our interactions with the writing
This is the first in a series [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,
In this
[http://www.guardian.co.uk/commentisfree/2011/aug/29/academic-publishers-murdoch-socialist]
article for the Guardian, George Monbiot calls academic publishing “economic
parasitism” and academic publishers “monopolists,” which brings up a broader
discussion
The computer and the LMS for an online or hybrid class are merely a medium.
Still, so many instructors and students in technologically-enhanced classes
spend the majority of their time grappling (and coming
Consider the tangible violence technology has wrought upon grammar. We rely on
automated grammar and spell-check tools in word-processing software (so much
that they’ve become a crutch). E-mail shorthand fails to live
On the simplest level, a learning management system is any organizational
pattern that assists teaching and learning. A grade book can also serve this
function; so can a journal or a 3-ring-binder. The
Grading and assessment are curious beasts, activities many instructors love to
hate but ones that nonetheless undergird the institutions where we work.
Peter Elbow begins his essay “Ranking, Evaluating, and Liking: Sorting Out
Early web commenters referred to the Internet as a primitive, lawless place like
the “Wild West.” Plenty still needs to change to make certain parts of the web
more civil and useful, but
All participation is not equal. Digital media prompt us for comments, but in an
academic setting we should harness this cultural habit to teach the difference
between expressing opinion and authentic engagement. Professors
In his article “A Seismic Shift in Epistemology”
[http://www.educause.edu/ero/article/seismic-shift-epistemology] (2008), Chris
Dede draws a distinction between classical perceptions of knowledge and the
approach to knowledge underpinning Web
Students are evolving. The student 2.0 is an altogether different animal from
the student 1.0. And our classrooms are ecosystems, an environment all their
own, where we each must decide how
