May 2012
#digped Storify: Participant Pedagogy
May 29, 2012 | Filed in: #digped
by Sean Michael Morris
On Friday, May 25, Hybrid Pedagogy hosted its second pedagogically-focused discussion on Twitter, this time on the subject of participant pedagogy. Inspired by both the notion from Howard Rheingold's book Net Smart (MIT Press) that "participation is power", and by the well-aimed A Letter from a Hybrid Student by Teo Bishop, the discussion worked to uncover ways not only for the student-teacher gap to be bridged, but also what it means for students to become involved in pedagogy. In this Storify, we've brought together some of the most compelling thoughts from the discussion. Join us on June 8th for another Hybrid Pedagogy #digped chat. For questions, suggestions, or more information, e-mail slamteacher@me.com.
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On Friday, May 25, Hybrid Pedagogy hosted its second pedagogically-focused discussion on Twitter, this time on the subject of participant pedagogy. Inspired by both the notion from Howard Rheingold's book Net Smart (MIT Press) that "participation is power", and by the well-aimed A Letter from a Hybrid Student by Teo Bishop, the discussion worked to uncover ways not only for the student-teacher gap to be bridged, but also what it means for students to become involved in pedagogy. In this Storify, we've brought together some of the most compelling thoughts from the discussion. Join us on June 8th for another Hybrid Pedagogy #digped chat. For questions, suggestions, or more information, e-mail slamteacher@me.com.
Read More...Comments
Participant Pedagogy: a #digped Discussion
May 20, 2012 | Filed in: #digped
by Sean Michael Morris and Jesse Stommel
Hybrid Pedagogy will host a Twitter discussion group about participant pedagogy this Friday, May 25 from 1:00pm - 2:00pm EST (10:00am-11:00am PST) under the hashtag #digped. While the conversation will be, in part, inspired by our previous #digped discussion about Howard Rheingold’s Net Smart, you don’t need to read the book in order to join the conversation.
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Hybrid Pedagogy will host a Twitter discussion group about participant pedagogy this Friday, May 25 from 1:00pm - 2:00pm EST (10:00am-11:00am PST) under the hashtag #digped. While the conversation will be, in part, inspired by our previous #digped discussion about Howard Rheingold’s Net Smart, you don’t need to read the book in order to join the conversation.
Read More...A Letter from a Hybrid Student
May 18, 2012 | Filed in: Critical Pedagogy
by Teo Bishop
I am not trained in teaching, but I do have experience in building and sustaining community online, and facilitating dialogue using new media and digital technologies. I write on my blog not as an authority, but as another inquisitive voice in the crowd; and as such, my readers don’t expect me to be an expert. Perhaps this is something that makes my experience with them different from a teacher’s experience with students. I’m in a position where I can do my best work, and inspire the most dialogue, by openly not having the answers. Do teachers have that luxury?
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I am not trained in teaching, but I do have experience in building and sustaining community online, and facilitating dialogue using new media and digital technologies. I write on my blog not as an authority, but as another inquisitive voice in the crowd; and as such, my readers don’t expect me to be an expert. Perhaps this is something that makes my experience with them different from a teacher’s experience with students. I’m in a position where I can do my best work, and inspire the most dialogue, by openly not having the answers. Do teachers have that luxury?
Read More...Theorizing Google Docs: 10 Tips for Navigating Online Collaboration
May 14, 2012 | Filed in: Tools
by Jesse Stommel
My Hybrid Pedagogy co-editor (Pete Rorabaugh) and I hatched the plan for this journal in a Google Doc, and we’ve since written 29,316 words in that document. Before the end of 2012, we will likely produce the equivalent of a lengthy academic book. We contribute ideas synchronously and asynchronously, writing together at specific times and taking turns in the document on our own. Our collaboration runs so deep that single sentences are usually co-composed, our cursors occasionally blinking in unison within a single word. While I still recognize the texture of my own language and the idiosyncratic turns of my writerly voice, I don’t take ownership of my own writing the way I once did. And it isn’t just that I’m no longer attached to the sentences I write when collaborating; rather, I find myself more and more unattached to (but not detached from) the writing I do no matter the circumstance.
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My Hybrid Pedagogy co-editor (Pete Rorabaugh) and I hatched the plan for this journal in a Google Doc, and we’ve since written 29,316 words in that document. Before the end of 2012, we will likely produce the equivalent of a lengthy academic book. We contribute ideas synchronously and asynchronously, writing together at specific times and taking turns in the document on our own. Our collaboration runs so deep that single sentences are usually co-composed, our cursors occasionally blinking in unison within a single word. While I still recognize the texture of my own language and the idiosyncratic turns of my writerly voice, I don’t take ownership of my own writing the way I once did. And it isn’t just that I’m no longer attached to the sentences I write when collaborating; rather, I find myself more and more unattached to (but not detached from) the writing I do no matter the circumstance.
