#digped Storify: Expertise, Mutiny, and Peer-to-Peer Learning
May 05, 2013 |
by Sean Michael Morris and Jesse Stommel
This #digped chat about peer-to-peer learning, or learning in the collective, was inspired by John Seely Brown and Douglas Thomas' book, A New Culture of Learning. In that book, the authors propose that the nature of and methods for learning have changed with the digital age, and that how learning happens now is not necessarily in the hands of teachers; rather, learners -- and in this case, all learners are lifelong learners -- are beginning to take matters of education into their own hands. They open their book with this "very simple question": “What happens to learning when we move from the stable infrastructure of the twentieth century to the fluid infrastructure of the twenty-first century, where technology is constantly creating and responding to change?” Our discussion on May 3rd focused on ideas presented in the book's fourth chapter, "Learning in the Collective", where the authors looked at peer-to-peer learning, or how learners help one another learn. We wanted to investigate how this happens successfully, what happens to the role of the expert/teacher, and...?
Read More...
This #digped chat about peer-to-peer learning, or learning in the collective, was inspired by John Seely Brown and Douglas Thomas' book, A New Culture of Learning. In that book, the authors propose that the nature of and methods for learning have changed with the digital age, and that how learning happens now is not necessarily in the hands of teachers; rather, learners -- and in this case, all learners are lifelong learners -- are beginning to take matters of education into their own hands. They open their book with this "very simple question": “What happens to learning when we move from the stable infrastructure of the twentieth century to the fluid infrastructure of the twenty-first century, where technology is constantly creating and responding to change?” Our discussion on May 3rd focused on ideas presented in the book's fourth chapter, "Learning in the Collective", where the authors looked at peer-to-peer learning, or how learners help one another learn. We wanted to investigate how this happens successfully, what happens to the role of the expert/teacher, and...?
Read More...Comments
Peer-to-Peer Learning in the Collective: a #digped Discussion
April 29, 2013 |
by Sean Michael Morris
Pedagogically, the collective both poses certain dilemmas -- such as the evolving role of the instructor, the ambiguous nature of assessment, the difficulty of maintaining the course as container -- and offers certain benefits -- the introduction of non-competitive research and writing, the opening of democratic communities of learning, and a fuller participation and ownership from students in their own educations. For many teachers, the question of how to modify our pedagogical approach can create anxiety, uncertainty, and even resentment toward a shift in the culture of learning that we’ve had little control over, that’s come at us from outside our own domain; for others, this new landscape appears inviting, exciting, and full of possibility.
Read More...
Pedagogically, the collective both poses certain dilemmas -- such as the evolving role of the instructor, the ambiguous nature of assessment, the difficulty of maintaining the course as container -- and offers certain benefits -- the introduction of non-competitive research and writing, the opening of democratic communities of learning, and a fuller participation and ownership from students in their own educations. For many teachers, the question of how to modify our pedagogical approach can create anxiety, uncertainty, and even resentment toward a shift in the culture of learning that we’ve had little control over, that’s come at us from outside our own domain; for others, this new landscape appears inviting, exciting, and full of possibility.
Read More...#digped Storify: Questioning Writing MOOCs
April 07, 2013 |
by Sean Michael Morris
The idea of teaching a subject as highly individualized as composition strikes many dedicated instructors as problematic at least. While technologists support the idea of "robo-grading", most writing instructors understand intuitively how technology will always fail to mimic the nuance present in human reading and evaluation. Our conversation developed primarily around three important matters: the role of students in their own assessment (peer-review), the role of the instructor in collective learning environments, and the matter of how we go forward as pedagogues upon whose innovation and knowledge the effectiveness of massive learning will depend.
Read More...
The idea of teaching a subject as highly individualized as composition strikes many dedicated instructors as problematic at least. While technologists support the idea of "robo-grading", most writing instructors understand intuitively how technology will always fail to mimic the nuance present in human reading and evaluation. Our conversation developed primarily around three important matters: the role of students in their own assessment (peer-review), the role of the instructor in collective learning environments, and the matter of how we go forward as pedagogues upon whose innovation and knowledge the effectiveness of massive learning will depend.
Read More...Making Composition Massive: a #digped Discussion
April 02, 2013 |
by Sean Michael Morris
Always when we talk about massively-scaled learning, we must first face the gargoyle of our resistance. Despite their inexorable march, and subsequently proliferating PR, MOOCs have not been embraced by the majority of educators. In fact, MOOCs are seen as an experiment rife with poorly executed pedagogies, troubling colonial overtures, and corporate origins that threaten to prey upon traditional higher education. And yet, MOOCs are upon us and resistance may well prove futile. Perhaps instead of erecting an ed-tech Berlin Wall, with MOOC adopters on one side and holdouts against this massive technology on the other, we should consider ways of making these MOOCs work for us, not against us.
