Hybrid Pedagogy is an academic and networked journal of teaching and technology that combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
"When [my students] do group projects in the research/composition course I teach, I’m impressed with their topics, the depth of their knowledge, and their passion.
What seems wrong is that their presentations are only to each other. Sure, they invite their friends, but at a small college where everyone takes a whole bunch of the same courses, that’s not a very satisfying audience. The students teach me and have changed me -- dramatically -- but I shouldn’t be the only person to benefit from their knowledge and fresh ideas.
I want to help weave them -- and their circles of connection -- into a sparkling web that stretches around the globe. I want them to figure out how to do this not just for one semester, but for the rest of their lives."
Hybrid Pedagogy is an academic and networked journal of teaching and technology 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.
Despite the many benefits, teaching online also comes with its share of challenges. This special report will help you establish online instructor best practices and performance expectations for creating a successful teaching and learning experience.
“Digital Storytelling is the modern expression of the ancient art of storytelling. Throughout history, storytelling has been used to share knowledge, wisdom, and values. Stories have taken many different forms. Stories have been adapted to each successive medium that has emerged, from the circle of the campfire to the silver screen, and now the computer screen.” (Leslie Rule, Digital Storytelling Association)
SMART contacted us about reposting a blog that gained attention around the world. We gladly shared this post with the SMART community.
"Barbara Bray and Kathleen McClaskey are doing exciting work around personalized learning and we wanted to share their post with the EDCompass community.
The post on Expert Learners with Voice and Choice is re-posted from Personalize Learning by Barbara Bray and Kathleen McClaskey. Used with permission.
Who is the Expert Learner? Expert learners take responsibility for their learning. They view learning as something they do for themselves, not something that is done to them or for them." [Source: The Expert Learner]
MOOCs must not be seen as failure factories. They must rise above the education models that filter and weed out learners through failure. Good MOOCs will allow you to truly go at your own pace, to stop and start, go off on an exploratory path and return again. This is what true adult learning is and should be. I always drop out of learning experiences as I never go on formal courses. I decide when I’ve had enough. They should not copy but complement or construct new models of learning.