Higher education needs more bravery. Digital pedagogy, or any experimental
critical pedagogy, is necessarily dangerous, often with real risks for both
instructors and students, much of which can be valuable for learning. But
Play is making a comeback. There have beenTED Talks
[http://www.ted.com/search?cat=ss_all&q=Play], peer-reviewed articles in
pediatrics journals [http://www.pediatricsdigest.mobi/content/119/1/182.
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
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
This is the third in aseries [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, and
The rise of stuff likehybrid pedagogy
[http://www.hybridpedagogy.com/Journal/files/Hybridity_2.html], open source
content, and massive open online courses (MOOCs
[http://ric.libguides.com/content.php?pid=151305&
Encouraging learning is an act of subtle manipulation. When we enter a
classroom, we’re stepping onto a stage. This is true no matter how
student-centered our classroom is, because our students are
This is the second in aseries [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, and
One of the most innovative educational ideas of the last century, we propose,
came from Paulo Friere, the Brazilian educational theorist and populist. In his
critique of “the banking model of education” in
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,
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
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