Read More...
Always when we talk about massively-scaled learning, we must first face the gargoyle of our resistance. Despite their inexorable march, and subsequently proliferating PR, MOOCs have not been embraced by the majority of educators. In fact, MOOCs are seen as an experiment rife with poorly executed pedagogies, troubling colonial overtures, and corporate origins that threaten to prey upon traditional higher education. And yet, MOOCs are upon us and resistance may well prove futile. Perhaps instead of erecting an ed-tech Berlin Wall, with MOOC adopters on one side and holdouts against this massive technology on the other, we should consider ways of making these MOOCs work for us, not against us.
Read More...#digped Storify: Plagiarism Undone
March 04, 2013 |
by Jesse Stommel
In the original prompt for this discussion, Sean Michael Morris writes, "Issues of ownership, intellectual property, and plagiarism are as old as the academy itself. But new media, and the permeability of text and image within them, create dilemmas not previously faced in our classrooms, research, and professional disciplines." This isn't to say that there haven't been other dilemmas, or even other similar dilemmas, but the nature of our work and the modes of its dissemination is changing at an incredible rate. And our discussions of the ethical and legal implications do not always keep pace. In this discussion, we considered specifically the ways that our notions of plagiarism have changed (and must continuously change) to accommodate new forms of scholarly and creative production.
Read More...
In the original prompt for this discussion, Sean Michael Morris writes, "Issues of ownership, intellectual property, and plagiarism are as old as the academy itself. But new media, and the permeability of text and image within them, create dilemmas not previously faced in our classrooms, research, and professional disciplines." This isn't to say that there haven't been other dilemmas, or even other similar dilemmas, but the nature of our work and the modes of its dissemination is changing at an incredible rate. And our discussions of the ethical and legal implications do not always keep pace. In this discussion, we considered specifically the ways that our notions of plagiarism have changed (and must continuously change) to accommodate new forms of scholarly and creative production.
Read More...Remixing Plagiarism: a #digped Discussion
February 26, 2013 |
by Sean Michael Morris
Issues of ownership, intellectual property, and plagiarism are as old as the academy itself. But new media, and the permeability of text and image within them, create dilemmas not previously faced in our classrooms, research, and professional disciplines. Today, reuse, repurposing, even outright copying can serve artistic and creative purposes; but how these practices affect the original creators of content, how they can or should be viewed by the law, and how we -- as producers and consumers of content -- make determinations of ethical behavior are active questions in intellectual and pedagogical arenas.
Read More...
Issues of ownership, intellectual property, and plagiarism are as old as the academy itself. But new media, and the permeability of text and image within them, create dilemmas not previously faced in our classrooms, research, and professional disciplines. Today, reuse, repurposing, even outright copying can serve artistic and creative purposes; but how these practices affect the original creators of content, how they can or should be viewed by the law, and how we -- as producers and consumers of content -- make determinations of ethical behavior are active questions in intellectual and pedagogical arenas.
Read More...Co-intentional Education: a #digped Discussion
January 30, 2013 |
by Sean Michael Morris and Jesse StommelThis Friday, February 1 from 1:00 - 2:00pm Eastern (10:00 - 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped to discuss student involvement in teaching, learning, and pedagogy. If you’re an educator, please invite your students to participate. The Bill of Rights and Principles for Learning in the Digital Age was published on January 22, 2013. The document, a collaboration between twelve educators, proposes on its surface 9 rights and 10 principles that affect students and their work in any learning environment, with an eye toward those which are hybrid or online. The document has generated a great deal of discussion about its context, but little about its implication: namely, students are so integral to the process of education that how we conceive the institution and the practice must evolve. As educators, our work is not to better understand and defend our own positions, but to abdicate those positions in meaningful, thoughtful ways. Read More...
#digped Storify: the Course as Container
January 14, 2013 |
by Sean Michael Morris and Jesse Stommel
During our January 11th #digped discussion, we took a close look at what a course is, and what happens when we consider altering -- or entirely abandoning -- this format for learning. Right off the bat, the nature of the "course" came into question. Every definition offered both made sense, and felt vaguely objectionable. The idea of courses as Lego structures that could be dismantled led us into the idea that a course needs to "go" somewhere; that it takes its participants on a kind of road trip, leading toward a predictable outcome or goal.
Read More...
During our January 11th #digped discussion, we took a close look at what a course is, and what happens when we consider altering -- or entirely abandoning -- this format for learning. Right off the bat, the nature of the "course" came into question. Every definition offered both made sense, and felt vaguely objectionable. The idea of courses as Lego structures that could be dismantled led us into the idea that a course needs to "go" somewhere; that it takes its participants on a kind of road trip, leading toward a predictable outcome or goal.
