Scholarship - Hybrid Pedagogy

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Scholarship

A collection of 14 posts

Weathered and worn wooden columns stand vigilant in still, cloudy waters. Perhaps they miss the pier they once supported.

(dis)Owning Tech: Ensuring Value and Agency at the Moment of Interface

Listen to this chapter here, or subscribe to the entire serialized audiobook [https://anchor.fm/hybrid-teaching].Education is big business. In the U.S., over 5% [http://hdr.undp.org/en/content/expenditure-education-public-gdp#footnote]of gross domestic product is earmarked for education. Student debt in the U.S. is estimated

Fountain: Scholarship and the Illusion of Permanence

Digital culture

Fountain: Scholarship and the Illusion of Permanence

This is an experimental publication combining video and text. It was created in response to a call for papers [https://hybridpedagogy.org/cfp-scholarly-digital/] seeking a “meta-level consideration of what ‘counts’ as scholarship, ideally in a form that pushes at the edges of what ‘counts.’” The video features quotidian footage taken

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”

The Trouble with Frameworks

The Trouble with Frameworks

Using frameworks to study the social world is like looking at a still image through tinted glasses — making our perspective limited and color-blind — when the reality is complex and dynamic with colors and sights and sounds and smells and subtleties that cannot be captured in a frame. Frameworks attempt to

Writing the Unreadable Untext: a Collaborative Autoethnography of #rhizo14

Writing the Unreadable Untext: a Collaborative Autoethnography of #rhizo14

In January, 2014, we participated in the MOOC Rhizomatic Learning: The community is the curriculum [https://p2pu.org/en/courses/882/rhizomatic-learning-the-community-is-the-curriculum/] (#rhizo14) facilitated by Dave Cormier [http://davecormier.com/]. A group of us decided to research participant experiences in this course, but not by repeating existing scholarly research on

Ecstatic Necessariness: Turmoil as Process in Digital Humanities

Digital Humanities

Ecstatic Necessariness: Turmoil as Process in Digital Humanities

For the last three years while I’ve worked with Hybrid Pedagogy, I have been flip about Digital Humanities as a field, a practice, or a pursuit. I have largely dismissed the work of digital humanists as arcane, irrelevant, boxy and tiresome, or as posturing by hungry, over-educated academics needing

The World as Classroom: Calling All Scholars

Critical Digital Pedagogy CFP

The World as Classroom: Calling All Scholars

Like many people across the world this spring, I sat and watched Cosmos: A Spacetime Odyssey [http://www.cosmosontv.com/]. As a non-scientist, I was not only awestruck by what I learned, I was heartened by this program’s appearance on network television. Beginning with Carl Sagan thirty years ago,

Humanists and Our Books, Pt. 2: Becoming Books

Digital culture

Humanists and Our Books, Pt. 2: Becoming Books

On Tuesday, June 3, Hybrid Pedagogy released an announcement and CFP [http://www.hybridpedagogy.com/page-two/cfp-generative-literature-project/] related to the first long-form project to be undertaken by Hybrid Pedagogy Publishing. Two weeks later, we launched a crowdfunding campaign [https://www.indiegogo.com/projects/open-interactive-music-theory-textbook] on Indiegogo to underwrite the creation

Humanists and Our Books, Pt. 1: The Work of Humanism

Digital culture

Humanists and Our Books, Pt. 1: The Work of Humanism

On Tuesday, June 3, Hybrid Pedagogy released an announcement and CFP [http://www.hybridpedagogy.com/page-two/cfp-generative-literature-project/] related to the first long-form project to be undertaken by Hybrid Pedagogy Publishing. In the coming weeks, look for another announcement regarding a second project we have in the works. Kris Shaffer and

The Critical Textbook

The Critical Textbook

Nothing enshrines an idea quite like printing it in a textbook. In fact, the textbook is the ultimate canon: a fixed tome of knowledge, shared across institutional boundaries, with the authority to dictate pedagogical decisions and arbitrate student success. The textbook affects more than just students, of course. Today’s

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

editors’ picks

Beyond Rigor

Intellectually rigorous work lives, thrives, and teems proudly outside conventional notions of academic rigor. Although institutions of higher education only recognize rigor when it mimics mastery of content, when it creates a hierarchy of expertise, when it maps clearly to pre-determined outcomes, there are works of exception — multimodal, collaborative, and

The Hybrid Scholar

Digital Humanities

The Hybrid Scholar

Negotiated hybridity — of the physical and digital, of the professional and social, of the individual and communal — is our natural state. Only since we launchedHybrid Pedagogy [http://www.hybridpedagogy.com/](at last year’s MLA conference one year ago) have I come to understand the professional binaries many of us