Podcasts about hybrid pedagogy

Today our guest is Dr. Catherine Denial, Mary Elizabeth Hand Bright and Edwin Winslow Bright Distinguished Professor of American History; and Director of the Bright Institute at Knox College. Dr. Denial's historical research has focused on nineteenth-century marriage, divorce, pregnancy, childbirth, and infancy among Native and non-Native communities in the land we currently call Minnesota. In addition to her historical scholarship, Catherine is a scholar of teaching. She was Principal Investigator on the Andrew W. Mellon Foundation grant “Pedagogies, Communities, and Practices of Care in the Academy after COVID-19.” She contributed a chapter to the edited collection Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions and is a contributor to Hybrid Pedagogy. Her book A Pedagogy of Kindness has been making waves since it was published in July of 2024. We are delighted to have Dr. Denial on the show to discuss care in teaching, the intersection of kindness and AI, and much more. Resources: Catherine Denial, A Pedagogy of Kindness https://www.knox.edu/care-in-the-academy John Malesic, The End of Burnout Rebecca Pope-Ruark, Unraveling Faculty Burnout

Christina Katopodis, PhD, is a Postdoctoral Research Associate and the Associate Director of Transformative Learning in the Humanities, a three-year initiative at the City University of New York (CUNY) supported by the Mellon Foundation. She is the winner of the 2019 Diana Colbert Innovative Teaching Prize and the 2018 Dewey Digital Teaching Award. She has authored or co-authored articles published in ESQ: A Journal of Nineteenth-Century American Literature and Culture, ISLE: Interdisciplinary Studies in Literature and Environment, MLA's Profession, Hybrid Pedagogy, Inside Higher Ed, Synapsis, and Times Higher Ed.The learning process is something you can incite, really incite, like a riot. - Audre LordeCathy N. Davidson is the Senior Advisor on Transformation to the Chancellor of the City University of New York (CUNY), a role which includes work with all twenty-five campuses serving over 500,000 students. She is also the Founding Director of the Futures Initiative and Distinguished Professor of English, as well as the M.A. in Digital Humanities and the M.S. in Data Analysis and Visualization programs at the Graduate Center (CUNY). The author or editor of over twenty books, she has taught at a range of institutions, from community college to the Ivy League. She held two distinguished professor chairs at Duke University, where she taught for twenty-five years and also became the university's (and the nation's) first Vice Provost for Interdisciplinary Studies. She is cofounder and codirector of “the world's first and oldest academic social network,” the Humanities, Arts, Science, and Technology Alliance and Collaboratory (HASTAC.org, known as “Haystack”). Founded in 2002, HASTAC has over 18,000 network members.Davidson's many prizewinning books include the classics Revolution and the Word: The Rise of the Novel in America and Closing: The Life and Death of an American Factory (with photographer Bill Bamberger). Most recently, she has concentrated on the science of learning in the “How We Know” Trilogy: Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn; The New Education: How to Revolutionize the University to Prepare Students for a World in Flux; and, co-authored with Christina Katopodis, The New College Classroom (due August 2022).Davidson has won many awards, prizes, and grants throughout her career including from the Guggenheim Foundation, ACLS, NEH, NSF, the MacArthur Foundation, and others. She is the 2016 recipient of the Ernest L. Boyer Award for “significant contributions to higher education.” She received the Educator of the Year Award (2012) from the World Technology Network and, in 2021, the Council of Colleges of Arts and Sciences presented Davidson with its annual Arts and Sciences Advocacy Award. She has served on the board of directors of Mozilla, was appointed by President Barack Obama to the National Council on the Humanities, and has twice keynoted the Nobel Prize Committee's Forum on the Future of Learning. She lives in New York City. Hosted on Acast. See acast.com/privacy for more information.

Is grading unethical? Coercive and competitive? Should we replace grading with something else? In this podcast I chat to Jesse Stommel, one of the foremost proponents of 'ungrading'. Jesse is a faculty member of the writing program at the University of Denver and is the founder of the Hybrid Pedagogy journal. We talk about the problem with traditional grading systems, the idea of ungrading, and how to create communities of respect in the classroom. You can download the episode here or listen below. You can also subscribe the podcast on Apple, Spotify, Google, Amazon or whatever your preferred service might be. #mc_embed_signup{background:#fff; clear:left; font:14px Helvetica,Arial,sans-serif; } /* Add your own MailChimp form style overrides in your site stylesheet or in this style block. We recommend moving this block and the preceding CSS link to the HEAD of your HTML file. */ Subscribe to the newsletter

