Negotiated hybridity — of the physical and digital, of the professional and social, of the individual and communal — is our natural state. Only since we launchedHybrid Pedagogy [http://www.hybridpedagogy.com/](at last year’

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.

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

“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,

Pedagogy is inherently collaborative. Our work as teachers doesn’t (or shouldn’t) happen in a vacuum. In “Hybridity, pt. 3: What Does Hybrid Pedagogy Do? [http://www.hybridpedagogy.com/Journal/files/What_

This is the third in aseries of articles [http://www.hybridpedagogy.com/tag/curriculum-crowdsourcing]that works to get feedback on the program I’m directing and helping to develop at Marylhurst University in

This is the second in aseries of articles [http://www.hybridpedagogy.com/tag/curriculum-crowdsourcing]that works to get feedback on the program I’m directing and helping to develop at Marylhurst University in

This is the first in aseries of articles [http://www.hybridpedagogy.com/tag/curriculum-crowdsourcing]. Clickhere [http://www.hybridpedagogy.com/Journal/files/crowdsourcing_a_curriculum_2.html] for part two on design principles. Clickhere