There seems too often to be an explicit agreement that instructors lead and
students respond, that instructors advise as students seek guidance, that when
instructors talk about their pedagogy, it should be outside
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 and
This article is the first in a two-part series. “Envisioning the Radical
Syllabus: A Critical Approach to Classroom Culture, Part 2
[https://hybridpedagogy.org/envisioning-radical-syllabus/]” provides response and follow-up
from the author.
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The following post was originally published by Kate Bowles on her blog, Music
for Deckchairs [http://musicfordeckchairs.wordpress.com/2014/07/15/on-on-on/].
It’s an important piece about the nature of academic
Though one might imagine that suggestions emerging from a preschool storytime
may not seem to be a likely source of wisdom for an adult audience, I find that
we often forget the importance
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
A bull that went blind during the monsoon forgets that the world is not always
green. — Nepalese proverb
Thanks largely to the advent of MOOCs, more scholars around the world are
engaged in
Educational theory and practice have begun to appear more frequently in the
popular press. Terms such as collaborative learning
[http://oregonstate.edu/instruct/comm440-540/CL2pager.htm], project-based
learning [http://www.edutopia.org/project-based-learning]
Recently, we completed the final manuscript for a guidebook
[http://www.bedfordstmartins.com/Catalog/product/writerdesigner-firstedition-arola]
to support multimodal composition in writing- and project-intensive courses. We
wrote the book because we realized that
The following is a letter to my first- and second-year music theory and aural
skills students at The University of Colorado–Boulder. This is my second
semester at CU, and the music students
Intellectually rigorous work lives, thrives, and teems proudly outside
conventional notions of academic rigor. Although institutions of higher
education only recognize rigor when it mimics mastery of content, when it
creates a hierarchy
This article is an attempt to address a possible gap in Connectivist thinking,
and its expression in cMOOCs. It’s to do with the experience of technology
novices, and unconfident learners in cMOOC
Listen to this chapter here, or subscribe to the entire serialized audiobook.On
my luckier days, I am gifted a few invisible moments at pick-up time before my
son or one of his