Is grading unethical? Coercive and competitive? Should we replace grading with something else? In this podcast I chat to Jesse Stommel, one of the foremost proponents of ‘ungrading’. Jesse is a faculty member of the writing program at the University of Denver and is the founder of the Hybrid Pedagogy journal. We talk about the […]

Christopher R. Friend (@chris_friend) reads his chapter "Student Writing Must be Graded by the Teacher." (Don't miss the joke: the author of the chapter is disagreeing with the bad idea stated in the chapter's title.) It's a chapter from Bad Ideas about Writing, which was edited by Cheryl E. Ball (@s2ceball) and Drew M. Loewe (@drewloewe). Kyle Stedman (@kstedman) produces the show and will be back as narrator next week. Chapter keywords: open peer review, peer review, rhetoric and civic engagement, student writing self-assessment, writing community engagement Chris Friend has been teaching writing classes since 2000, from middle schoolers to collegiate seniors, teens to septuagenarians, in-person, online, and everything in-between. He also teaches faculty to use critical pedagogy in digital spaces and advocates for extreme student agency. As assistant professor of English in new media at Kean University, Chris helps students engage their communities through a variety of digital projects. As director of Hybrid Pedagogy, Chris works with authors and editors in a double-open peer-review process that he believes brings out the best in authors and writing alike. He tweets about these and other topics from @chris_friend. (2021 bio) As always, the theme music is "Parade" by nctrnm, and both the book and podcast are licensed by a Creative Commons Attribution 4.0 International license. The full book was published by the West Virginia University Libraries and Digital Publishing Institute; find it online for free at https://textbooks.lib.wvu.edu/badideas. All ad revenue will be split between the NAACP Legal Defense & Educational Fund and the Computers and Writing Graduate Research Network. (And yes, you heard Kyle say at the end that it's the end of the first week of class. That's how long ago he recorded that introduction. Oh well! Getting back on schedule feels good!)

Dr. Robin DeRosa is the editor of Hybrid Pedagogy journal and a professor at Plymouth State University. Robin and I discuss the promise and challenge of HyFlex: teaching and learning in a hybrid and flexible manner. How can a course be taught well with some students online and some in the classroom? Guest: Dr. Robin Derosa | https://robinderosa.net | @actualham Host and Producer: Tim Hampton | https://www.linkedin.com/in/thetimhampton/ Virtual voice over https://www.nuance.com/ Music | Consequences by Nihilore https://youtu.be/BaWaucm-ewc ePortfolios - https://colab.plymouthcreate.net/2017/05/16/why-eportfolios-matter/ HyFlex - https://colab.plymouthcreate.net/ace/ace-practice/hy-flex-design/ ACE Framework: https://colab.plymouthcreate.net/ace/ Hybrid Pedagogy journal: https://hybridpedagogy.org This work is licensed under a Creative Commons Attribution 4.0 International License. --- Send in a voice message: https://anchor.fm/unusuallywellinformed/message

How well do podcasts work as a medium for scholarly peer review? In the previous episode, Hannah McGregor and Ian M. Cook provided peer review on Lori Beckstead's draft chapter Context is King: Podcast Packaging and Paratexts. Now we're following up to discuss how well we think this method went. Dario Llinares leads us in a discussion about the affordances and limitations of doing scholarly peer review in the context of a podcast. Jess is also here with recommendations for a peer reviewed and a scholarly podcast. Be sure to listen to Peer Review Podcasting Part 1 on our podcast feed. A copy of the draft chapter under review can be viewed here: https://docs.google.com/document/d/e/2PACX-1vRIscCkwgjFbvaZMLdfRET-XmaF48x4rxyQj7EQcdtRGXQnWOLwogODRrMbzvyJ3_64XIkcot5IMG1u/pub A transcript of this episode is available here: https://docs.google.com/document/d/e/2PACX-1vRUdekT9PzeAYBpXCBm4oX7gbXeb-0jXnsLGa46RWI4qzVGpQaam9qpJ9NReEYX14kvaHXr2ORvSeni/pub Show Notes: Hannah mentions recently undergoing peer review for Kairos, a refereed online journal exploring the intersections of rhetoric, technology, and pedagogy. Hannah mentions speaking to Chris Friend on Hybrid Pedagogy's podcast Teacher of the Ear where they discussed 'ungrading'. Ian M. Cook has a book coming out soon called Scholarly Podcasting: An Insurgent, Curious Craft. Jess mentions Hannah's project, the Amplify Podcast Network, which is "a collaborative project dedicated to reimagining the sound of scholarship." She also mentions Lori's Open Peer Review Podcast which is "a demonstration of using podcasting to conduct open peer review of academic scholarship." Jess recommends Ted Rieken's audio piece published in the McGill Journal of Education entitled Mapping the Fit Between Research and Multimedia: A Podcast Exploration of the Place of Multimedia within/as Scholarship. Lori recommends also checking out the Peer Reviewer Roundtable Response to Ted Reiken's Scholarly Podcast. Jess also recommends the podcast Ologies by Alie Ward. Dario & Lori touch on Mack Hagood's chapter The Scholarly Podcast: Form and Function in Audio Academia in Saving New Sounds: Podcast Preservation and Historiography edited by Jeremy Wade Morris and Eric Hoyt. Dario mentions the Cinematologists' episode Knowing Sounds: Podcasting as Academic Practice, and Hannah McGregor's Secret Feminist Agenda podcast as examples which explore podcasting, scholarship, and peer review. --- Send in a voice message: https://anchor.fm/podcaststudiespodcast/message

