Jesse Stommel

University of Colorado, Boulder, English, Alumnus

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Jesse Stommel is co-founder of Digital Pedagogy Lab and Hybrid Pedagogy: the journal of critical digital pedagogy. He has a PhD from University of Colorado Boulder. He is co-author of An Urgency of Teachers: the Work of Critical Digital Pedagogy. Jesse is a documentary filmmaker and teaches courses about pedagogy, film, and new media.

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David Sorfa

University of Edinburgh

Galen Strawson

The University of Texas at Austin

Judith L Green

University of California, Santa Barbara

Julia Round

Bournemouth University

James Elkins

School of the Art Institute of Chicago

George K. # Zarifis

Aristotle University of Thessaloniki

Curtin University

Aston University

University of Ulster

Concordia University (Canada)

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Talks by Jesse Stommel

12 steps for Designing an Assignment with Emergent Outcomes

Pedagogy is a recursive process, a constant interplay between building and analyzing what we’ve b... more

New-form Scholarship and the Public Digital Humanities

New-form scholarship reconsiders citation and peer-review, while re-imagining the containers and ... more New-form scholarship reconsiders citation and peer-review, while re-imagining the containers and audiences for academic work. Digital platforms, like Twitter, open-access journals, and blogs offer both limitations and possibilities. The public digital humanities is built around networked learning communities, not repositories for content, and its scholarly product is a conversation, one that engages a broad public while blurring the distinction between research, teaching, service, and outreach. In short, the public digital humanities starts with humans, not technologies or tools.

If Freire Made a MOOC: Open Education and Critical Digital Pedagogy

Ceding authority is an active endeavor. Paulo Freire writes in Pedagogy of the Oppressed, "A revo... more Ceding authority is an active endeavor. Paulo Freire writes in Pedagogy of the Oppressed, "A revolutionary leadership must accordingly practice co-intentional education." The pedagogical value in openness is that it can create dialogue by increasing access and bringing together at once disparate learning spaces. A presentation at OpenEd 2014 by Jesse Stommel and Sean Michael Morris.

Digital Pedagogy for Non-traditional Students

Papers by Jesse Stommel

INTERACTIVE CRITICISM AND THE EMBODIED DIGITAL HUMANITIES

Critical analysis is visceral. When I write it, the tips of my fingers tingle. When I speak it in... more Critical analysis is visceral. When I write it, the tips of my fingers tingle. When I speak it in a classroom, the hair on the back of my neck stands on end. When I deliver it to a roomful of strangers, the work feels heavy in my gut. These public encounters with text have been the punctum of pedagogy and scholarship for me, the curious awe my work as a writer and teacher has circled around.

The Course as Container: Distributed Learning and the MOOC

by Sean M Morris and Jesse Stommel

Global Innovation of Teaching and Learning in Higher Education, 2014

Open Door Classroom

It’s important to know what open educational resources are and how we might use them. But it’s ju... more It’s important to know what open educational resources are and how we might use them. But it’s just as important to pause and take stock — to think carefully about when and why we might have students working openly on the web. This presentation focuses on the ethical and pedagogical considerations in having students using open resources but also on learning in public, doing public work, and engaging with open learning communities.

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Twitter and the Locus of Research

Hybrid Pedagogy

It isn’t that a single tweet constitutes scholarship, although in rare cases one might, but rathe... more It isn’t that a single tweet constitutes scholarship, although in rare cases one might, but rather that Twitter and participatory media more broadly disperses the locus of scholarship, making the work less about scholarly products (the bits) and more about community presence and engagement (the scrawl).

The Public Digital Humanities

The public digital humanities starts with humans, not technologies or tools, and its terrain must... more The public digital humanities starts with humans, not technologies or tools, and its terrain must be continuously co-constructed. There is no place within the public digital humanities for exclusion or anti-intellectualism. No place for hierarchies: inside the academy / outside the academy; teacher / student; senior scholar / junior scholar; tenure-track / adjunct. And we mustn’t stare or snarl in derision at people mid-thought, expecting that only an idea’s final draft should go public.

