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There is no one pedagogical strategy that works for all students and teachers or in all situations. The space of the classroom is shifting and dynamic, so we need our pedagogies to proliferate, not to congeal. Like Mary Shelley’s monster in Frankenstein, who is also an amalgam, we are being (re)made online, as our flesh is reduced to a husk, a remainder. We crave, and are nostalgic for, a visceral experience of the body, and our increasing cultural interest in the zombie is part and parcel of this. The zombie is not the villain in this scenario but a metaphorical antidote to the erosion of our physicality. As our reliance on technology increases, the zombie asks us to discover in the digital what remains voraciously humane. As pedagogical beasts, zombies advance slowly and deliberately. They limp, stumble, moan, and clamor as they surge forth, all in imperfect unison, a cacophony of sounds, always walking, always reaching. And so a hybrid digital pedagogy demands we create more collaborative and less hierarchical spaces for learning -- lest we use computers to replicate the vestigial structures of industrial-era education.