Jesse Stommel is a faculty member in the Writing Program at University of Denver. He is also co-founder of Digital Pedagogy Lab and Hybrid Pedagogy: the journal of critical digital pedagogy. He has a PhD from University of Colorado Boulder. He is co-author of An Urgency of Teachers: the Work of Critical Digital Pedagogy. Jesse is a documentary filmmaker and teaches courses about pedagogy, film, digital studies, and composition. Jesse experiments relentlessly with learning interfaces, both digital and analog, and his research focuses on higher education pedagogy, critical digital pedagogy, and assessment. He's got a rascal pup, Emily, a clever cat, Loki, and a badass daughter, Hazel. References from this episode: Jesse Stommel (https://twitter.com/Jessifer, https://www.jessestommel.com/) Hybrid Pedagogy (https://hybridpedagogy.org/) PlayForge (https://www.playforgegames.com/) Digital Pedagogy Lab (https://digitalpedagogylab.com/) The Hope Center for College, Community, and Justice (https://hope4college.com/) "An Urgency of Teachers: The Work of Critical Digital Pedagogy" by Sean Michael Morris and Jesse Stommel (LINK) John Dewey (https://en.wikipedia.org/wiki/John_Dewey) bell hooks (https://en.wikipedia.org/wiki/Bell_hooks) Paolo Freire (https://en.wikipedia.org/wiki/Paulo_Freire) "Teaching to Transgress: Education as the Practice of Freedom" by bell hooks (LINK) Alice Is Missing (https://www.huntersentertainment.com/alice-is-missing) Connect: Michael Crawford, PhD (https://twitter.com/mjcraw), (https://www.mjcraw.com) Dr. Jane Shore (https://twitter.com/shorejaneshore) School of Thought (https://schoolofthought.substack.com/) Revolution School (https://revolutionschool.org/) Community of Thought Gatherings (https://www.paispa.org/community-of-thought-gatherings) Pennsylvania Association of Independent Schools (PAIS) (https://www.paispa.org/) Michael Lipset, PhD of PassTell Stories (http://www.michaellipset.com/) Music from Digi G'Alessio CC BY-NC-ND 3.0 (https://bit.ly/2IyV71i)

When designing a course, faculty and instructional designers often focus on the course as a discrete entity without considering its role in the institution and society. In this episode, Robin DeRosa joins us to discuss how our classes and institutions can help to support broader social objectives.  Robin is the Director of the Open Learning and Teaching Collaborative at Plymouth State University, Robin had long been an editor of Hybrid Pedagogy and is a co-founder of the Open Pedagogy Notebook. She has also published on a wide variety of topics related to higher education, including open pedagogy, remote learning, and value-centered instruction planning. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Looking to the future as an instructor in higher education can seem daunting, especially as we plan for a more equitable future.  In this episode, Jesse Stommel joins us to discuss some of those challenges, search for hope, and discuss ways forward that are ethical, humane and flexible. Jesse is the Executive Director of the Hybrid Pedagogy nonprofit organization, and organization he founded in 2011. He is also the founder of the Digital Pedagogy Lab. Jesse recently served as the Executive DIrector of the Division of Teaching and Learning Technologies at the University of Mary Washington. He is the co-author,  with Sean Michael Morris, of An Urgency of Teachers: The Work of Critical Digital Pedagogy, and, with Dorothy Kim, co-editor of Disrupting the Digital Humanities. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Dr. Amanda Licastro has a doctorate in English and recently moved from her position as an Assistant Professor to take on a role as the Emerging and Digital Literacy Designer at the University of Pennsylvania. Her research explores the intersection of technology and writing, including book history, dystopian literature, and digital humanities, with a focus on multimodal composition and Extended Reality. Amanda serves as the Director of Pedagogical Initiatives of the Book Traces project and is co-founder of the Journal of Interactive Technology and Pedagogy and the Writing Studies Tree. Publications include articles in Kairos, Digital Pedagogy in the Humanities, Hybrid Pedagogy, and Communication Design Quarterly, as well as chapters in Digital Reading and Writing in Composition Studies, and Critical Digital Pedagogy. In this episode of Room 42 welook into the story behind the forthcoming edited collection Composition and Big Data co-edited by Amanda Licastro and Ben Miller. The editors took a unique approach to peer review: they engaged the contributing authors in a radical approach to collaboration and cooperation that crossed boundaries, knocked down barriers, and yielded astounding results. Learn how big data is shaping our scholarship, what we need to do now to prepare, and how a collaborative collection of authors can highlight the ethical and practical considerations of applying data analytics to the field of Composition and Rhetoric.

