Scholarly and Digital CFP - Hybrid Pedagogy

Sign in Subscribe

Scholarly and Digital CFP

A collection of 9 posts

The Public Necessity of Student Blogging

Scholarly and Digital CFP

The Public Necessity of Student Blogging

In order for students to become public communicators, we must do away with closed platforms that purport to mimic open web functionality. Here’s why.

Orphan MOOCs and the Digital Dark Ages

Orphan MOOCs and the Digital Dark Ages

Once upon a time, I taught a MOOC. Actually it was twice, and really it was only four years ago. It was a course called Metadata: Organizing and Discovering Information, created for the University of North Carolina at Chapel Hill, and delivered through Coursera. Since I taught this course last,

Risk and Event-Based Pedagogies

Risk and Event-Based Pedagogies

Writing is neither a process nor a product; it is an event that transforms those who engage in it. Teachers must acknowledge not just the rewards but also the risks inherent in the writing we ask of our students. Once we understand these risks, we should consider how we can

Wakefulness and Digitally Engaged Publics

Wakefulness and Digitally Engaged Publics

Before his death in 2003, Edward Said [https://en.wikipedia.org/wiki/Edward_Said] urged his colleagues to assume the role of public intellectuals in the service of democracy. Said, a professor of literature, posited that academics should be mindful of the need to listen to the suffering of citizens

Beyond Academic Twitter: Social Media and the Evolution of Scholarly Publication

Beyond Academic Twitter: Social Media and the Evolution of Scholarly Publication

“What should academics do on Twitter?” At a recent roundtable workshop on developing a professional academic digital identity, I heard the first four speakers address that question which I have heard so many times before. I listened to these speakers describe how faculty at St. Lawrence University can use Twitter,

Messy Minds: The Autoethnography of Learning

Messy Minds: The Autoethnography of Learning

I’ve had my arse handed to me a few times online. Enough times to realise that writing provocatively (whether intentional or not) is often worth the activity. The most memorable and behaviour changing occasion was when I wrote about how important it is for history teachers to teach their

Risk Taking is a Form of Playing it Safe

Risk Taking is a Form of Playing it Safe

We [http://digitalcommons.csbsju.edu/cgi/viewcontent.cgi?article=1031&context=headwaters] like to talk [http://www.edutopia.org/blog/creating-space-for-risk-michael-thornton-cheryl-harris] about risk [https://iei.ncsu.edu/emerging-issues/ongoing-programs/generation-z/taking-action/teach-risk-taking/] . We talk about the virtues of taking risks [https://hybridpedagogy.org/moocifying-k-12-relationships-collaboration-risk-taking/], we tell each other [https://hybridpedagogy.

Learning as Weaving

Learning as Weaving

As educators, we want to teach in ways that support our students to be the best that they can be. We yearn for the lightbulb moment. We are so proud of them when they surprise us. We scream as loud as anyone when they break a record. We live vicariously

Making a Space for the Digital and the Scholarly: The Editor as Teacher

critical digital pedagogy

Making a Space for the Digital and the Scholarly: The Editor as Teacher

On a beautiful June morning, I hurried through the streets of Bloomsbury to the University of London. These streets carry a great deal of imaginative and emotional resonance for me, layers of time and story. I think of Virginia Woolf and her luminous conjuring of a London morning in Mrs.