Open Education - Hybrid Pedagogy

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Open Education

A collection of 40 posts

Write Out Loud: Risk & Reward in Digital Publishing

Write Out Loud: Risk & Reward in Digital Publishing

Language is a source of power that makes things happen in the world, and that is an important and challenging lesson to teach in college writing courses. Once students recognize the profound implications of our work with language, many of the skills instructors value — argumentation, organization, revision, editing, proofreading — become

Indie, Open, Free: The Fraught Ideologies of Ed-Tech

Digital culture

Indie, Open, Free: The Fraught Ideologies of Ed-Tech

I grew up in a middle-class American household, and I studied classical music. I took private lessons from seventh grade on. I owned my own instrument from eighth grade on. I upgraded to a professional-grade instrument at age 20 (with money saved from a paper route in junior high combined

Access

What does it take to access an education? I spoke with Robin DeRosa about this broad issue that affects the way we do things in our classrooms and schools.

Public Archives, New Knowledge, and Moving Beyond the Digital Humanities/Digital Pedagogy Distinction

Public Archives, New Knowledge, and Moving Beyond the Digital Humanities/Digital Pedagogy Distinction

Let’s stop talking about “students” as some undifferentiated mass or referring to “my students,” a phrase that smacks of proprietorship, and start giving them credit by name for the work they do and the knowledge they create. George Oppen made the bold statement in 1968 that new knowledge “could”

Teaching with the Internet; or How I Learned to Stop Worrying and Love the Google In My Classroom

critical digital pedagogy

Teaching with the Internet; or How I Learned to Stop Worrying and Love the Google In My Classroom

This piece is being published to coincide in real time with Adeline Koh’s keynote at Illiads 2015 [http://iliads.org/conference-keynotes/]. On a walk last week, my husband asked me what I was going to talk about for the keynote that I’m giving today. I responded that I

Why Open Educational Resources (OERs) are Important for Critical Pedagogues

Why Open Educational Resources (OERs) are Important for Critical Pedagogues

Few things annoy me more than burning time on bureaucratic paperwork. Frankly, as an educator, my time and attention should be centered on students and learning — and that includes modifying and selecting readings and resources. Finding fresh critical pedagogical articles that connect pop culture and critical thinking, for example, is

Embodying Openness as Inclusive Digital Praxis

Embodying Openness as Inclusive Digital Praxis

It is much easier to pay lip service to notions such as critical pedagogy and open education, than it is to truly embody those ideals in our own practice. One of the struggles I share with Ellsworth (1989) [http://her.hepg.org/content/058342114k266250] is my discomfort with how theoretical

Convivial Tools in an Age of Surveillance

Convivial Tools in an Age of Surveillance

On December 1, 2014, Audrey Watters published a collection of her lectures under the title Monsters of Education Technology [http://hackeducation.com/2014/12/01/the-monsters-of-education-technology/]. The following is the final chapter from that collection. As Audrey describes it [http://hackeducation.com/2014/12/01/the-monsters-of-education-technology/], the book focuses “on

If Freire Made a MOOC: Open Education as Resistance

critical digital pedagogy

If Freire Made a MOOC: Open Education as Resistance

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.

The Open, Interactive Music Theory Textbook

The Open, Interactive Music Theory Textbook

This Summer, Hybrid Pedagogy launched a new long-form publishing venture, spearheaded by Robin Wharton [http://www.robinwharton.com/]and Kris Shaffer [http://kris.shaffermusic.com]: Hybrid Pedagogy Publishing [http://www.hybridpedagogy.org/#publishing](HPP). > Hybrid Pedagogy Publishing seeks to encourage active public discourse by publishing works that are born out

The MOOC Problem

Critical Pedagogy

The MOOC Problem

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 of facts and training in skills is not the outcome or objective for the individual nor society;

Best Practices: Thoughts on a Flash Mob Mentality

Critical Pedagogy

Best Practices: Thoughts on a Flash Mob Mentality

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 that teaching writing should include loud music in a public place and synchronized dancing. In short, a

