The most recent #digped conversation covered questions of the value of grading. The focus was in a higher-ed environment. At times, participants challenged the very definition of ‘assessment’ and explored questions about the future of grading, grades, and assessment practices. This was a conversation intended to wrap up the year in Hybrid Pedagogy, and incite a rather controversial discussion on a topic we think about a lot: assessment. We wanted to ask ‘why’ we grade. We wanted to talk about ‘how’ people grade, and what they do to intrinsically motivate their students.
On Friday, December 6 from 12:00 – 1:00pm Eastern (9:00 – 10:00am Pacific), Hybrid Pedagogy hosted a Twitter discussion under the hashtag #digped to discuss the process, practice, and theories of grading. The Twitter chat is Storified here, but we invite you to continue the discussion in the comments below.
In one of the first articles published in this journal, “The Tangle of Assessment,” Pete and Jesse write, “Grading and assessment are curious beasts, activities many instructors love to hate but ones that nonetheless undergird the institutions where we work.” This early article barely flirts with the topic, and now we find ourselves coming full circle, putting the question of what, how, and why we grade back out to the community.
On Friday, October 4th from 12:00 – 1:00pm Eastern (9:00 – 10:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped to discuss whether and how pedagogy should respond to neoliberal arguments that education should focus on creating a productive labor force. In particular, we want to engage a conversation about what some have argued are two significant, and potentially related, consequences of a neoliberalist socio-political agenda: the adjunctification of college and university instruction, and the creation of zero-opportunity employment for recent graduates.
On Friday, September 6 from 1:00 – 2:00pm Eastern (10:00 – 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped to discuss the experiences of students in MOOCs and other open learning environments. While MOOC innovators have rallied around their numbers, their platforms, and their approaches, the voices of students who take MOOCs have been largely unheard. Yet, it is often in the students’ participation that MOOCs survive or perish.
On Friday, August 2 from 1:00 – 2:00pm Eastern (10:00 – 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped to discuss the use of Twitter hashtags in forming learning communities, doing scholarly work, and research. The often ironic, sometimes humorous hashtag can actually be used to create lasting communities of discourse among educators and students across a network.
Of what use is education? Of what use are the educational institutions we’ve erected in the 20th and 21st centuries?
On Friday, June 7 from 1:00 – 2:00pm Eastern (10:00 – 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped to inspect how traditional education prepares us (or does not prepare us) for a life of learning. As Sean has argued, “The learner has changed, evolving before our eyes into the autodidact, and so our institutions and pedagogies must cooperate (or at least compensate) by becoming responsive, flexible, and decentered.” Embracing pedagogies that speak to lifelong learning may be a matter of looking more intently at our goals, looking back at our earliest learning experiences, and looking out to the communities that will foster us later.
On Friday, May 3 from 1:00 – 2:00pm Eastern (10:00 – 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped focused on the notion of the learning collective, an idea put forward by John Seely Brown and Douglas Thomas in A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Collectives, the authors point out, are different from communities, especially in that they “are defined by an active engagement with the process of learning.” The conversation curated and archived via Storify.
Brown and Thomas argue that technology has changed the nature of learning in collectives. In a culture now defined by the way we connect with one another, how we share, what we share, and how that sharing becomes participatory (evidenced equally by sophisticated online collaborations as much as by the ever present, banal, entirely spreadable meme), connecting and working together is no longer only a practice, it is quickly becoming a habit, a mode, a preferred behavior.
Our #digped chat about teaching composition massively (either within a MOOC, or as part of a “MOOCified” on-ground or hybrid course) was first and foremost inspired by Chris Friend’s article, “Will MOOCs Work for Writing?“, in which he proposes that the strategies employed in massive courses could be used to great benefit in smaller, on-ground courses. These ideas were further pushed by the #digped announcement, which proposed: “Writing, and the teaching of writing, is undergoing a fundamental shift; and it may be only within the massive, networked environment of a MOOC or other similar approach that we can investigate the nature of this shift.”
This Friday, April 5 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 place of composition and writing curricula within massive open online courses. MOOCs do not just offer an opportunity to reexamine the way we teach writing, and the way writing is learned, they may well ambush us into doing so. The conversation curated and archived via Storify.
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.
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 are changing at an incredible rate. And our discussions of the ethical and legal implications do not always keep pace.