Read More...The Course as Container: a #digped Discussion
January 10, 2013 |
by Sean Michael Morris
In his article, Online Learning: a User's Guide to Forking Education, among other arguments, Jesse Stommel foresees a need to break or rebuild the idea of the course. "We need to devise learning activities that take organic (and less arbitrary) shapes in space and time. We need to recognize that the best learning happens not inside courses, but between them." As part of his larger discussion of "forking" education in order to bring learning more effectively into the digital medium, Jesse suggests that the course is only one of a set of components that needs to be taken apart, scrutinized with care and with playfulness, and then rebuilt. The inspection of education and educative methods needs to be so complete that no assumptions are left unexamined.
Read More...
In his article, Online Learning: a User's Guide to Forking Education, among other arguments, Jesse Stommel foresees a need to break or rebuild the idea of the course. "We need to devise learning activities that take organic (and less arbitrary) shapes in space and time. We need to recognize that the best learning happens not inside courses, but between them." As part of his larger discussion of "forking" education in order to bring learning more effectively into the digital medium, Jesse suggests that the course is only one of a set of components that needs to be taken apart, scrutinized with care and with playfulness, and then rebuilt. The inspection of education and educative methods needs to be so complete that no assumptions are left unexamined.
Read More...#digped Storify: The State of Higher Education and Its Future
December 10, 2012 |
by Jesse Stommel
The announcement for this #digped suggested that “there is a deeper discussion underlying our anxieties (and excitement) about MOOCs -- a discussion about the efficacy of open education, online learning, and digital pedagogies. A discussion about the future of education.” On December 7, we focused our #digped discussion on issues large and small, loud and quiet, the questions we keep circling around and also the harder ones, the ones that unnerve us. Even before the discussion began, an important issue was brought up by Lee Skallerup Bessette in the comments on the original #digped announcement: "I don't think we can talk about what higher educations 'values' until we face how they treat the people who 'deliver' their 'product.'" The Storify of this discussion includes frank observations about the state of higher education and practical tips for how we can work to help it more ethically and productively evolve.
Read More...
The announcement for this #digped suggested that “there is a deeper discussion underlying our anxieties (and excitement) about MOOCs -- a discussion about the efficacy of open education, online learning, and digital pedagogies. A discussion about the future of education.” On December 7, we focused our #digped discussion on issues large and small, loud and quiet, the questions we keep circling around and also the harder ones, the ones that unnerve us. Even before the discussion began, an important issue was brought up by Lee Skallerup Bessette in the comments on the original #digped announcement: "I don't think we can talk about what higher educations 'values' until we face how they treat the people who 'deliver' their 'product.'" The Storify of this discussion includes frank observations about the state of higher education and practical tips for how we can work to help it more ethically and productively evolve.
Read More...The Future of Higher Education: a #digped Discussion
December 05, 2012 |
by Sean Michael Morris, Valerie Robin, Pete Rorabaugh, and Jesse Stommel
Over the last twelve months, Hybrid Pedagogy has published 74 articles by 16 authors. It’s no surprise for us to report that the articles we’ve published about MOOCs have been some of our most-read articles of the year. The MOOC is not a bandwagon, though, but something needing careful interrogation with “discernment but not judgment.” Jesse argues in “Online Learning: a Manifesto,” that “to get lost entirely in the stories being told about MOOCs is to miss the forest for the trees, so to speak.” There is a deeper discussion underlying our anxieties (and excitement) about MOOCs -- a discussion about the efficacy of open education, online learning, and digital pedagogies. A discussion about the future of education.
Read More...
Over the last twelve months, Hybrid Pedagogy has published 74 articles by 16 authors. It’s no surprise for us to report that the articles we’ve published about MOOCs have been some of our most-read articles of the year. The MOOC is not a bandwagon, though, but something needing careful interrogation with “discernment but not judgment.” Jesse argues in “Online Learning: a Manifesto,” that “to get lost entirely in the stories being told about MOOCs is to miss the forest for the trees, so to speak.” There is a deeper discussion underlying our anxieties (and excitement) about MOOCs -- a discussion about the efficacy of open education, online learning, and digital pedagogies. A discussion about the future of education.
Read More...#digped Storify: On the Deformation of New Media Citation Practices
November 06, 2012 |
by Jesse Stommel
In "Notes towards a Deformed Humanities," Mark Sample writes, "I want to propose a theory and practice of a Deformed Humanities. A humanities born of broken, twisted things. And what is broken and twisted is also beautiful, and a bearer of knowledge. The Deformed Humanities is an origami crane—a piece of paper contorted into an object of startling insight and beauty." Citation practices on the web have begun to contort and twist like the origami crane Sample describes here. For many, this leads to a certain despair, but I find myself reveling in a moment, a threshold, across which our scholarly practices now teeter. Citation is becoming less about name-dropping and positioning and more about generosity and collaboration. On 11/2 we had a raucous #digped discussion about the changing shape of citation in the wake of digital scholarly practice. The results were Storified.
