Hybrid Pedagogy is an online journal of teaching and technology. It’s approach to all things pedagogical is both critical and playful, seeking to walk the line between advocacy of digital and analog technologies and teaching techniques, and a circumspect consideration of these. According to its own statement of purpose: “Hybrid Pedagogy is an academic and networked journal that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.”
The journal’s director, and long-time pedagogical collaborator of mine, Jesse Stommel, invited me to be part of the journal in early 2012. Since then, I have contributed numerous articles, participated in regular Twitter chats under the hashtag #digped, and opened the educational outreach arm of the journal.
In the role of Managing Editor, I contribute articles, co-write with other partners and colleagues, advise on direction of journal and educational outreach, pursue partnerships and sponsorships for the journal, review and edit articles, and oversee publication staff, schedule, and activities. I have pursued strategic relationships with Udacity founder Sebastian Thrun, Duke University professor Cathy Davidson (author of Now You See It), and the Canvas LMS provider, Instructure.
The Bill of Rights and Principles for Learning in the Digital Age
As one of a group of 12 North American educational thought leaders – including Sebastian Thrun (CEO Udacity), Cathy Davidson (author, founder of HASTAC), Todd Edebohls (CEO InsideJobs), Jesse Stommel (founder of Hybrid Pedagogy), Betsy Corcoran (founder of EdSurge, formerly of the Washington Post), among others – I contributed to the conceptualization and writing of a document designed to outline the rights of students in the digital age. The document was broadcast on January 23rd, published in the Chronicle of Higher Education, featured in the Times Higher Learning, and discussed across many blogs and news sources.
As a response to the mid-2012 fervor around massive open online courses (MOOCs), I proposed to Jesse Stommel that Hybrid Pedagogy run a MOOC about MOOCs. Already looking for a way to enter the MOOC fray, Jesse agreed; and we set about to create an intensive, week-long connectivist MOOC that explored the nature of learning and teaching inside this massive form.
We ran MOOC MOOC for the first time in mid-August, 2012. The week included activities that involved participants in a variety of digital technologies — from massive collaborations in Google Docs, to a video-making project pioneered by Hybrid Pedagogy Managing Editor, Pete Rorabaugh, to a self-assessment activity that encouraged participants to curate through Storify their own contributions and learning during the course.
The course was well enough attended that Instructure, provider of the Canvas LMS that we used to house MOOC MOOC, asked us to run MOOC MOOC again in January 2013.
Digital Writing Month
Digital Writing Month was a month-long MOOC writing challenge, a wild ride through the world of digital writing, wherein those daring enough to participate wielded keyboard and cursor to create 50,000 words of digital writing in the thirty short days of November. Modeled after the inspirational National Novel Writing Month (NaNoWriMo), DigiWriMo asked writers to be creative not just with their words, but with what their words could do. Where those words might reside, what they might look like, and how they might interact with other words and authors, was entirely up to the wild imaginings of each DigiWriMo writer.
During DigiWriMo, writers were encouraged to conspire, co-author, cooperate, collude, or even compete… Whatever made the journey to 50,000 words productive and fun. A true test of the philosophy behind Hybrid Pedagogy and the work of both myself and Jesse Stommel, DigiWriMo sought to combine play with digital and critical pedagogies.
The point was to experiment, to push one’s boundaries and create, and to locate that creation on the web, in relationship with other creations, other words and other authors.