Dr Tim Amidon is an Associate Professor of Digital Rhetoric at Colorado State University and holds appointments within the English Department and the Colorado School of Public Health. His research surrounds the interrelationships of technology, agency, and workplace literacy with focused interests in rhetorics of data, risk communication, intellectual property, and occupational safety and health. His scholarship has appeared in venues such as Communication Design Quarterly, The Journal of Business and Technical Communication, Kairos: A Journal of Rhetoric, Technology, and Pedagogy, Hybrid Pedagogy, as well as within proceedings of the International Conference on Design, Usability, and Usability (DUXU) and the Association of Computing Machinery’s Special Interest Group on the Design of Communication (SIGDOC). In addition, Tim has served as a firefighter/EMT, technical rescuer, fire instructor, and/or fire officer in fire and emergency service organizations for over 20 years. In this episode, we discuss the way emerging technologies are transforming work within the fire and emergency services industry, including insights from an ongoing project funded by the NSF to develop a wearable physiological monitor to improve firefighter safety outcomes. He will also consider how practitioners, designers, and researchers might leverage UX and TPC research to cultivate coalitions for the design and integration of more accessible, equitable, inclusive, and just technologies. What does the sophisticated array of digital technologies—from remote sensors and wearables to drones and data analytics platforms—taken up across industries mean for the future of work? How might these technologies displace the existing tools, practices, and literacies workers coordinate in order to construct knowledge and communicate within various industries? How might these technologies reveal affinities toward and limitations in blue- and white-collar conceptions of work?

Jesse Stommel teaches courses in pedagogy, film and new media, and is the Executive Director of Hybrid Pedagogy at the Journal of Critical Digital Pedagogy. Sean Michael Morris is a Senior Instructor of Learning Design and Technology in the School of Education and Human Development at the University of Colorado and Director, and Director of the Digital Pedagogy Lab, an experiential development place for global digital pedagogy communities. Together they co-founded the Digital Pedagogy Lab and co-authored the book "An Urgency of Teachers: the Work of Critical Digital Pedagogy." In this episode, we look back at a year of emergency remote teaching during a pandemic, and discuss its implications for the work of critical digital pedagogy moving forward. A transcript of the episode is available here: tinyurl.com/yheb2tul

Jesse Stommel, co-founder of Hybrid Pedagogy: the journal of critical digital pedagogy and co-author of An Urgency of Teachers: the Work of Critical Digital Pedagogy, has not graded student work—in the traditional sense—in 20 years. Instead, he practices “ungrading”, a word which “...suggests that we need to do intentional, critical work to dismantle traditional and standardized approaches to assessment.” In this episode, Jesse unpacks why he supports ungrading (as well as the dead ideas that it challenges), and explains how it promotes student learning. He also shares steps that listeners can take towards ungrading in their own classrooms. Learn more at ctl.columbia.edu/podcast. Transcript

Jesse Stommel is an author, speaker, and teacher with a focus on education, critical digital pedagogy, and documentary film. He’s the co-founder of the Digital Pedagogy Lab, a fantastic professional development workshop for those interested in critical digital pedagogy. He’s the co-founder of Hybrid Pedagogy, the journal of critical digital pedagogy. And he’s the co-author of An Urgency of Teachers: The Work of Critical Digital Pedagogy. Jesse is an incredible thoughtful and powerful voice in higher education. His work and writings have influenced so many educators, and we are thrilled to have him on the podcast. Links • Jesse Stommel’s website, https://www.jessestommel.com/ • @jessifer on Twitter, https://twitter.com/jessifer • Critical Digital Pedagogy: A Collection, Jesse Stommel, Chris Friend, and Sean Michael Morris, https://hybridpedagogy.org/critical-digital-pedagogy/ • “How to Ungrade,” Jesse Stommel (2018), https://www.jessestommel.com/how-to-ungrade/ • “If bell hooks Made an LMS,” Jesse Stommel (2017), https://www.jessestommel.com/if-bell-hooks-made-an-lms-grades-radical-openness-and-domain-of-ones-own/ • Derek Price’s website, https://derektprice.github.io/ • Scholars at Play, https://soundcloud.com/scholarsatplay/tracks • Leading Lines Ep. 34: Derek Price, Terrell Taylor, and Kyle Romero, http://leadinglinespod.com/episodes/episode-34derek-price-terrell-taylor-and-kyle-romero/