Read More...
In "Notes towards a Deformed Humanities," Mark Sample writes, "I want to propose a theory and practice of a Deformed Humanities. A humanities born of broken, twisted things. And what is broken and twisted is also beautiful, and a bearer of knowledge. The Deformed Humanities is an origami crane—a piece of paper contorted into an object of startling insight and beauty." Citation practices on the web have begun to contort and twist like the origami crane Sample describes here. For many, this leads to a certain despair, but I find myself reveling in a moment, a threshold, across which our scholarly practices now teeter. Citation is becoming less about name-dropping and positioning and more about generosity and collaboration. On 11/2 we had a raucous #digped discussion about the changing shape of citation in the wake of digital scholarly practice. The results were Storified.
Read More...New Media Conventions and Digital Citation: a #digped Discussion
October 31, 2012 |
by Pete Rorabaugh, Jesse Stommel, and Robin Wharton
On Hybrid Pedagogy, Pete and Jesse have previously discussed the “Four Noble Virtues of Digital Media Citation,” boiling them down to attribution, deference, curation, and engagement. We argue that building a new ethic of citation can create a new academic landscape where “each citation and each hyperlink preempts the peer review process by inviting other scholars and pedagogues into the conversation. We don’t cite because someone has written the ‘best thing’; rather, we cite to offer feedback and to invite dialogue.” Similarly, in “Bright Lines and Golden Rules: Copyright, Fair Use, and Critical Pedagogy,” Robin suggests that classrooms be transformed by a new relationship to scholarly sources. She recommends that, in teaching the method of academic citation, “we should do everything we can to demonstrate the scholarly and educational value of open access work.” We should start thinking about a uniform method(s) of academic citation consistent with these lines of inquiry.
Read More...
On Hybrid Pedagogy, Pete and Jesse have previously discussed the “Four Noble Virtues of Digital Media Citation,” boiling them down to attribution, deference, curation, and engagement. We argue that building a new ethic of citation can create a new academic landscape where “each citation and each hyperlink preempts the peer review process by inviting other scholars and pedagogues into the conversation. We don’t cite because someone has written the ‘best thing’; rather, we cite to offer feedback and to invite dialogue.” Similarly, in “Bright Lines and Golden Rules: Copyright, Fair Use, and Critical Pedagogy,” Robin suggests that classrooms be transformed by a new relationship to scholarly sources. She recommends that, in teaching the method of academic citation, “we should do everything we can to demonstrate the scholarly and educational value of open access work.” We should start thinking about a uniform method(s) of academic citation consistent with these lines of inquiry.
Read More...#digped Storify: Community Values, Open Scholarship, #twittergate
October 18, 2012 |
by Valerie Robin
The most recent #digped conversation covered questions of the value of publishing in a new media environment. At times, participants challenged the very definition of 'to publish' and explored questions about the future of academic publishing and classroom practices. Introduced by the #digped announcement, After #twittergate, the conversation began with a question about thoughts and perceptions regarding the dangers of using social media. We closed by asking participants to chime in regarding what it will take to make "new media more legitimate?" The collective offered some great suggestions and the twists and turns of the conversation suggest we need to work harder to rid parties of the anxiety presented by scholars operating in the new media environment.
Read More...
The most recent #digped conversation covered questions of the value of publishing in a new media environment. At times, participants challenged the very definition of 'to publish' and explored questions about the future of academic publishing and classroom practices. Introduced by the #digped announcement, After #twittergate, the conversation began with a question about thoughts and perceptions regarding the dangers of using social media. We closed by asking participants to chime in regarding what it will take to make "new media more legitimate?" The collective offered some great suggestions and the twists and turns of the conversation suggest we need to work harder to rid parties of the anxiety presented by scholars operating in the new media environment.
Read More...After #twittergate. The Value of New Media Scholarship: a #digped Discussion
October 01, 2012 |
by Valerie Robin
Web texts like those featured in Kairos: A Journal of Rhetoric Technology and Pedagogy remind us of how scholarly experimentation can contribute to disciplinary knowledge. The struggle lies in the ability to mesh experimental media with a concrete message a reader doesn’t need any special cues to get. What new reading strategies do we need for compositions where the argument is not as clear-cut as a traditional thesis statement? And if we can’t find the argument right away, does this undermine the quality of the piece? If we don’t value online composition, multimodal articles, and the conversations that happen during Twitter-chats like #digped, are we discarding rich disciplinary resources?
Read More...
Web texts like those featured in Kairos: A Journal of Rhetoric Technology and Pedagogy remind us of how scholarly experimentation can contribute to disciplinary knowledge. The struggle lies in the ability to mesh experimental media with a concrete message a reader doesn’t need any special cues to get. What new reading strategies do we need for compositions where the argument is not as clear-cut as a traditional thesis statement? And if we can’t find the argument right away, does this undermine the quality of the piece? If we don’t value online composition, multimodal articles, and the conversations that happen during Twitter-chats like #digped, are we discarding rich disciplinary resources?