Critical Digital Pedagogy: a Definition

A Critical Digital Pedagogy demands that open and networked educational environments must not be ... more

Toward an Interactive Criticism: House of Leaves as Haptic Interface

Hybrid Pedagogy, Feb 26, 2014

The Pedagogies of Reading and Not Reading

Hybrid Pedagogy, Mar 2014

As a teacher, I try to encourage students to be honest about how much they read, what that readin... more As a teacher, I try to encourage students to be honest about how much they read, what that reading looks like, when they stop reading, when they start again, etc. Most importantly, I ask why. It’s often as interesting to know why we put a book down, as it is to know why we pick one up—to examine our looking away and to examine our compulsion to avoid thinking about or theorizing that looking away.

The Digital Humanities is About Breaking Stuff

Hybrid Pedagogy, Sep 2, 2013

The digital humanities is about breaking stuff. Especially at the undergraduate level, this is th... more The digital humanities is about breaking stuff. Especially at the undergraduate level, this is the work of the digital humanities that most needs doing. Mark Sample proposes “what is broken and twisted is also beautiful, and a bearer of knowledge. The Deformed Humanities is an origami crane -- a piece of paper contorted into an object of startling insight and beauty.” And, by the end of a class, if it’s successful, this is what becomes of the syllabus, the texts, the assignments, and us. Sample continues, “every fact is a fad and print is a prison. Instructors are insurgents and introductions are invasions.” In this way, all of my courses work to violently dismantle fact and print, instructors and introductions, and I revel together (and part and parcel) with students in both discovery and uncertainty.

Toward a Zombie Pedagogy: Embodied Teaching and the Student 2.0

Zombies in the Academy: Living Death in Higher Education, Eds. Ruth Walker, Andrew Whelan, and Christopher Moore, Jul 2013

Whether we want them to or not, zombies remind us that we have bodies, that we are flesh. The fi... more Whether we want them to or not, zombies remind us that we have bodies, that we are flesh. The final thesis of Jeffrey Jerome Cohen’s “Monster Culture (Seven Theses)” proposes that “the Monster Stands at the Threshold of Becoming” (Cohen 1996: 20). Monsters exist, for Cohen, not because we want them to but because we need them to, because they not only reflect who we are but influence who we will become. So, at a moment when the very fabric (the very flesh) of who we are is being redefined by the machines with which we have put ourselves in such close, intimate proximity, we turn to monsters. In the postmodern, technological age, our bodies have become “bodies-in-process,” in the words of Judith Halberstam, “virtual bodies: in unvisualizable amniotic indeterminacy, and unfazed by the hype of their always premature and redundant annunciation, posthuman bodies thrive in the mutual deformations of totem and taxonomy” (Halberstam 1995: 19). At exactly this moment, when the human gives way to the posthuman, when the body is made virtual and flesh becomes an anachronism, we turn (in)to monsters, monsters that plod and reel, monsters that ooze and drip, monsters that grab and chew, feeding on flesh, feeding us our own flesh, monsters that are just matter, monsters that matter.

MOOCagogy: Assessment, Networked Learning, and the Meta-MOOC

Hybrid Pedagogy, Jul 23, 2013

Instruction does not equate to learning. This is the fundamental fly in the ointment of instructi... more Instruction does not equate to learning. This is the fundamental fly in the ointment of instructional design, and the epistemological failing of learning management systems and most MOOC platforms. Learning, unfortunately, is something no instruction has ever quite put its finger on, and something that no methodology or approach can guarantee. Instead, pedagogical praxis creates roads along which learning may take place (along with plenty of other experiences); and assessment is merely a system of checkpoints along the way to evaluate how well the road, the vehicle, and the driver are cooperating. In other words, assessment doesn’t measure learning. Assessment measures the design of the instruction.