This Friday, March 1 from 1:00 – 2:00pm Eastern (10:00 – 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped focusing on the issue of ownership and plagiarism in the digital age, when reusing, remixing, and repurposing are common practices — even creative ones. The conversation curated and archived via Storify.
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.
This 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.
This Friday, January 11 from 1:00 – 2:00pm Eastern (10:00 – 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped centered on the notion of “breaking” the course. The conversation curated and archived via Storify.
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.
This Friday, December 7 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 future of higher education. The conversation curated and archived via Storify.
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.
The conversation curated and archived via Storify.
This Friday, November 2 from 1:00 – 2:00pm Eastern (10:00 – 11:00am Pacific),Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped to question whether current systems of academic citation are appropriate for new media environments. During a recent exchange on Twitter, Mark Sample andJoshua Eyler remarked on a recurrent problem presented by traditional citation styles and conventions for those of us who work with new media:
The conversation curated and archived via Storify.
This Friday, October 5 from 1:00 – 2:00pm Eastern (10:00 – 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the #digped hashtag to explore how our writing in online, multimodal, and social media environments might inform our definitions of “scholarship.” The old models of writing are changing and new models are emerging in the online environment. In “Show Not Tell: The Value of New Media Scholarship” Cheryl Ball writes, “most authors who do publish online in scholarly, peer-reviewed journals publish texts that do not break print-bound conventions and rarely travel into an apparent experimental realm of scholarship.” Most people have not been trained to view online forums as scholarly. We are encouraged to read and write, in any and every way, but “new media scholarship may be dismissed as having an unnecessarily fussy ‘advertising aesthetic’… making it unworthy as a scholarly text in the eyes of the reader.” Increasingly though, we are collaborating on sites like Twitter, Facebook, and Tumblr, and asking how communication in these forums fit into the bigger picture of scholarly writing.
This is not to say all digital publication is worthy of the title ‘scholarship’ just because scholars produce it. Amidst all the discussion about what social media and online journals (like this one) can do for us, it is increasingly important to think critically about the potential dangers. If we are going to embrace the composing pedagogues, students, and scholars who are going online without any goading, how do we decide the value of texts produced in non-traditional platforms? Can a series of Tumblr posts create an argument as valuable as a traditional print-style journal article?
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.”
The conversation curated and archived via Storify.
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,” Debra 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.
We certainly recognize the dangers of the increasing corporatization at many institutions of higher learning, a move couched in the rhetoric of efficiency, shrinking budgets, and a “culture of scarcity”. However, as long as there are students eager to learn, teachers and learning institutions have a responsibility to them first and foremost. The question, then, is how do we address our concerns about the shape of higher education within a pedagogical framework? Can we make education more widely available (and more economically viable) without sacrificing good pedagogy?
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.
The conversation curated and archived via Storify.
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 THATCampun-conferences.
The article begins with the assertion: “Pedagogy is inherently collaborative. Our work as teachers doesn’t (or shouldn’t) happen in a vacuum.” While this might not seem like such an audacious claim, collaborative teaching is rarely institutionalized at an administrative level. It is still customary to have only one instructor of record assigned to each class. This practice obscures — and discourages — the collaborative work of colleagues, teaching assistants, and often the students themselves. We have previously argued for the importance of an increased focus on “participant pedagogy,” and we should remain equally attentive to the fact that our pedagogies are (and must be) developed in concert with fellow teachers.
The conversation curated and archived via Storify.
This Friday, July 6 from 1:00 – 2:00pm Eastern time (10:00 – 11:00am Pacific time), Hybrid Pedagogy will host a Twitter discussion group under the hashtag #digped focused on the matter of the “digital divide”. Or, more to the point, what the digital divide can teach us. The discussion will circulate around ideas raised in the Hybrid Pedagogy article, “It’s About Class: Interrogating the Digital Divide”, as well as ideas posed by the articles cited below.
For at least a decade, the notion that internet access and digital literacy create a “have” and “have-not” division in American and global culture has inspired everything from outrage to activism. Is the digital divide a new site of social justice, or just a rhetoric of inequality?
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.
Several folks from Instructure, designers of the Canvas learning management system, will join us for the discussion. As we think about the pedagogy of techology, it’s important to engage not only teachers and pedagogues, but also designers, coders, even CEOs. Read More
Ideas from this discussion were curated and archived via Storify here.
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