Hey there, listener! In this week's episode, I read and comment on an article I've written for an online academic journal called Hybrid Pedagogy. In this article, I discuss what my, and many students alike, challenges, concerns, and disquietudes have been regarding learning during the pandemic. Most notably, communication, accessible learning in the digital environment, and mental wellbeing need to be prioritized and/or improved. I know many students can relate to the themes addressed in this episode, and if you're someone who can relate, know I am by your side and am fighting for change every single day. Thanks for listening✨ --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/angela-richard/support

Dr. Bali is the author of many articles and blogs that push the boundaries of pedagogical theory and praxis, and in particular online teaching and learning. She is an editor at Hybrid Pedagogy and editorial board member of Teaching in Higher Education, Online Learning Journal, Learning, Media and Technology, International Journal of Educational Technology in Higher … Continue reading "Nurturing Student Agency: A Conversation with Maha Bali" The post Nurturing Student Agency: A Conversation with Maha Bali appeared first on Nothing Never Happens.

In this episode, I sit down with three college educators known for their commitment to creating inclusive, humane educational spaces—both in the classroom and online. All three of them have experimented with different forms of going gradeless as part of this commitment. All three have given considerable thought about teaching under the current pandemic. You can check out Part 2 of this interview here. Maha Bali is associate professor of practice at the Center for Learning and Teaching at the American University in Cairo. She is also the co-founder and co-director of Virtually Connecting, a grassroots movement that organizes hybrid hallway conversations at conferences for virtual participants, and co-facilitator of Equity Unbound, an equity-focused intercultural curriculum for teaching digital literacies. You can find more of Maha's writing at her blog Reflecting Allowed and follow her on Twitter at @Bali_Maha. Asao B. Inoue is Professor and Associate Dean of Academic Affairs, Equity, and Inclusion for the College of Integrative Sciences and Arts at Arizona State University. He is the 2019 Chair of the Conference on College Composition and Communication. He has published a co-edited collection, Writing Assessment, Social Justice, and The Advancement of Opportunity, and a book, Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. You can find more of Asao's writing at his blog Asao B. Inoue's Infrequent Words and follow him on Twitter at @AsaoBInoue. Jesse Stommel is a Digital Learning Fellow and Senior Lecturer of Digital Studies at University of Mary Washington. He is co-founder of Digital Pedagogy Lab and Hybrid Pedagogy: the journal of critical digital pedagogy. He is co-author of An Urgency of Teachers: the Work of Critical Digital Pedagogy. Jesse is a documentary filmmaker and teaches courses about pedagogy, film, and new media. Jesse experiments relentlessly with learning interfaces, both digital and analog, and his research focuses on higher education pedagogy, critical digital pedagogy, and assessment. You can find more of Jesse's writing at jessestommel.com and follow him on Twitter at @jessifer.