Why Online Programs Fail, and 5 Things We Can Do About It

Hybrid Pedagogy

The failure of online education programs is not logistical, nor political, nor economic: it’s cul... more The failure of online education programs is not logistical, nor political, nor economic: it’s cultural, rooted in our perspectives and biases about how learning happens and how the internet works (these things too often seen in opposition). For learning to change drastically -- a trajectory suggested but not yet realized by the rise of MOOCs -- teaching must change drastically. And in order for that to happen, we must conceive of the activity of teaching, as an occupation and preoccupation, in entirely new and unexpected ways. We must unseat ourselves, unnerve ourselves. Online learning is uncomfortable, and so educators must become uncomfortable in their positions as teachers and pedagogues. And the administration of online programs must follow suit.

The Twitter Essay

Hybrid Pedagogy

Our students are no longer just bodies in desks; they are no longer vessels. They have become com... more Our students are no longer just bodies in desks; they are no longer vessels. They have become compilations, amalgams, a concatenation of web sites. They are the people in front of us, but also their avatars in Second Life and the World of Warcraft and the profiles they create on FaceBook and MySpace. They speak with mouths, but also with fingers tapping briskly at the keys of their smart phones. When they want to “reach out and touch someone,” they use VOIP, AIM, and Twitter. They have become more than just ears and eyes and brains to feed. Now, they feed us, and themselves, and each other, with an endless parade of texted and tweeted characters. Shouldn’t we, as teachers 2.0, work with not against the flow of these seemingly errant 1s and 0s?

Decoding Digital Pedagogy, pt. 2: (Un)Mapping the Terrain

Hybrid Pedagogy: a digital journal of teaching and technology

To be an expert in digital pedagogy, we need both experience and openness to each new learning ac... more

The March of the MOOCs: Monstrous Open Online Courses

Hybrid Pedagogy: a digital journal of teaching and technology

MOOCs are a red herring. The MOOC didn’t appear last week, out of a void, vacuum-packed. The MOOC... more MOOCs are a red herring. The MOOC didn’t appear last week, out of a void, vacuum-packed. The MOOC has been around for years, biding its time. Still, the recent furor about MOOCs, which some have called “hysteria,” opens important questions about higher education, digital pedagogy, and online learning. The MOOCs themselves aren’t what’s really at stake. In spite of the confused murmurs in the media, MOOCs won’t actually chomp everything in their path. And they aren’t an easy solution to higher education’s financial crisis. In fact, a MOOC isn’t a thing at all, just a methodological approach, with no inherent value except insofar as it’s used.

How to Build an Ethical Online Course

Hybrid Pedagogy

We won’t figure out online and hybrid learning -- in higher education, at least -- until we truly... more We won’t figure out online and hybrid learning -- in higher education, at least -- until we truly value faculty development and pedagogical training. The minimal top-down efforts I’ve seen toward this end have been largely ineffective. We need to start at the grassroots level to weave pedagogical work into our research and publishing. If teaching is indeed 40-80% of our jobs (depending on the type of institution), then the sessions at our disciplinary conferences should be 40-80% about teaching (or at least make explicit connections between our research and teaching). Pedagogy is not the domain of Schools of Education and should be a respected specialty or sub-field in every discipline. And departments developing online and hybrid courses need to start by hiring full-time or tenure-track faculty who specialize in online learning and/or digital pedagogy.