Developer, Financier, Designer: Building Hybrid Projects outside the University

Developer, Financier, Designer: Building Hybrid Projects outside the University

“I’ve searched all the parks in all the cities — and found no statues of Committees.”~ G K Chesterston About two years ago circumstances reduced my full time job in a UK university to four days a week. I was aware of two possible dangers: firstly, my four days a

Confessions of a Subversive Student

Confessions of a Subversive Student

Listen to this chapter here, or subscribe to the complete serialized audiobook [https://anchor.fm/hybrid-teaching].My relationship with education has always been a kind of dissonant harmony. I have always loved learning, yet I have always felt like a rogue in the regimented institutions of homogenization. Today, the dissonance

10 Things I’ve Learned (So Far) from Making a Meta-MOOC

10 Things I’ve Learned (So Far) from Making a Meta-MOOC

On January 27th, Cathy N. Davidson launches “The History and Future of (Mostly) Higher Education,” [https://www.coursera.org/course/highered]a MOOC connected to dozens of other courses and events distributed across the web. Over six weeks, Hybrid Pedagogywill host a discussion group, codenamed MOOC MOOC Dark Underbelly, a

Tales of a MOOC Dropout

Tales of a MOOC Dropout

In September 2013,Hybrid Pedagogypublished 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 using open web resources. The full collection,Learner Experiences with MOOCs and Open Online Learning [http://learnerexperiences.hybridpedagogy.com/

How to Build an Ethical Online Course

Digital Pedagogy

How to Build an Ethical Online Course

The best online and hybrid courses are made from scraps strewn about and gathered together from across the web. We build a course by examining the bits, considering how they’re connected, and creating pathways for learners to make their own connections. The design-process is what distinguishes online teaching most

How Do Learners Experience Open Online Learning?

How Do Learners Experience Open Online Learning?

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 — from EdX, Udacity, and other xMOOCs, to improvisational MOOCs created by the students themselves using open resources

Fight the Dead, Fear the MOOC: Questioning The Walking Dead MOOC

Fight the Dead, Fear the MOOC: Questioning The Walking Dead MOOC

On October 14th, theCanvas Network [https://www.canvas.net/courses/the-walking-dead]will launch a new massive open online course inspired by the popular television seriesThe Walking Dead. Instructure [http://www.instructure.com/]has teamed with faculty from the University of California Irvine [http://www.uci.edu/], andAMC [http://www.amctv.

Meaningful Collaboration: Revitalizing Small Colleges with MOOC Hybrids

Meaningful Collaboration: Revitalizing Small Colleges with MOOC Hybrids

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 — the fate of the humanities, the rise in student debt, and the sluggish economy, among others — MOOCs

MOOCifying K-12: Relationships, Collaboration, Risk-Taking

MOOCifying K-12: Relationships, Collaboration, Risk-Taking

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 blended learning by investigating the most cutting edge online opportunities anywhere. After reviewing my options, I discoveredMOOCs

In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice

editors’ picks

In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice

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 environments. It comes from a phenomenon, and experience I identified in a recent MOOC I participated in

Straining the Quality of MOOCs: Student Retention and Intention

Straining the Quality of MOOCs: Student Retention and Intention

“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. [http://www.stanford.edu/~cpiech/bio/papers/deconstructingDisengagement.pdf] It’s the first thing in the name. MOOCs are primarilymassive. They reach huge

Open-source Scholarship

Intellectual Property

Open-source Scholarship

Scholarship is, by its nature, open source. Let me explain. The open-source (or “free” or “libre”) software movement centers around a single ideal: community ownership of software. Open-source software may or may not be free-as-in-beer (no cost), but it is alwaysfree-as-in-speech [http://www.gnu.org/philosophy/free-sw.html]. Not only

A Manifesto for Community Colleges, Lifelong Learning, and Autodidacts

Community Colleges

A Manifesto for Community Colleges, Lifelong Learning, and Autodidacts

As some are raised a Catholic or an atheist or a vegetarian, I was raised an academic. The university always had about it a mystique, a cloud of mystery and veneration. Lauded in my household were the values of objectivity, critical thinking, close reading. As early as the fourth grade,