In preparing for theTeaching Naked #digped Twitter discussion
[http://www.hybridpedagogy.com/Journal/files/Teaching_Naked.html]on Friday, June
8, I reviewed what felt like a massive number of possible topics, discussable
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&
An all-too standard lament these days is that teachers have been slow to adapt
to students’ new modes of learning. This disjunction persists because so many of
us have been trained in traditional
Revealing the strange and wondrous power of digital publishing, the following
unsolicited piece was written in response to anarticle
[http://www.hybridpedagogy.com/Journal/files/Pedagogy_of_Manipulation.html]
published earlier today, submitted
In celebration of Twitter’s 6th birthday this week, we offer an examination of
Twitter’s application to pedagogical and scholarly communities.
I was very excited when I conceived of the original title
I’ve been following some of the very different, but complementary conversations
about hybrid pedagogy emerging fromthis journal [http://www.hybridpedagogy.com/]
, as well as from thepostdoctoral seminar at Georgia Tech.
[http://techstyle.
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 [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
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
Text becomes our voice in digital space. In the land-based classroom, we speak.
In the online classroom, we compose. What we write, the way that we write, and
our interactions with the writing
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,
The computer and the LMS for an online or hybrid class are merely a medium.
Still, so many instructors and students in technologically-enhanced classes
spend the majority of their time grappling (and coming
Consider the tangible violence technology has wrought upon grammar. We rely on
automated grammar and spell-check tools in word-processing software (so much
that they’ve become a crutch). E-mail shorthand fails to live
