“For children can accomplish the renewal of existence in a hundred unfailing ways.” — Walter Benjamin, “Unpacking My Library [https://www.google.com/books/edition/Illuminations/mV06rdTclagC?hl=en&gbpv=1&pg=

It’s evening. An Irish pub in Louisville, Colorado. Fish and chips. Beer. A game of soccer on the TV. I’m sitting down with one of my faculty to revisit the department’

We are not ready to teach online. In a recent conversation with a friend, I found myself puzzled, and a bit troubled, when he expressed confusion about digital pedagogy. He said something to

Digital pedagogy is not a dancing monkey. It won’t do tricks on command. It won’t come obediently when called. Nobody can show us how to do it or make it happen

This is the third installment ina three-part series [http://www.hybridpedagogy.com/tag/editorial-pedagogy-series]on Editorial Pedagogy, a critical and three-dimensional approach to teaching, editing, and service. Thefirst installment [http://hybridpedagogy.com/Journal/

Too often, rather than inviting First-Year Composition (FYC) students into the disruptive experience of being a writer, we try to shield them inside the safety of the walled garden of neatly ordered paths

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.

In theprevious installment to this series [http://www.hybridpedagogy.com/Journal/files/Editorial_Pedagogy_1.html], I wrote about the theoretical foundations on which my professional philosophy, an editorial pedagogy, is built on

This sentence is a learning object. Wayne Hodgins, the “father of learning objects,” first came up with the idea for them while watching his son play with LEGOs. The basic notion is that

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

Coursera [http://www.coursera.org/]is silly. Educational technology news has been all a-flutter over the last few months about the work that Coursera is doing to bring higher education into the open.

MOOCs are a red herring. The MOOC didn’t appear last week, out of a void, vacuum-packed. The MOOC hasbeen around for years [http://mooc.ca/], biding its time. Still, the recent furor

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 [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