One thing that stands out in our conversations these past weeks is just how amorphous the term “hybrid” actually is, both pedagogically and methodologically. In the past few weeks we’ve talked about tools and platforms, shared successes and failures in our own intentional and un-intentional forays into hybrid pedagogy (however we define it ), experienced hybrid learning on our own by undergoing IRB certification online, brainstormed assessment, and begun our own annotated bibliography, identified terms that might begin a possible dictionary—all toward interrogating hybridity in our own classrooms.
Let’s move toward our individual and collective definitions. In a recent post on Hybrid Pedagogy: A Digital Journal on Teaching and Technology, Jesse Stommel offers this useful definition and differentiation:
At its most basic level, the term “hybrid,” as I’m using it here, refers to learning that happens both in a classroom (or other physical space) and online. In this respect, hybrid does overlap with another concept that is often used synonymously: blended. I would like to make some careful distinctions between these two terms. Blended learning describes a process or practice; hybrid pedagogy is a methodological approach that helps define a series of varied processes and practices. (Blended learning is tactical, whereas hybrid pedagogy is strategic.) When people talk about “blended learning,” they are usually referring to the place where learning happens, a combination of the classroom and online. The word “hybrid” has deeper resonances, suggesting not just that the place of learning is changed but that a hybrid pedagogy fundamentally rethinks our conception of place. http://www.hybridpedagogy.com/Journal/files/Hybridity_2.html
Jesse Stommel goes on to explore hybridity in terms of intersections of various binaries (check his list in the article) that he notes are “currently being challenged by the evolution of educational technology” — and we are among those doing the challenging.
All this bring to mind a recent conversation (last night at dinner, in fact) where the challenges came from a different direction. The speculation was that in a rush to embrace technology, many educators privilege method and ignore substance, privilege digitization and ignore pedagogy, privilege concept and ignore practice. Possible? Sure. But it’s not what we do. But this challenge provides an opportunity to present lessons that we annotate to explain the multiplicity of our attention and efforts.
Sometimes working from particularities to generalizations works well. So, we suggest that each of us creates and describes a lesson (the focus, length, and structure to be determined by you) that we use to illustrate what we mean by hybridity. It’s not the entirety of hybridity; instead, it’s (as Jesse Stommel says) a “moment of play,” or as others of us might say, the kairotic moment. For this, create a new post that presents your annotated lesson (one you’ve done or one you’d like to do) on TECHStyle in the Hybrid Pedagogy category. Let’s see what we get!
Rebecca Burnett and Amanda Madden