Hybrid Pedagogy (ISSN: 2332-2098) is an open-access peer-reviewed journal that
: is not ideologically neutral;
: connects discussions of critical pedagogy, digital pedagogy, and online pedagogy;
: brings higher education and K-12 teachers into conversation with the e-learning and open education communities;
: considers our personal and professional hybridity;
: disrupts distinctions between students, teachers, and learners;
: explores the relationship between pedagogy and scholarship;
: invites its audience to participate in (and be an integral part of) the peer review process;
: and thus interrogates (and makes transparent) academic publishing practices.

Hybrid Pedagogy was launched in 2011 by Jesse Stommel and Pete Rorabaugh and offers a new academic publishing model influenced by digital culture. As a scholarly journal, we encourage participation in the composition and peer review of articles across disciplinary and professional boundaries. We use what we call “collaborative peer review,” in which members of the editorial collective engage directly with authors to revise and develop articles, followed by post-publication peer review. We invite experimentation and improvisation. Visit our announcements and support the journal pages to find out more about how you can participate in the work of the journal. In addition to our regular, peer-reviewed articles, we also have columns, editorials, announcements, CFPs, cross-posted articles, and more.

Editorial Board

Processed with VSCOcam with c2 presetJesse Stommel (Founder; Director; Designer) is Assistant Professor in the Department of Liberal Studies and the Arts at University of Wisconsin-Madison. He earned a Ph.D. in English from University of Colorado Boulder and completed a postdoctoral fellowship at Georgia Tech. His particular expertise is in digital pedagogy, open education, and new media. He is an advocate for lifelong learning and the public digital humanities. He teaches courses about fun stuff like zombies, horror film, American literature, hypertext, electronic literature, and haptic interfaces. He experiments relentlessly with learning interfaces, both digital and analog, and works in his research and teaching to emphasize new forms of collaboration. His favorite book is Moby Dick, and his favorite film is Night of the Living Dead. He has a clever dog, Mary, and two rascally cats, Loki and Odin. He’s on Twitter @Jessifer and his personal web site can be found at www.jessestommel.com.

Sean Michael MorrisSean Michael Morris  (Director) earned his Master of Arts in English – Creative Writing from the University of Colorado at Boulder. He is the former English Department chair for the Community Colleges of Colorado Online, and has taught digitally for many years. He is interested in the practice of critical digital pedagogy as a social movement and has helped to build Hybrid Pedagogy‘s educational outreach experiments — namely MOOC MOOC and Digital Writing Month — with this in mind. He identifies strongly with the post-digital, and he learns, teaches, and theorizes from a contemplative perspective. He plays World of Warcraft, pursues yoga, and continues to perfect his chocolate chip cookie recipe. You can follow him on Twitter @slamteacher, and his personal website can be found at www.seanmichaelmorris.com.

Chris FriendChris Friend (Managing Editor; Designer) is Assistant Professor of English at Saint Leo University. His research work explores the interactions among teaching, learning, and course delivery, and he is particularly interested in how technologies of connection and communication influence pedagogy. With a PhD in Texts & Technology, an MEd in Curriculum & Instruction, and a BA in Creative Writing, Chris combines a variety of perspectives when examining composition pedagogy. With over a dozen years’ experience teaching freshmen in both high school and college, he feels most at home building classes that teach fundamental or preparatory skills and building assignments that trick students into achieving more than they thought they could. Being an avid fan of Apple software, Asimov fiction, Star Trek utopias, Pixar storytelling, and NASA spaceflight make him a special kind of nerd. He tweets about all this and more @chris_friend and posts his digital work to chrisfriend.us.


Valerie Robin (Senior Editor) is a PhD student of Rhetoric and Composition at Georgia State University. She is specializing in Visual and Digital Rhetoric with a lean toward critical pedagogies and material theories. She teaches composition courses as a Graduate Teaching Assistant and donates time to mentoring others. She organizes conferences and loves to attend them too, and is interested in spreading some digital literacy around. Valerie is also a visual artist, and loves to work with paper and knives, which is probably also why she loves cooking. She tries to incorporate all of these interests into her teaching, and research because she believes that everything ultimately comes back to human interaction and culture. She is a nerd at heart and loves comics and sci-fi and anything related to time travel. You can follow her on Twitter @vrobin.

Editorial Reviewers

Marisol Brito
Janine DeBaise
Alex Fink
Chris Friend
Adam Heidebrink
Rolin Moe
Sean Michael Morris
Valerie Robin
Pete Rorabaugh
Jesse Stommel
Robin Wharton

Photography Intern

Fio Law

Publishing Division

Kris Shaffer picKris Shaffer (Editor, Publishing Division) is Instructor of Music Theory at the University of Colorado–Boulder. He is also the lead author and editor of Open Music Theory, an open-source, interactive textbook for undergraduate music theory courses. Kris’s research centers around the music of twentieth- and twenty-first-century composers, computational analysis, and the pedagogy of music theory and aural skills. In addition to Hybrid Pedagogy, his research appears in Music Theory OnlineDigital Humanities Now, and Engaging Students: Essays in Music Pedagogy (for which he served as coordinating editor). Kris is also an active performer. He most recently has freelanced in the Charleston, S.C., area, performing with the Charleston Symphony, Opera Charleston, the Savannah Philharmonic, North Charleston Pops, and popular artists such as Jay Clifford. He holds a Ph.D. from Yale University. Kris can be found on the open web at kris.shaffermusic.com, on Twitter at @krisshaffer, and on GitHub at github.com/kshaffer.

Robin WhartonRobin Wharton (Editor, Publishing Division) is a lecturer in English at Georgia State University. She has a law degree (1999) and a PhD (2009) from the University of Georgia, and her interdisciplinary work–in digital humanities and pedagogy, critical theory, and medieval studies–considers the complex discursive exchange among literary, academic, and legal modes of cultural production. As a dancer, Robin is also interested in scholarship and pedagogy that draws upon the forms and methods of the performing and visual arts. She is a mother who believes firmly education should prepare us for life, not just jobs, careers, or the coming neoliberal capitalist utopia. Motherhood has rendered the choice of favorites, among children or among books, impossible for her. You can follow her on Twitter @rswharton, and see what she gets up to when she’s not reviewing or writing for Hybrid Pedagogy at www.robinwharton.com.

Non-profit Board of Directors

Sean Michael Morris
Chris Friend
Robin Wharton
Kris Shaffer
Jesse Stommel
R L Widmann

A Few of Our Authors

Our Sponsors


Instructure (Sponsor, Partner) is the creator of the Canvas learning platform. Canvas offers functionality not usually found in “walled garden” LMSs. The architecture of Canvas opens opportunities to teachers and students to interact with the platform in the same ways they interact with the rest of the Internet: creatively, socially, dynamically. Instructure has partnered with Hybrid Pedagogy on MOOC MOOC and on their Keep Learning blog.



Digital Pedagogy Lab, launching in August 2015, is co-sponsored by University of Wisconsin-Madison and Hybrid Pedagogy. Digital Pedagogy Lab is a five-day practical institute that explores the role and application of digital pedagogy in teaching and scholarship. University of Wisconsin Division of Continuing Studies supports the Wisconsin Idea by providing access to educational resources to nontraditional students, lifelong learners, and the communit