rewriting the syllabus: examining new hybrid and online pedagogies

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Photo by flickr user karindalziel Rewriting the Syllabus Examining New Hybrid and Online Pedagogies

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We have to carefully build our classroom and educational space online before we start populating it, lest text, hierarchical menus, and pop-up windows be confused with interactivity and community. Teachers stand to learn more from students about online learning than we could ever teach. Many students come to an online or hybrid class knowing very well how to learn online. It’s often our failure to know as well how to learn online that leads to many of the design mistakes in this generation of online courses.

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Page 1: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

Photo by flickr user karindalziel

Rewriting the SyllabusExamining New Hybrid and Online Pedagogies

Page 2: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

Jesse Stommel@Jessifer

You can also follow Mary the Dog @MLAdog

Page 4: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

“Unless the mass of workers are to be blind cogs and pinions in the apparatus they employ, they must have some understanding of the

physical and social facts behind and ahead of the material and appliances with which they are dealing.”

John Dewey, Schools of To-Morrow

Photo by flickr user Thomas Hawk

Page 5: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

We need to handle our technologies roughly -- to think critically about our tools, how we use them, and who has access to them.

Page 6: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

Online learning is not the whipping boy of higher education.

Photo by flickr user seier+seier

Page 10: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

Photo by flickr user Darwin Bell

We have to carefully build our classroom and educational space online before we start populating it, lest text, hierarchical menus, and pop-up

windows be confused with interactivity and community.

Page 12: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

The openness of the internet is its most radical and pedagogically viable feature.

Page 13: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

A course is not a reservoir for content.

Page 14: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

“Curriculum [...] is constructed and negotiated in real time by the contributions of those engaged in the learning process.”

~ Dave Cormier, “Community as Curriculum”

Photo by Wetsun

Page 15: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

A good syllabus is not a contract. By the end of a class, the syllabus should be broken.

Page 16: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

Students are not columns in a spreadsheet.

Page 17: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

We need to pander to intrinsic rather than extrinsic motivations.

Page 18: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

"When students struggle for excellence only for the sake of a grade, what we see is not motivation but atrophy of motivation."

~ Peter Elbow, “Grading Student Writing: Making It Simpler, Fairer, Clearer”

Photo by Kalexanderson

Page 19: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

Teachers need to talk less and listen more.

Page 20: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

When we teach online, we have to build both the course and the classroom.

Page 21: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

The learning management system is merely a tool.

Page 22: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

A well-designed course isn’t overly simplistic but needs minimal instruction.

Page 25: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

FERPA is not an excuse for bad pedagogy.

Page 26: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

Some simple guidelines: If you’re asking students to do public work online, let them know their work will be public, offer the option of anonymity, never post grades publicly, and don’t forget

about intellectual property (which is separate from FERPA).

Photo by flickr user anieto2k

Page 27: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

Best practices are snake oil.

Page 28: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

“Too often, faculty design pedagogy around the worst-case scenario and then apply that pedagogy to every student."

~ Janine DeBaise, “Best Practices: Thoughts on a Flash Mob Mentality”

Photo by wvs

Page 29: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

Don’t wield outcomes like a weapon.

Page 30: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

Content-expertise does not equal good teaching.

Page 31: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

Educators at every level must begin by listening to and trusting students.

Page 32: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

Teachers stand to learn more from students about online learning than we could ever teach. Many students come to an online or hybrid class knowing very well how to learn online. It’s often our failure to know as well how to learn online that leads to many of the design

mistakes in this generation of online courses.

Photo by flickr user kennymatic

Page 33: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

All learning is necessarily hybrid

Page 35: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

Hybrid pedagogy does not just describe an easy mixing of on-ground and online learning, but is about bringing the sorts of learning that

happen in a physical place and the sorts of learning that happen in a virtual place into a more engaged and dynamic conversation.

Photo by flickr user orangeacid

Page 37: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

“To listen for voices that have something to say, but which may not find purchase in traditional academic venues.”

~ Sean Michael Morris, Collaborative Peer Review: Gathering the Academy’s Orphans

Photo by MythicSeabass

Page 38: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

“To teach as myself, I must let my students see who I am.”~ Chris Friend, Finding My Voice as a Minority Teacher

Photo by Tambako the Jaguar

Page 39: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

Photo by flickr user Dirigentens

“It doesn’t matter to me if my classroom is a little rectangle in a building or a little rectangle above my keyboard. Doors are

rectangles; rectangles are portals. We walk through.”~ Kathi Inman Berens, “The New Learning is Ancient”

“A course today is an act of composition.”~ Sean Michael Morris, “Courses, Composition, Hybridity”

Page 40: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

“In the world of digitally networked publics, online participation -- if you know how to do it -- can translate into real power. Participation,

however, is a kind of power that only works if you share it with others.”~ Howard Rheingold, Net Smart

Photo by flickr user anieto2k

Page 42: Rewriting the syllabus: Examining New Hybrid and Online Pedagogies

Photo by flickr user jared

Additional Resources

A Bill of Rights and Principles for Learning in the Digital Age

Cathy Davidson, Now You See It

Howard Rheingold, Net Smart: How to Thrive Online

Sean Michael Morris and Jesse Stommel, “The Discussion Forum is Dead; Long Live the Discussion Forum”

Sean Michael Morris and Jesse Stommel, “Tools for Collaborative Writing”

Jesse Stommel, “How to Build an Ethical Online Course”

Jesse Stommel, “Online Learning: a Manifesto”

Jesse Stommel, “The Twitter Essay”

A Vision of Students Today