Twitter is an incredibly dynamic digital tool that can create spaces of flattened hierarchies. These spaces can fuel inclusive pedagogy. But before teaching with Twitter, instructors have to think about how to use
Over the weekend of November 21-23, the Hybrid Pedagogy editorial board gathered in Washington D.C. for an intensive working retreat. During that time, we collaborated on the following article — 10 authors
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.
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
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
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