I am deeply disturbed by dominant discourses in society that silence the voices
of others, particularly women and ethnic minorities. I am frustrated by people
who put others down, particularly online. And I
Twitter is an incredibly dynamic digital tool that can create spaces of
flattened hierarchies. These spaces can fuel inclusive pedagogy. But before
teaching with Twitter, instructors have to think about how to use
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
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.
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.
Autocorrect is tyranny. It is interruption of thought, of speech, of creation, a
condition for — and sometimes a prohibition against — my voice being heard. When
I type “phone-less” and autocorrect changes it to
Many of us are drawn in by the allure of digital technology, tempting us to
structure our daily personal and work routines increasingly on asynchronous
communication. Making choices to act asynchronously, often by
Howard Rheingold brought this piece to our attention after Jesse and Sean
published “Is it Okay to Be a Luddite
Instructure’s Keep Learning blog.
This piece was originally published
Instructure’s Keep Learning blog. When it posted, we received a message from
Howard Rheingold (NetSmart [http://rheingold.com/books/