Short Bite: Moving Your Classroom Online Quickly (EP:15) With Stacy Craft, M.Ed & Metta Kuehntopp, M.Ed. We revisit our last topic and condense it for you into a short bite. Learn about all the great strategies from the full episode, condensed into less than ten minutes. Across the globe, educators are being asked to move their curricula online practically overnight. This can be a very stressful challenge. Don't fret though! There are some things that just about everyone can do to help make the transition a little smoother, and maintain some of the spirit of your original brick and mortar classroom. In this episode, Senior Instructional Designers Metta Kuehntopp and Stacy Craft summarize some of the things that you can do today to make this move.  Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Additional Resources Connecting with Students Skype –Free Chat app - https://www.skype.com/en/ Zoom – Free meeting app, up to 40 minutes, there is also a pay option for unlimited time – https://zoom.us/ Google Hangouts –Free chat and video sharing app - https://gsuite.google.com/products/chat/ Slack – Free chat app with extended paid options - https://slack.com/ Building Community in Your Classroom Screen-O-Matic – Free screen recording Web App – https://screencast-o-matic.com/ FlipGrid – Free Video Discussion Board App –  https://info.flipgrid.com/ Open Board – Free Whiteboard App – https://openboard.ch/index.en.html Voicethread – paid interactive discussion app– https://voicethread.com/ How to use Discussion boards - https://ipark.hud.ac.uk/content/discussionboards Edublog – Free blog site for education https://edublogs.org/ Teaching with Blogs - https://cft.vanderbilt.edu/guides-sub-pages/teaching-with-blogs/ Keeping Stress from Evolving into Distress: A Guide on Managing Student Stress through Course Design - https://cft.vanderbilt.edu/guides-sub-pages/keeping-stress-from-evolving-into-distress/ Virtual Break out Rooms – When to Use it and When Not to - https://learningsolutionsmag.com/articles/addicted-to-virtual-classroom-breakout-rooms-get-help-now Virtual Classroom Tool Design Basics: Breakout Rooms- https://blog.insynctraining.com/virtual-classroom-tool-design-basics-breakout-rooms Tips for Using your Phone to Record Video - https://youtu.be/GM4SSnebhXU Going Online in a Hurry! (Pedagogical Strategy and Support) Responding to Novel Coronavirus: A Faculty Triage Guide for Decision Making - http://fensie.com/index.php/2020/03/16/responding-to-novel-coronavirus-a-faculty-triage-guide-for-decision-making/?linkId=85426935 Emergency Remote Instruction Checklist: QM - https://docs.google.com/document/d/e/2PACX-1vRzSgvQZDAbu9iG3Cxnq3D2hlxiUZrzwVRj94MGPVDvY9exqxiSgOkuhKxkexPSxb12cb3QNqDTWSIc/pub?linkId=85048993 Keep Teaching During Prolonged Classroom Closure - https://keepteaching.iu.edu/strategies/index.html Keep Teaching Strategies and Considerations from Northern Illinois University - https://keepteaching.niu.edu/keepteaching/workshops/keep-teaching-strategies-and-considerations.shtml?linkId=85432419 Evolving list of resources from Universities and Institutions globally of resources for online/remote education information- https://mayocl.in/2Wt7EYM Quick guide for Emergency Remote Instruction from Boston College - http://cteresources.bc.edu/documentation/emergency-remote-instruction/?linkId=85427957 So You Want to Temporarily Teach Online:  https://www.insidehighered.com/advice/2020/03/11/practical-advice-instructors-faced-abrupt-move-online-teaching-opinion Prepare to Move Online (in a Hurry): https://www.insidehighered.com/views/2020/03/10/prepare-move-online-continuity-planning-coronavirus-and-beyond-opinion What is Online Learning; Hybrid Pedagogy - https://hybridpedagogy.org/tag/what-is-online-learning/?linkId=85541373 Get and Keeps Learning Engaged in an Online Classroom - https://learningsolutionsmag.

On this episode, Katie is joined by Kris Shaffer, Ph.D., a data scientist with a background in computational musicology. Kris currently works as an Instructional Technology Specialist and Adjunct Instructor of Computer Science at the University of Mary Washington. He also does freelance work in web and social-media intelligence, and serves as a volunteer researcher for Data for Democracy. He is a Contributing Editor and Board member for Hybrid Pedagogy and the lead author and editor of Open Music Theory: an open-source, interactive textbook for undergraduate music theory courses. You can find him on the web at pushpullfork.com and github.com/kshaffer. Would you like to incorporate this episode of “Research in Action” into your course? Download the Episode 105 Instructor Guide (.pdf) or visit our Podcast Instructor Guides page to find additional information. Segment 1: Computational Musicology [00:00-10:42] In this first segment, Kris discusses his background in computational musicology. In this segment, the following resources are mentioned: Hybrid Pedagogy Open Music Theory Composer György Ligeti Million Song Dataset Segment 2: Open-source Software Development [10:43-20:50] In segment two, Kris shares about his motivations for creating open-source software. In this segment, the following resources are mentioned: Shaffer, K. (2013, May 23). Open-source scholarship. Retrieved from https://hybridpedagogy.org/open-source-scholarship/ Mozilla Android Find Dr. Shaffer on GitHub: github.com/kshaffer Domain of One’s Own and the University of Mary Washington For more on the Domain of One’s Own, check out RIA # 99: Dr. Jesse Stommel on Founding a Journal  Data for Democracy GitHub Segment 3: New Research Directions [20:51-33:30] In segment three, Kris shares about his most recent work on hate speech. In this segment, the following resources are mentioned: Data for Democracy Bonus Clip #1 [00:00-4:41]: The Relationship Between Mathematics and Music To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