Read More...#digped Storify: Outlining the "Open" in Open Access and Open Source
September 28, 2012 |
by Valerie Robin and Robin Wharton
This #digped conversation began with a question on Open Access v. Open Source. From there, it moved outward to consider the risks and rewards of "openness" more generally in our scholarship and pedagogy. As a number of participants observed, the distinctions between open access and open source approaches to intellectual property sharing stem from how we define "open," and the discussion quickly turned to existing and potential paradigms of "openness."
Read More...
This #digped conversation began with a question on Open Access v. Open Source. From there, it moved outward to consider the risks and rewards of "openness" more generally in our scholarship and pedagogy. As a number of participants observed, the distinctions between open access and open source approaches to intellectual property sharing stem from how we define "open," and the discussion quickly turned to existing and potential paradigms of "openness."
Read More...Blurring Lines, Breaking Rules: a #digped Discussion
September 11, 2012 |
by Robin Wharton
This Friday, September 14 from 1:00 - 2:00pm Eastern (10:00 - 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped to consider the promises and pitfalls of open source and open access learning resources. The work of students and pedagogues alike depends upon our ability to access, use, remix, and transform the texts and technologies we study. In her recent post, “Doing DH versus Doing Digital,” Lee Bessette writes, “I might not know much about coding (and only slightly more about encoding and mark-up languages) but I am getting tired of being at the mercy of the software that I use (she says while typing this in her least-favorite program ever, Word).” Bessette continues by observing how she is drawn to Digital Humanities as a discipline because it offers us “the possibility we might create interfaces and software that give us environments that critically engage with and produce what we want, rather than limit ourselves to what we’re told we can do.”
Read More...
This Friday, September 14 from 1:00 - 2:00pm Eastern (10:00 - 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped to consider the promises and pitfalls of open source and open access learning resources. The work of students and pedagogues alike depends upon our ability to access, use, remix, and transform the texts and technologies we study. In her recent post, “Doing DH versus Doing Digital,” Lee Bessette writes, “I might not know much about coding (and only slightly more about encoding and mark-up languages) but I am getting tired of being at the mercy of the software that I use (she says while typing this in her least-favorite program ever, Word).” Bessette continues by observing how she is drawn to Digital Humanities as a discipline because it offers us “the possibility we might create interfaces and software that give us environments that critically engage with and produce what we want, rather than limit ourselves to what we’re told we can do.”
Read More...The Myth of Efficiency: a #digped Discussion
August 28, 2012 |
by Sean Michael Morris, Pete Rorabaugh, and Jesse Stommel
This Friday, August 31 from 1:00 - 2:00pm Eastern (10:00 - 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under hashtag #digped to explore the changing political economies of higher education. The practicality and future of the university has fallen under scrutiny. “There is talk about the poor educational outcomes apparent in our graduates, the out-of-control tuitions and crippling student loan debt,” Leslie Leigh Scott writes in “How the American University was Killed in Five Easy Steps”. Few who have pursued life in higher education can deny an affection for the college campus. From the quad to the cafeteria, from the library to the biology lab, universities are sites of charm, intellectual industry, and perpetual nostalgia. However, “Attention is finally being paid to the enormous salaries for presidents and sports coaches, and the migrant worker status of the low-wage majority faculty.” The nostalgia is wearing off, and many are proclaiming the end of higher education as we’ve known it.
Read More...
This Friday, August 31 from 1:00 - 2:00pm Eastern (10:00 - 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under hashtag #digped to explore the changing political economies of higher education. The practicality and future of the university has fallen under scrutiny. “There is talk about the poor educational outcomes apparent in our graduates, the out-of-control tuitions and crippling student loan debt,” Leslie Leigh Scott writes in “How the American University was Killed in Five Easy Steps”. Few who have pursued life in higher education can deny an affection for the college campus. From the quad to the cafeteria, from the library to the biology lab, universities are sites of charm, intellectual industry, and perpetual nostalgia. However, “Attention is finally being paid to the enormous salaries for presidents and sports coaches, and the migrant worker status of the low-wage majority faculty.” The nostalgia is wearing off, and many are proclaiming the end of higher education as we’ve known it.
Read More...#digped Storify Pt. 2: A Backchannel in the Backchannel
August 09, 2012 |
by Robin Wharton
The first installment, "We Interrupt This Broadcast," deferred the question about the use of video lectures and broadcast education in MOOCs, and focuses instead on those contributions related to the other questions Sean's #digped post raises. In this installment, I pick up the MOOC-related strands of the discussion and the resulting conversation about shifting funding models for higher education and the pressing questions they raise.
Read More...
