Hybrid Pedagogy - Teaching Practice

If you're a teacher - you're using technology in some way - teaching with "traditional" methods and ever evolving new forms of technology.

I'm impressed with the insight on Hybrid Pedagogy that I'm reading in

HYBRID PEDAGOGY: A Digital Journal of Teaching & Technology

They're asking these (and other) questions:

1. How has the physical space of learning changed? How do students and teachers occupy this space? Is learning becoming more mobile or more stationary? Are we more or less likely to use our bodies while learning?

2. What different tools do students 1.0 and students 2.0 use? How do these tools change the way we interact with the subjects we study? Do we write differently (in a qualitative way) with a pencil than with a keyboard?

3. What different tools are teachers using in the classroom? Do students respond differently to information on a blackboard than to data on a screen?

4. How do technologically-enhanced or virtual classrooms address themselves to students with unconventional learning styles? Are we able to reach more students than we once were?

5. How do non-traditional students and lifelong learners fit into these new online and hybrid classrooms? As our teaching methods evolve, how do we continue to address our pedagogy to students 1.0?

6. Finally, how has the relationship between student and teacher changed? And how have social dynamics between students changed? Is classroom 2.0 more communal than classroom 1.0?

  From one article:  

Critical pedagogy, whether digital or analog, requires that we see teachers and students as socially, economically, politically, and emotionally situated in any learning space. Both a laboriously prescriptive LMS and a roomful of desks in factory-like face-front rows are refusals to consider students as true participants in their own learning. These configurations assert that we just “deposit the expert,” “leash the students,” and “deliver the content.” Being a critically aware teacher, though, means understanding the already existing and invisible barriers enough to disrupt them. Critical pedagogues move constantly between undoing the present moment (the classroom) while assembling a future moment (an activity or assignment).

Great links and ideas.