There is nothing more important to society than how you educate your populous. And even more important is who is educating that populous. We dive deep into these issues and what discuss what's wrong about the educations system we currently have in America, and how we don't make those same mistakes when creating a new education system for our society.Jesse Stommel is Executive Director of the Division of Teaching and Learning Technologies at University of Mary Washington. He is also Co-founder of Digital Pedagogy Lab and Hybrid Pedagogy: an open-access journal of learning, teaching, and technology. He has a PhD from University of Colorado Boulder.Sean is the ​director of Digital Learning at the University of Mary Washington in Virginia. I am also the Director of Digital Pedagogy Lab, an experiential, exploratory professional development gathering for a global digital pedagogy community; and I am the former director and managing editor for Hybrid Pedagogy, a digital journal of learning, teaching, and technology.You can find Jesse here: Twitter: https://twitter.com/JessiferFacebook: https://www.facebook.com/jesse.stommelhttps://www.jessestommel.com/You can find Sean here:Twitter: https://twitter.com/slamteacherhttps://www.seanmichaelmorris.comYou can find their book here: https://www.amazon.com/Urgency-Teachers-Critical-Digital-Pedagogy/dp/0692152695You can follow me on various social platforms here: www.instagram.com/jptaxman24www.twitter.com/jptaxman24www.facebook.com/leftright24Get notified when the podcast launches by following us on social media:https://twitter.com/OutoftheCave4www.instagram.com/stepoutofthecavewww.facebook.com/stepoutofthecaveI'd really appreciate your support on Patreon as well, I know we're just getting to know each other and asking this now is a little much, however just keep it in mind as you keep listening: https://www.patreon.com/outofthecaveFeel free to shoot me an email with feedback and thoughts: outofthecave19@gmail.com

Imagine an academy that values a public knowledge commons and supports and recognizes the academic labor required to develop, maintain, build and evolve that commons. Imagine your students actively contributing to that commons. In this episode, Robin DeRosa joins us to discuss open pedagogy, free textbooks, and the building of such  a commons. Robin is a Professor of Interdisciplinary Studies and Director of the Interdisciplinary Studies Program at Plymouth State University, an editor of Hybrid Pedagogy, and co-founder of the Open Pedagogy Notebook. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Happy Hot Dog Day!How do we present the idea of the syllabus to faculty? What do we lead with?Why inclusive teaching is important.The syllabus is foundational, creates structure for the course.The syllabus as cultural touchstone and tone setting. Is the course created with inclusivity in mind?Jeremy shares out Adam Heidebrink-Bruno’s The Syllabus as Manifesto from Hybrid Pedagogy.Adam Nemeroff shares highlights and reflections from creating Dartmouth’s Syllabus Guide this past summer.Adam shared out Monica Linden’s (Brown University) syllabus statement on Diversity and Inclusion that made the rounds on the listservs. It both sets up norms as well as processes and procedures for events in class.Adam shares out Traditional Teaching May Deepen Inequality. Can a Different Approach Fix It? From the Chronicle of Higher Education. This story charts the course of Kelly Hogan (UNC Chapel Hill) and her experiences investigating issues of diversity and inclusion in her own course. She shares out that inclusive teaching has two main components: putting more structure into a course and being more thoughtful about facilitating class discussion.Jeremy shares the challenge of not only students, but teachers who are “thrown into the deep end” and the role of us as coaches supporting them.Kate shared her experience designing a first year seminar and how to help all students to do better in higher ed. She spends considerable time with her students decoding her syllabus and talking about it as an agreement with everyone having roles in it and most importantly, why they should care about it.Adam shared that “the syllabus as contract” can be either good or bad. It’s a treasure trove of teaching experiences of the past. The goal with things like policies should be about creating and co-enforcing norms with the teacher and students.Jeremy and Adam talked about there being required components in some institutions, and some of those things can be really helpful.Kate shared that she’s had great experiences co-creating syllabi with her students. The goal was to convey that their voice mattered and that they were included in shaping the learning experience.Adam cautioned that the syllabus can often be an artifact and exercise of power. That conveys things to students, intentional or not. How can we build in student choice and agency into the design of the course regardless of program or department requirements.Jeremy shared that the power conveyed in the syllabus is often communicated by the ways language are used. Use positive versus negative framings for language.Kate shared that she frames language to encourage students and others to have questions and share them in a welcoming way.Adam mentioned that the topic of language would be a conversation to explore further in a follow-up episode on feedback and assessment.Jeremy asked what wins are in a syllabus.Adam shared that transparency is something he’s thought a lot about. Specifics about prerequisite knowledge and learning outcomes in the course.Jeremy moved from using the syllabus to communicate course policies to showing students the structure, the map, of the experience. Make sure to convey to students that the outline is either firmed up or subject to change.Adam shared the idea of creating a visual diagram or map for your syllabus. Helps to get out of the linearity of text.Adam and Jeremy talked about the idea of collecting feedback and tips from students about being successful in the course. Adam shared the FAQ course wiki idea that Fiona Vernal (UConn) did in her history class.Kate reiterated that learning objectives should appear in the syllabus and guide the experience. Key for their success. Explain the why.Adam shared out syllabus tips from Universal Design in Higher Education (2010) edited by Sheryl Burgstahler.Kate shared that we need to know where we are going and why we need it and the syllabus is key in aiding that.Jeremy talked about the syllabus humanizing the instructor.Next time we’ll talk about what to actually include in your syllabus and how to create it in an accessible way.