The first installment, "We Interrupt This Broadcast," deferred the question about the use of video lectures and broadcast education in MOOCs, and focuses instead on those contributions related to the other questions Sean's #digped post raises. In this installment, I pick up the MOOC-related strands of the discussion and the resulting conversation about shifting funding models for higher education and the pressing questions they raise.
Read More...#digped Storify Pt. 1: We Interrupt This Broadcast . . .
August 07, 2012 |
by Robin Wharton
In his article, "Broadcast Education: A Response to Coursera," Sean asks us to consider, "If online education has made so much progress, why isn’t it more obvious? Why are the good folks at Coursera (who are actually just now catching up to those of us who’ve been doing this for a decade) getting all the attention, while also not putting the best face of online education forward?" He ends the piece with a call for pedagogues "to innovate, to experiment, to play and be played with," and cautions against oversimplification of online learning and MOOCs, of both the forms they take and the issues at stake when we are debating their merits and demerits. In an effort to engage some of the more productive discursive strands weaving in and out of the recent media "MOOCopalypse", we decided to focus last week's #digped discussion on the broader question of broadcast learning, which is the model (as Sean points out, sometimes erroneously) most frequently associated with MOOCs and other, more traditional (did I just write that?) online courses.
Read More...
In his article, "Broadcast Education: A Response to Coursera," Sean asks us to consider, "If online education has made so much progress, why isn’t it more obvious? Why are the good folks at Coursera (who are actually just now catching up to those of us who’ve been doing this for a decade) getting all the attention, while also not putting the best face of online education forward?" He ends the piece with a call for pedagogues "to innovate, to experiment, to play and be played with," and cautions against oversimplification of online learning and MOOCs, of both the forms they take and the issues at stake when we are debating their merits and demerits. In an effort to engage some of the more productive discursive strands weaving in and out of the recent media "MOOCopalypse", we decided to focus last week's #digped discussion on the broader question of broadcast learning, which is the model (as Sean points out, sometimes erroneously) most frequently associated with MOOCs and other, more traditional (did I just write that?) online courses.
Read More...Broadcast Learning: A #digped Discussion
August 01, 2012 |
by Sean Michael Morris
This Friday, August 3 from 1:00 - 2:00pm Eastern (10:00 - 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under hashtag #digped centered on the difference between content-delivery and learning in online education. We’ll use as focal point for the discussion the problems and advantages of, and future potential for, the video lecture as utilized in flipped classrooms, MOOCs, hybrid courses, and more. In “Broadcast Education: A Response to Coursera”, we suggested that video lectures used to create large-scale, “auditorium”-style learning environments may not be the very best application of technology. Our discussion on Friday will inspect how this technology is being used and abused, and how it might be used better.
Read More...
This Friday, August 3 from 1:00 - 2:00pm Eastern (10:00 - 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under hashtag #digped centered on the difference between content-delivery and learning in online education. We’ll use as focal point for the discussion the problems and advantages of, and future potential for, the video lecture as utilized in flipped classrooms, MOOCs, hybrid courses, and more. In “Broadcast Education: A Response to Coursera”, we suggested that video lectures used to create large-scale, “auditorium”-style learning environments may not be the very best application of technology. Our discussion on Friday will inspect how this technology is being used and abused, and how it might be used better.
Read More...#digped Storify: Making Collaboration Visible
July 25, 2012 |
by Robin Wharton
This past Friday, July 20th, the Hybrid Pedagogy #digped discussion on Twitter extended the conversation we began with our crowdsourced article Digital Humanities Made Me a Better Pedagogue. In that article, we explain why we're organizing a THATCamp Hybrid Pedagogy in order to "tap the disruptive, deformed, insubordinate energy" we see infusing the collaborative praxis of digital pedagogy and the digital humanities. The #digped discussion "Collaborative Teaching, Shared Pedagogies" was motivated by our desire to include the wider Hybrid Pedagogy collective in a conversation about some of the scholarly work informing that piece.
Read More...
This past Friday, July 20th, the Hybrid Pedagogy #digped discussion on Twitter extended the conversation we began with our crowdsourced article Digital Humanities Made Me a Better Pedagogue. In that article, we explain why we're organizing a THATCamp Hybrid Pedagogy in order to "tap the disruptive, deformed, insubordinate energy" we see infusing the collaborative praxis of digital pedagogy and the digital humanities. The #digped discussion "Collaborative Teaching, Shared Pedagogies" was motivated by our desire to include the wider Hybrid Pedagogy collective in a conversation about some of the scholarly work informing that piece.
