Hybrid Pedagogy launched in 2011. In its first year, the journal’s educational outreach efforts included a meta-MOOC about MOOCs, THATcamp Hybrid Pedagogy, and Digital Writing Month. These events formed international communities of teacher-students and showed that Critical Digital Pedagogy can be practiced as it is taught. Monthly Twitter chats under the #digped hashtag expand the community through casual, synchronous, idea sharing. The journal expanded into audio with the introduction of HybridPod, and it expanded its editorial staff with the #HPJ101 course, both debuting in 2015. Across four years, dozens of events, and hundreds of authors, Hybrid Pedagogy remains centered on praxis — the blend of theory and practice that develops with experience and reflection.
Education happens everywhere — all the time — and people must be empowered to learn and teach throughout their lives. And because technology is incorporated in all aspects of our lives, from the device you’re using to read this to the designed textiles you’re wearing, people must also be empowered to conscientiously evaluate the role of technology in their learning and teaching. Thus, Hybrid Pedagogy exists to explore those connections: the contact points and interconnectedness of learning, teaching, and technology in our lives. Our work is the work of advocacy — advocating for teachers, advocating for marginalized voices in education, but first and foremost advocating for students and learners.
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