21 articles
Responsive Teaching
Digital Pedagogy
Chris Friend · Janine DeBaise
Our teaching should be responsive, adapting to the situation, the students, and the semester, not determined by the textbook.
The Victorian MOOC
Keith Brennan
It is 1873. Something unique is about to happen. A steam-train gathers speed in the background. Carriages on cobbled streets. In a dark room children sleep. In another room, a man reads a
Writing the Unreadable Untext: a Collaborative Autoethnography of #rhizo14
Keith Hamon · Rebecca J. Hogue · Sarah Honeychurch · Scott Johnson · Apostolos Koutropoulos · Simon Ensor · Sandra Sinfield · Maha Bali / مها بالي
In January, 2014, we participated in the MOOC Rhizomatic Learning: The community is the curriculum (#rhizo14) facilitated by Dave Cormier. A group of us decided to research participant experiences in this course, but
A Misapplication of MOOCs: Critical Pedagogy Writ Massive
critical digital pedagogy
Sean Michael Morris
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.
The MOOC Problem
Critical Pedagogy
Rolin Moe
The purpose of education is in large part linked to its standing as a social science. Philosophers dating back to Socrates have linked education to a purpose beyond the individual, one where accrual
Bonds of Difference: Illusions of Inclusion
Alterity CFP
Maha Bali / مها بالي · Shyam Sharma
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
We May Need to Amputate: MOOCs, Resistance, #FutureEd
Sean Michael Morris
The ability or inability of a group or culture to progress is in direct relationship to the proliferation of aphorism within it. General statements of fact and abbreviations of great wisdom are misleading
Tales of a MOOC Dropout
Cindy Londeore
In September 2013, Hybrid Pedagogy published an e-book of graduate student essays focused on student experiences in MOOCs — from EdX, Udacity, and other xMOOCs, to improvisational MOOCs created by the students themselves
How Do Learners Experience Open Online Learning?
George Veletsianos
During the summer of 2013, George Veletsianos approached the editors of Hybrid Pedagogy about publishing a collection of graduate student essays. The collection focused on these students’ experiences in a variety of MOOCs
Fight the Dead, Fear the MOOC: Questioning The Walking Dead MOOC
Sean Michael Morris
On October 14th, the Canvas Network will launch a new massive open online course inspired by the popular television series The Walking Dead. Instructure has teamed with faculty from the University of California
Meaningful Collaboration: Revitalizing Small Colleges with MOOC Hybrids
Kevin R. Burke · Jessica Mahoney
When MOOCs went viral in 2012, traditional small colleges reached an identity crossroads, a midlife crisis where idealism and wisdom collide. Although the main concerns of future viability have been present for years
MOOCifying K-12: Relationships, Collaboration, Risk-Taking
Verena Roberts
Just over a year ago, my “learning” exploded. I was developing a hybrid Canadian online delivery program for Chinese high school students. I was encouraged to push the boundaries of K-12 online and
In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice
editors’ picks
Keith Brennan
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
Straining the Quality of MOOCs: Student Retention and Intention
Peter Wallis
“Learners are classified based on their patterns of interaction with video lectures and assessments, the primary features of most MOOCs to date.” — Rene F. Kizilcec, et al. It’s the first thing in
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