Read More...Collaborative Teaching, Shared Pedagogies: a #digped Discussion
July 18, 2012 |
by Jesse Stommel
Why should we collaborate in the classroom (or online learning space)? What strategies can we devise to disrupt the convention of one teacher, one class? What work needs to be done at an institutional level to facilitate this? How can collaborations between teachers work to encourage (or in concert with) collaborations between students, or between teacher and student? This Friday, July 20 from 1:00 - 2:00pm Eastern (10:00 - 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped focused on collaborative teaching and shared pedagogies. In “Digital Humanities Made Me a Better Pedagogue: a Crowdsourced Article,” we assembled ideas on the subject from a team of authors, who surveyed the thinking of a much larger group via hyperlinks, crowdsourcing on Twitter, and workshopping at several THATCamp un-conferences.
Read More...
Why should we collaborate in the classroom (or online learning space)? What strategies can we devise to disrupt the convention of one teacher, one class? What work needs to be done at an institutional level to facilitate this? How can collaborations between teachers work to encourage (or in concert with) collaborations between students, or between teacher and student? This Friday, July 20 from 1:00 - 2:00pm Eastern (10:00 - 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped focused on collaborative teaching and shared pedagogies. In “Digital Humanities Made Me a Better Pedagogue: a Crowdsourced Article,” we assembled ideas on the subject from a team of authors, who surveyed the thinking of a much larger group via hyperlinks, crowdsourcing on Twitter, and workshopping at several THATCamp un-conferences.
Read More...#digped Storify: the Digital Divide, from Chalk to Twitter
July 09, 2012 |
by Sean Michael Morris
On Friday, July 6, Hybrid Pedagogy hosted a discussion on Twitter focused on the idea of the digital divide. We set out to determine if this divide is real, in what ways it's real, and how it might be related to other "divides" (e.g., social, economic, etc.). Into the heart of our discussion fell two key factors: access and relevance; that is, access to technology and information, and the relevance of that technology and information to our students. The discussion was inspired, in part, by Lee Skallerup Bassette's article "It's About Class: Interrogating the Digital Divide" which raised clear questions about not only how to bridge the digital divide, but also whether it's appropriate to try.
Read More...
On Friday, July 6, Hybrid Pedagogy hosted a discussion on Twitter focused on the idea of the digital divide. We set out to determine if this divide is real, in what ways it's real, and how it might be related to other "divides" (e.g., social, economic, etc.). Into the heart of our discussion fell two key factors: access and relevance; that is, access to technology and information, and the relevance of that technology and information to our students. The discussion was inspired, in part, by Lee Skallerup Bassette's article "It's About Class: Interrogating the Digital Divide" which raised clear questions about not only how to bridge the digital divide, but also whether it's appropriate to try.
Read More...Digital Division: a #digped Discussion
July 03, 2012 |
by Sean Michael Morris
As teachers and students, we are faced every day with a multiplicity of technological options, both in terms of teaching and learning, and also personally and professionally. How do we want to engage with the world -- through Twitter, Facebook, Tumblr? And how do we want to learn and guide learning -- using an LMS, Wordpress, Udacity, MOOCs? These are the questions we can ask when we have a wired classroom, a smartphone, ready internet access, and a working knowledge of the tools these technologies provide.
Read More...
As teachers and students, we are faced every day with a multiplicity of technological options, both in terms of teaching and learning, and also personally and professionally. How do we want to engage with the world -- through Twitter, Facebook, Tumblr? And how do we want to learn and guide learning -- using an LMS, Wordpress, Udacity, MOOCs? These are the questions we can ask when we have a wired classroom, a smartphone, ready internet access, and a working knowledge of the tools these technologies provide.
Read More...#digped Storify: "Hackulty" Meetings and the Cult of Pedagogy
June 29, 2012 |
by Sean Michael Morris
Hybrid Pedagogy recently hosted a Twitter discussion focused on the relationship between pedagogy and technology, and the relationship between teachers and technologists. We set out with the intention of mining the relationships for possibilities, potentials, but also for weaknesses and shortcomings. At the center of our conversation sat the LMS (Learning Management System), the bane and boon of online and hybrid teaching. For many, the LMS is an unusable educational tool, while for others it is a technology ripe for the hacking. But some technologists believe the LMS is a work in progress, and may well be the future of educational technology.
Read More...
Hybrid Pedagogy recently hosted a Twitter discussion focused on the relationship between pedagogy and technology, and the relationship between teachers and technologists. We set out with the intention of mining the relationships for possibilities, potentials, but also for weaknesses and shortcomings. At the center of our conversation sat the LMS (Learning Management System), the bane and boon of online and hybrid teaching. For many, the LMS is an unusable educational tool, while for others it is a technology ripe for the hacking. But some technologists believe the LMS is a work in progress, and may well be the future of educational technology.