Read More...Flipping Faculty Development: Teacher Training and Open Education
May 10, 2012 | Filed in: Profession
by Pete Rorabaugh
A thread in the Chronicle of Higher Ed tagged “Adjunct Life”, MLA President Michael Berube’s recent open letter, and New Faculty Majority’s National Summit illuminate higher ed's slide into contingency. It should be worrisome to all of us that the price of a degree has gone up even as institutions are relying on more and more contingent (and thus cheaper) faculty. According to the AAUP, more than 50% of higher ed faculty in the US are part-time and 68% are non-tenure-track. But whether permanent or contingent, how is the higher ed instructor pool trained to do its job? Universities are inconsistent in their answers to this question. While a few institutions do pedagogically prepare their teachers to varying extents, others offer little in the way of new faculty training, privileging content-area expertise over expertise in the practice of teaching. Yesterday I had a Twitter conversation with some peers about the preparation and development they remember from their first days as an instructor. One of my colleagues, Diane Jakacki replied, "Zero. [I was] Lucky enough to TA for someone who taught by example and trained me."
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A thread in the Chronicle of Higher Ed tagged “Adjunct Life”, MLA President Michael Berube’s recent open letter, and New Faculty Majority’s National Summit illuminate higher ed's slide into contingency. It should be worrisome to all of us that the price of a degree has gone up even as institutions are relying on more and more contingent (and thus cheaper) faculty. According to the AAUP, more than 50% of higher ed faculty in the US are part-time and 68% are non-tenure-track. But whether permanent or contingent, how is the higher ed instructor pool trained to do its job? Universities are inconsistent in their answers to this question. While a few institutions do pedagogically prepare their teachers to varying extents, others offer little in the way of new faculty training, privileging content-area expertise over expertise in the practice of teaching. Yesterday I had a Twitter conversation with some peers about the preparation and development they remember from their first days as an instructor. One of my colleagues, Diane Jakacki replied, "Zero. [I was] Lucky enough to TA for someone who taught by example and trained me."
Read More...#digped Storify: Net Smart
May 09, 2012 | Filed in: #digped
by Pete Rorabaugh
Hybrid Pedagogy proposed a one-hour, pedagogically-focused discussion on the introduction to Howard Rheingold's new book Net Smart (MIT Press). The conversation took place on May 4, 2012 and ranged from digital awareness/mindfulness to the new role of the teacher in the digitally-infused classroom. We would like to thank Howard and all other participants for joining in conversation with us. Hybrid Pedagogy looks forward to continuing the #digped discussion throughout the summer. We hope you will join us for our next one. Follow us on Twitter for details (@HybridPed). See “How to Storify. Why to Storify.” for some thoughts on Storify and how you might use it to curate your own conversations on Twitter.
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Hybrid Pedagogy proposed a one-hour, pedagogically-focused discussion on the introduction to Howard Rheingold's new book Net Smart (MIT Press). The conversation took place on May 4, 2012 and ranged from digital awareness/mindfulness to the new role of the teacher in the digitally-infused classroom. We would like to thank Howard and all other participants for joining in conversation with us. Hybrid Pedagogy looks forward to continuing the #digped discussion throughout the summer. We hope you will join us for our next one. Follow us on Twitter for details (@HybridPed). See “How to Storify. Why to Storify.” for some thoughts on Storify and how you might use it to curate your own conversations on Twitter.
Read More...Net Smart Discussion Questions
May 03, 2012 | Filed in: #digped
by Pete Rorabaugh
Digital and critical pedagogy argues for an awareness of our students’ learning needs, of the content we teach, and of the digital culture in which we all find ourselves. Howard Rheingold’s new book Net Smart (MIT Press) prepares us for that third layer of awareness, and the introductory chapter (available here as a PDF) introduces an exciting new “field” of study for teachers. Hybrid Pedagogy will be hosting a Twitter discussion (using the hashtag #digped) on this introduction on Friday, May 4, from 12:30pm-1:30pm EST (9:30am-10:30am PST), and we hope you’ll join us.
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Digital and critical pedagogy argues for an awareness of our students’ learning needs, of the content we teach, and of the digital culture in which we all find ourselves. Howard Rheingold’s new book Net Smart (MIT Press) prepares us for that third layer of awareness, and the introductory chapter (available here as a PDF) introduces an exciting new “field” of study for teachers. Hybrid Pedagogy will be hosting a Twitter discussion (using the hashtag #digped) on this introduction on Friday, May 4, from 12:30pm-1:30pm EST (9:30am-10:30am PST), and we hope you’ll join us.
Read More...Infiltrating the Walled Garden
May 02, 2012 | Filed in: Tools
by Wm. Beasley
Learning Management Systems (LMS) are walled gardens. They provide substantial control over the environment in which learning activities take place, and at first glance this appears to be a good thing. For this reason they are often relatively appealing to faculty members beginning to make the transition from fully traditional classroom instruction. The level of control is familiar… but it is also misleading when taken in the context of the full learning process (see “Hack the LMS: Getting Progressive” for more on this).
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Learning Management Systems (LMS) are walled gardens. They provide substantial control over the environment in which learning activities take place, and at first glance this appears to be a good thing. For this reason they are often relatively appealing to faculty members beginning to make the transition from fully traditional classroom instruction. The level of control is familiar… but it is also misleading when taken in the context of the full learning process (see “Hack the LMS: Getting Progressive” for more on this).
Read More...