On this episode, Katie is joined by Kris Shaffer, Ph.D., a data scientist with a background in computational musicology. Kris currently works as an Instructional Technology Specialist and Adjunct Instructor of Computer Science at the University of Mary Washington. He also does freelance work in web and social-media intelligence, and serves as a volunteer researcher for Data for Democracy. He is a Contributing Editor and Board member for Hybrid Pedagogy and the lead author and editor of Open Music Theory: an open-source, interactive textbook for undergraduate music theory courses. You can find him on the web at pushpullfork.com and github.com/kshaffer. Segment 1: Computational Musicology [00:00-10:42] In this first segment, Kris discusses his background in computational musicology. Segment 2: Open-source Software Development [10:43-20:50] In segment two, Kris shares about his motivations for creating open-source software. Segment 3: New Research Directions [20:51-33:30] In segment three, Kris shares about his most recent work on hate speech. Bonus Clip #1 [00:00-4:41]: The Relationship Between Mathematics and Music To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by Jesse Stommel, Executive Director of the Division of Teaching and Learning Technologies at University of Mary Washington. He is also Co-founder of Digital Pedagogy Lab and Hybrid Pedagogy: a digital journal of learning, teaching, and technology. Jesse is a documentary filmmaker and teaches courses about digital pedagogy, film, and new media. Jesse experiments relentlessly with learning interfaces, both digital and analog, and works in his research and teaching to emphasize new forms of collaboration. He's got a rascal pup, Emily, and two clever cats, Loki and Odin. He's online at jessestommel.com and on Twitter @Jessifer. Segment 1: Founding a Journal [00:00-12:18] In this first segment, Jesse shares about the experience of founding the journal Hybrid Pedagogy. Segment 2: Disrupting the Digital Humanities [12:19-21:47] In segment two, Jesse shares about his recent edited collection on disrupting the digital humanities. Segment 3: Domain of One's Own [21:48-34:55] In segment three, Jesse shares about a recent project that gives students the opportunity to create websites. To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

This episode features an interview with Jesse Stommel, Executive Director of the Division of Teaching and Learning Technologies at University of Mary Washington. He is Co-founder of Digital Pedagogy Lab and Hybrid Pedagogy: a digital journal of learning, teaching, and technology. In addition to his focus on digital and critical pedagogy, Jesse has been a gradeless educator for his entire career, as he recounts in his blog post "Why I Don't Grade." Topics include: Why grades are "the biggest and most insidious obstacle to education” How de-emphasizing grades coincides with a pedagogy of equity and social justice Why a gradeless space will not automatically be an equitable one How seemingly neutral platforms can flatten differences and influence pedagogies How we need to think about going gradeless in order it to be liberatory, transformative, an act of resistance

In this episode, the newest member of the Leading Lines team, Melissa Mallon, interviews Maha Bali, associate professor of the practice at the Center for Learning and Teaching at the American University in Cairo. Maha is a full-time faculty developer and also teaches educational game design to undergraduates. She’s also very active in educational technology and digital pedagogy discussions online. She and Melissa have a wide-ranging conversation, from faculty development, to critical pedagogy, to digital literacy, to surveillance capitalism, to social media, and more. Links • Maha Bali’s faculty page, http://www.aucegypt.edu/fac/mahabali • @Bali_Maha on Twitter, https://twitter.com/Bali_Maha • Reflecting Allowed, Maha Bali’s blog, https://blog.mahabali.me/ • Maha Bali’s ProfHacker posts, http://www.chronicle.com/blogs/profhacker/author/mbali • Hybrid Pedagogy, http://www.digitalpedagogylab.com/hybridped/ • Virtually Connecting, http://virtuallyconnecting.org/