Read More...Hacking the Marriage of Teaching and Technology: a #digped Discussion
June 19, 2012 |
by Sean Michael Morris
This Friday, June 22 from 1:00 - 2:00pm EST (10:00 - 11:00am PST), Hybrid Pedagogy will host a Twitter discussion group under the hashtag #digped on the relationship between pedagogy and technology. Functionality is increasingly important in an educational world that includes hybrid classes, MOOCs, and more; but is functionality pedagogy? Is pedagogy driving functionality, or is it the other way around? The discussion will circulate around ideas raised in the Hybrid Pedagogy article, “Hacking the Screwdriver: Instructure’s Canvas and the Future of the LMS”, as well as ideas posed by the articles cited below.
Read More...
This Friday, June 22 from 1:00 - 2:00pm EST (10:00 - 11:00am PST), Hybrid Pedagogy will host a Twitter discussion group under the hashtag #digped on the relationship between pedagogy and technology. Functionality is increasingly important in an educational world that includes hybrid classes, MOOCs, and more; but is functionality pedagogy? Is pedagogy driving functionality, or is it the other way around? The discussion will circulate around ideas raised in the Hybrid Pedagogy article, “Hacking the Screwdriver: Instructure’s Canvas and the Future of the LMS”, as well as ideas posed by the articles cited below.
Read More...#digped Storify: Teaching Naked
June 10, 2012 |
by Sean Michael Morris
On Friday, June 8, Hybrid Pedagogy hosted a discussion on Twitter focused on the subject of "teaching naked" as presented in Paul Fyfe's article "Digital Pedagogy Unplugged". We thought it would be worthwhile to take a look at the ways in which all classrooms are necessarily both digital and analog, in-person and virtual. Inspired by the notion that we might be able to re-imagine digital pedagogy "without the potentially limiting factor of electronics," we set out to discuss what the truly hybrid classroom was made of.
Read More...
On Friday, June 8, Hybrid Pedagogy hosted a discussion on Twitter focused on the subject of "teaching naked" as presented in Paul Fyfe's article "Digital Pedagogy Unplugged". We thought it would be worthwhile to take a look at the ways in which all classrooms are necessarily both digital and analog, in-person and virtual. Inspired by the notion that we might be able to re-imagine digital pedagogy "without the potentially limiting factor of electronics," we set out to discuss what the truly hybrid classroom was made of.
Read More...Teaching Naked: a #digped Discussion
June 04, 2012 |
by Sean Michael Morris
This Friday, June 8 from 1:00 - 2:00pm EST (10:00 - 11:00am PST), Hybrid Pedagogy will host a Twitter discussion group under the hashtag #digped on Paul Fyfe’s “Digital Pedagogy Unplugged,” an article which explores how technology can both support, and might prevent, teaching and learning. We encourage participants to read Fyfe’s article, but we hope to keep the discussion open enough to everyone.
Read More...
This Friday, June 8 from 1:00 - 2:00pm EST (10:00 - 11:00am PST), Hybrid Pedagogy will host a Twitter discussion group under the hashtag #digped on Paul Fyfe’s “Digital Pedagogy Unplugged,” an article which explores how technology can both support, and might prevent, teaching and learning. We encourage participants to read Fyfe’s article, but we hope to keep the discussion open enough to everyone.
Read More...#digped Storify: Participant Pedagogy
May 29, 2012 |
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.
Read More...
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...Participant Pedagogy: a #digped Discussion
May 20, 2012 |
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.
Read More...
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...#digped Storify: Net Smart
May 09, 2012 |
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.
Read More...
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 |
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.
Read More...
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...Net Smart: a #digped Discussion
April 27, 2012 |
by Pete Rorabaugh and Jesse Stommel
Hybrid Pedagogy will be hosting a Twitter discussion group on Howard Rheingold’s Net Smart: How To Thrive Online in both synchronous and asynchronous formats. Start by reading the introduction and join us on Twitter for a conversation about its implications next Friday, May 4 from 12:30pm-1:30pm EST (9:30am-10:30am PST) under the hashtag #digped. Net Smart’s introductory chapter is free for PDF download on MIT’s site for the book; however, since we hope to continue our discussion over the next few weeks, we encourage you to get the whole book. If you aren’t able to join us at 12:30pm EST on May 4, feel free to jump into the discussion asynchronously anytime on or around that day. We will conclude by capturing the content of the discussion via Storify a few days after the event.
Read More...
Hybrid Pedagogy will be hosting a Twitter discussion group on Howard Rheingold’s Net Smart: How To Thrive Online in both synchronous and asynchronous formats. Start by reading the introduction and join us on Twitter for a conversation about its implications next Friday, May 4 from 12:30pm-1:30pm EST (9:30am-10:30am PST) under the hashtag #digped. Net Smart’s introductory chapter is free for PDF download on MIT’s site for the book; however, since we hope to continue our discussion over the next few weeks, we encourage you to get the whole book. If you aren’t able to join us at 12:30pm EST on May 4, feel free to jump into the discussion asynchronously anytime on or around that day. We will conclude by capturing the content of the discussion via Storify a few days after the event.
Read More...