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.

I’m a feminist teacher of writing and literature of over 25 years and, amazingly, I still love it. I love the transformative nature of critical feminist pedagogy, the dialogic classes where meaning

Autocorrect is tyranny. It is interruption of thought, of speech, of creation, a condition for — and sometimes a prohibition against — my voice being heard. When I type “phone-less” and autocorrect changes it to

Many of us are drawn in by the allure of digital technology, tempting us to structure our daily personal and work routines increasingly on asynchronous communication. Making choices to act asynchronously, often by

You are already a digital humanist, whether or not you know it. Digital humanities has exploded in popularity over the last decade, as evidenced by the creation of many different types of grants

This article is a response submitted for ourseries [http://www.hybridpedagogy.com/tag/critical-digital-pedagogy-cfp/]about critical digital pedagogy.See the original CFP for details [http://www.hybridpedagogy.com/page-two/cfp-critical-digital-pedagogy/]. -------------------------------------------------------------------------------- It is

When I discovered a rather nondescript blurb on Craigslist about needing an immediate replacement for a “technology specialist,” I didn’t know exactly what I’d find. Much to my joy, however, I

Design Pattern Name: Hybrid learning products Problem Statement: Digital humanities students are too often subjected to an over-emphasis of critical reflection and not enough experiential learning and corresponding presentation formats. This results in

Howard Rheingold brought this piece to our attention after Jesse and Sean published “Is it Okay to Be a Luddite [http://learning.instructure.com/2014/06/is-it-okay-to-be-a-luddite/]” on Instructure’s Keep Learning blog.

This piece was originally published [http://learning.instructure.com/2014/06/is-it-okay-to-be-a-luddite/] on Instructure’s Keep Learning blog. When it posted, we received a message from Howard Rheingold (NetSmart [http://rheingold.com/books/

Hybrid pedagogy does not just describe an easy mixing of on-ground and online learning, but is about bringing the sorts of learning that happen in a physical place and the sorts of learning

I have colleagues who invoke “Best Practices” the way that evangelical Christians quote the Bible: God has spoken. During these conversations, I am tempted to say in a serious voice, “Best Practices dictate

As teachers who consider the whole world a virtual classroom and community, many of us sometimes mistakenly assume that if we create space for representing the “voice” of the marginalized, all will be