Hybrid pedagogy does not just describe an easy mixing of on-ground and online
learning, but is about bringing the sorts of learning that happen in a physical
place and the sorts of learning
As teachers who consider the whole world a virtual classroom and community, many
of us sometimes mistakenly assume that if we create space for representing the
“voice” of the marginalized, all will be
Innovate: French innover, from Old French, from Latin innovāre, innovāt-, to
renew : in-, intensive pref.; in- + novāre, to make new (from novus, new). ~
adapted from OED online [http://www.thefreedictionary.com/innovate]
I
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
Oppression is inherently spatial. Governments use biopolitical mechanisms such
as urban zoning and prisons to keep undesirable populations fixed in place;
institutions use office location to distinguish permanent from contingent
faculty; houses of
“And now,’ cried Max, ‘let the wild rumpus start!”
~ Maurice Sendak, Where the Wild Things Are
When I first read Mark Z. Danielewski’s House
[https://www.amazon.com/House-Leaves-Mark-Z-Danielewski/dp/0375703764/ref=
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]
My interest here is that of the odd marriage between online and offline in
relation to an informal and voluntary project.
For the past 4 years I have been involved in open education
This article closes outa series
[http://www.hybridpedagogy.com/tag/hybrid-pedagogy]that reflects at a meta-level
about the work of the journal itself. Here, we offer aHybrid Pedagogymix-tape
with a few special guests.
“…revolutionary leaders cannot be falsely generous, nor can they manipulate.
Whereas the oppressor elites flourish by trampling the people underfoot, the
revolutionary leaders can flourish only in communion with the people.”~Paulo
Freire
My job often brings me to schools where I talk with teachers and students about
technology and innovative pedagogies. Some time ago, approximately at the
beginning of my career as an educational researcher
InBeing and Time, Martin Heidegger writes with surprising brevity, “Temporality
temporalizes as a future which makes present in the process of having been.”
While we may speak and write of a distinct past,
Many have argued that the digital humanities is aboutbuilding stuff
[http://stephenramsay.us/text/2011/01/08/whos-in-and-whos-out/]andsharing stuff
[http://www.samplereality.com/2011/05/25/the-digital-humanities-is-not-about-building-its-about-sharing/]
— that the digital humanities reframes
“For children can accomplish the renewal of existence in a hundred unfailing
ways.”
— Walter Benjamin, “Unpacking My Library
[https://www.google.com/books/edition/Illuminations/mV06rdTclagC?hl=en&gbpv=1&pg=
