Re-Defining Hybridity for Higher Education

Online presentation to SAE curriculum directors
November 16, 2012

Traditional definitions of “hybridity”
Reasons for a new definition
Lessons from our work

Resources for the conversation:
“Hybridity” on Hybrid Pedagogy
Pt. 1: Virtuality and Empiricism; Pt. 2: What is Hybrid Pedagogy?; Pt. 3: What Does Hybrid Pedagogy Do?
Hybrid Pedagogy’s MOOCMOOC
Video: What is a MOOC? by David Cormier
Video: “Changing Education Paradigms” by Sir Ken Robinson
Presentation: “Digital Pedagogy, Play, and Mass Collaboration” by Pete and Jesse

Digital Peer Review on #literacies chat

This evening, as a guest of Anna Smith and Emily Pendergrass, I will be helping to host the #literacies chat from 7:00pm-8:00pm EST. We’ll be talking about the theories behind and the opportunities of digital peer review  — plenty relevant for anyone beginning DigiWriMo, AcWriMo, or NaNoWriMo today! I’ve opened  a Google Document (#literacies/Digital Peer Review) for use before, during, and after the chat, especially for anyone who is interested but cannot attend.

For about three years I have been developing a process of peer review using two distinct but compatible metaphors: the organic writing and digital collaboration. It involves leading students through a generative writing process that uses vigorous peer review facilitated through online tools. I divide the composition process into three phases. We talk about writing as seeds (thesis)  and organs (brainstorming) in the first phase as writers are generating ideas and researching. Our second phase involves the organization of a composition, comparable to bones and skeletons. The final phase — which most people call editing — becomes the skin of the composition, the outer surface on which it’s often (sometimes unfairly) judged. We use open web applications throughout the process (lately I’ve used Crocodoc) to peer review each phase. I demonstrate the feedback that is appropriate for each specific phase, and we look at the text of a peer review together to shape subsequent sessions. I published an article on the the first part of this process (Organic Writing and Digital Media: Seeds and Organs) this summer on Hybrid Pedagogy. I am in the middle of writing its complement.

Any teacher who values writing in the classroom knows that peer review is tricky. We wonder how to best prepare our students for reviewing each other’s work and how to manage all of peer interactions that can happen outside our pedagogical reach. We look for ways to make peer review efficient and keep it from being an experience of surfaces. I suggest that use of peer review must be integrated as step into that process and that the connectivity of the web permits new, previously unavailable opportunities. My questions for tonight are:

  1. How is “peer review” a kind of compositional literacy?
  2. What useful adaptations have you found for teaching the skill of “peer review”?
  3. How have you used digital tools to revise “peer review” in the writing classroom?
  4. Would you like to try a digital “peer review” experiment with your #literacies peers?

ENGL1101/New Media Literacy, Exploring Forms Assignment

My students have already built two web-based compositions in our ENGL1101/New Media Literacy course (program description here, composition assignment sheet here). Today, I’ve asked them to locate model examples online of the form they are using for the third checkpoint assignment. Here are the tasks for the day:

  • Locate a blog, essay, presentation, or bibliography as your model to study. Post a link to it on Twitter with a short description. Use our class hashtag (#gsunml) and a one of the following tags: #pres, #essay, #bib, #blog. (10 mins)
  • Write a short blog post (100 words) describing why you chose that artifact and post the link to Twitter using the hashtags. (15 mins)
  • Post questions about the form that your reading raises. Keep both tags. (10 mins)
  • Suggest answers or give advice to others using tags from compositions you’ve already completed. (10 mins).
  • Open a Storify account, collect your interactions and blog post, and post the Storify link to Twitter. (10 mins).

What does a “new media” composition assignment look like?

Resources for further exploration:

Introduction to Twitter for #gsuhybridize

I oriented 20 Georgia State University faculty members from a number of departments to Twitter on August 3. The group was part of an initiative to encourage hybrid class experimentation lead by George Pullman and GSU’s Center for Innovative Instruction. My notes follow . . .

Twitter is a microblogging platform and the second most populated social media sphere. It is an invaluable resource for reading, teaching, meeting, and collaborating.

Gave participants the assignment below.

  • Let’s do something (open>share>comment twice>process): Share a piece of educational technology using the hashtag #gsuhybridize. Comment on your peers’ pics.
  • Storify of that final assignment viewable here.