The document discusses the need for a reevaluation of pedagogical practices in higher education, emphasizing that teaching should be recognized as a public good and integrated significantly into graduate training. It argues for more funding and support for pedagogical training, particularly for adjunct faculty, and highlights the importance of digital pedagogy and collaborative learning environments. It also stresses the necessity of listening to students and fostering their expertise in digital spaces to improve educational practices.

1. Photo by flickr user Takayuki Miki ( )
Graduate Training in
21st Century Pedagogy
Jesse Stommel (@Jessifer)
“A class is … an independent organism with its own goal and dynamics. It is always
something more than what even the most imaginative lesson plan can predict.”
~ Thomas P. Kasulis,“Questioning”

7. Visualization by @digisim

8. Photo by flickr user tomo tang
“How we finance public higher education is a matter of political will.
Universal public higher education recognizes that college must be
affordable for all if it is to help drive our economy and our democracy.”
~ Sara Goldrick-Rab
“I do not care if free college won’t solve inequality … Today’s debate
about free college tuition does something extremely valuable. It
reintroduces the concept of public good to higher education discourse.”
~ Tressie McMillan Cottom

9. Photo by flickr user JD Hancock
If we are to make higher education a public good, and I think we should,
then training for teachers must also be considered a public good.

10. Photo by flickr user Dan Logan
Adjunct teachers must no longer be required to attend unpaid required
job training. If Walmart and Starbucks can pay employees for training, so
can institutions of higher education.

11. Photo by flickr user Fio
And if graduate programs and employers of faculty are currently unable
to offer free pedagogical training (or to pay adjuncts for participating in
this training), how about offering any pedagogical training at all?

12. Photo by flickr user Fio
If teaching, or related activity, is 40 – 90% of most full-time faculty jobs in
higher ed., pedagogical study should constitute at least 40% of the work
graduate students do toward a graduate degree.

13. Photo by flickr user Justin Jensen
This would mean:
(1) Offering more courses, or components of required content-focused
courses, dedicated to pedagogy.
(2) Discipline-specific pedagogies would be a significant component of
comprehensive or qualifying exams.
(3) 40% of the dissertations or research projects in a field would focus
at least in part on pedagogy.
(4) And the culture of every department would acknowledge pedagogy
as a respected sub-discipline as well as a discipline in its own right.

14. Photo by flickr user Mike Krüger
If college is ever to be “free” in any broad or expansive sense of the
word, we must start by fostering pedagogical work as an ethic.

15. Photo by flickr user Louis du Mont
By “pedagogy,” I mean something much broader than just preparing
graduate students to teach in university classes. I also mean preparing
graduate students and new faculty for outreach, activism, work in
libraries, instructional design, public scholarship, educational journalism,
etc.Work that moves beyond content to consider how our study of that
content gets shared with others or inflected in the world.

16. all learning is necessarily hybrid
Hybrid Pedagogy is an open-access journal that
: is not ideologically neutral;
: connects discussions of critical pedagogy, digital pedagogy, and online pedagogy;
: brings higher education and K-12 teachers into conversation with the e-learning and
open education communities;
: considers our personal and professional hybridity;
: disrupts distinctions between students, teachers, and learners;
: explores the relationship between pedagogy and scholarship;
: invites its audience to participate in (and be an integral part of) the peer review process;
: and thus interrogates (and makes transparent) academic publishing practices.

17. Hybrid Pedagogy uses a Collaborative Peer Review process, in which editors engage
directly with authors to revise and develop articles. Editorial work is done both
asynchronously and synchronously in a Google Doc that evolves through an open
dialogue between author and editors.

18. “In digital space, everything we do is networked. Real thinking doesn’t
(and can’t) happen in a vacuum.”
~ Pete Rorabaugh and Jesse Stommel,The Four NobleVirtues of Digital Media Citation
Photo by mmechtley

19. Photo by flickr user petalouda62
Increasingly, the web is a space of politics, a social space, a professional
space, a space of learning, a space of community.And, for better or worse,
more and more of our work is happening there.

20. Photo by flickr user Fio
Can the necessary reflective dialogue flourish within web-based tools,
within social media platforms, within learning management systems,
within MOOCs?

21. Photo by flickr user Christopher Michel
“Neither is grungy pessimism nor unadulterated optimism going to pave
the way forward into an educational landscape that will productively
embrace the digital.What we require is a strategic hope, and creativity
born from skepticism.”
~ Sean Michael Morris,“Teaching in Our Right Minds”

22. Photo by flickr user Pedro Figueiredo
Digital pedagogy is not equivalent to teachers using digital tools. Rather,
digital pedagogy demands we think critically about our tools, demands we
reflect actively upon our own practice.This means knowing when and how
to put tools down, as much as knowing when and how to take them up.

23. “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 ofTo-Morrow
Photo by flickr user Thomas Hawk

24. Photo by flickr user Paul
• The large-format blackboard was first used in the U.S. in 1801.
• The vacuum tube-based computer was introduced in 1946.
• In the 1960s, Seymour Papert began teaching the Logo programming
language to children.
• The first Learning Management System, PLATO (Program Logic for
Automatic Teaching Operations), was developed in 1960.
At the invent of each, there was fear, resistance, and thoughtless enthusiasm.
At the introduction of the Radio Lecture in the 1930s, Lloyd Allen Cook
warned,“This mechanizes education and leaves the local teacher only the
tasks of preparing for the broadcast and keeping order in the classroom.”
This sentence is not all that different from ones we’ve read about the
MOOC over the last 3 years, or about online learning over the last 25.

25. bit.ly/digpedtimeline
Photo by flickr user Taro Taylor

26. Photo by flickr user Mr.TinDC
“Books are the best of things, well used; abused, among the worst … I
had better never see a book than to be warped by its attraction clean
out of my own orbit and made a satellite instead of a system.”
~ Ralph Waldo Emerson,“On the American Scholar”

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

28. Photo by flickr user Fio
We have built an almost ironclad academic system — and I acknowledge
myself as one of its privileged builders — a system which excludes the
voices of students, which calls students “customers” while monetizing their
intellectual property, which denigrates the work of learning through
assessment mechanisms and credentialing pyramid schemes.

29. Photo by flickr userVictoria Pickering
Why do we attempt so often to resolve this...

30. Photo by flickr userVictoria Pickering
Into this?

35. Photo by flickr user Chris Campbell
If there’s a better sort of mechanism we need for teaching in digital
environments, it’s a machine, an algorithm, a platform tuned not for
delivering and assessing content, but for helping us listen better to students.

36. Photo by flickr user Lorrie McClanahan
And, by “listen,” I decidedly do not mean “surveil.” The former implies an
invitation to open dialogue, whereas the latter implies a hierarchical
relationship through which learners are made into mere data points. My
call, then, is for more emphasis on the tools that help us fully and genuinely
inhabit digital environments, tools like ears, eyes, or fingers.

38. Teachers stand to learn more from students than we could ever
teach. Many students come to digital environments knowing very well
how to work and learn online. How can we champion and foster the
expertise of our students?
Photo by flickr user kennymatic

39. “We often ignore the best resource for informed change, one that is
right in front of our noses every day—our students, for whom the
most is at stake.”
~ Martin Bickman,“Returning to Community and Praxis”
Photo by flickr user tai chang hsien