12 steps for Designing an Assignment with Emergent Outcomes

Pedagogy is a recursive process, a constant interplay between building and analyzing what we’ve b... more

New-form Scholarship and the Public Digital Humanities

If Freire Made a MOOC: Open Education and Critical Digital Pedagogy

Digital Pedagogy for Non-traditional Students

INTERACTIVE CRITICISM AND THE EMBODIED DIGITAL HUMANITIES

The Course as Container: Distributed Learning and the MOOC

by Sean M Morris and Jesse Stommel

Global Innovation of Teaching and Learning in Higher Education, 2014

Open Door Classroom

Download

Twitter and the Locus of Research

Hybrid Pedagogy

The Public Digital Humanities

Critical Digital Pedagogy: a Definition

A Critical Digital Pedagogy demands that open and networked educational environments must not be ... more

Toward an Interactive Criticism: House of Leaves as Haptic Interface

Hybrid Pedagogy, Feb 26, 2014

The Pedagogies of Reading and Not Reading

Hybrid Pedagogy, Mar 2014

The Digital Humanities is About Breaking Stuff

Hybrid Pedagogy, Sep 2, 2013

Toward a Zombie Pedagogy: Embodied Teaching and the Student 2.0

Zombies in the Academy: Living Death in Higher Education, Eds. Ruth Walker, Andrew Whelan, and Christopher Moore, Jul 2013

MOOCagogy: Assessment, Networked Learning, and the Meta-MOOC

Hybrid Pedagogy, Jul 23, 2013

Why Online Programs Fail, and 5 Things We Can Do About It

Hybrid Pedagogy

The Twitter Essay

Hybrid Pedagogy

Decoding Digital Pedagogy, pt. 2: (Un)Mapping the Terrain

Hybrid Pedagogy: a digital journal of teaching and technology

To be an expert in digital pedagogy, we need both experience and openness to each new learning ac... more

The March of the MOOCs: Monstrous Open Online Courses

Hybrid Pedagogy: a digital journal of teaching and technology

How to Build an Ethical Online Course

Hybrid Pedagogy

The Discussion Forum is Dead; Long Live the Discussion Forum

Hybrid Pedagogy

There are better forums for discussion than online discussion forums. The discussion forum is a u... more There are better forums for discussion than online discussion forums. The discussion forum is a ubiquitous component of every learning management system and online learning platform from Blackboard to Moodle to Coursera. Forums have become, in many ways, synonymous with discussion in the online class, as though one relatively standardized interface can stand in for the many and varied modes of interaction we might have in a physical classroom.

Online Learning: a Manifesto

Hybrid Pedagogy: a digital journal of teaching and technology

Online learning is not the whipping boy of higher education. As a classroom teacher first and for... more Online learning is not the whipping boy of higher education. As a classroom teacher first and foremost, I have no interest in proselytizing for online learning, but to roundly condemn it is absurd. Online learning is too big and variable a target. It would be like roundly condemning the internet or all objects made from paper.

A User's Guide to Forking Education

Hybrid Pedagogy: a digital journal of teaching and technology

At exactly this moment, online education is poised (and threatening) to replicate the conditions,... more At exactly this moment, online education is poised (and threatening) to replicate the conditions, courses, structures, and hierarchical relations of brick-and-mortar industrial-era education. Cathy N. Davidson argued exactly this at her presentation, “Access Demands a Paradigm Shift,” at the 2013 Modern Language Association conference. The mistake being made, I think, is a simple and even understandable one, but damning and destructive nonetheless. Those of us responsible for education (both its formation and care) are hugging too tightly to what we've helped build, its pillars, policies, economies, and institutions. None of these, though, map promisingly into digital space. If we continue to tread our current path, we'll be left with a Frankenstein's monster of what we now know of education. This is the imminent destruction of our educational system of which so many speak: taking an institution inspired by the efficiency of post-industrial machines and redrawing it inside the machines of the digital age. Education rendered into a dull 2-dimensional carbon copy, scanned, faxed, encoded and then made human-readable, an utter lack of intellectual bravery.

Hybridity, pt. 2: What is Hybrid Pedagogy?

My hypothesis is that all learning is necessarily hybrid. In classroom-based pedagogy, it is impo... more My hypothesis is that all learning is necessarily hybrid. In classroom-based pedagogy, it is important to engage the digital selves of our students. And, in online pedagogy, it is equally important to engage their physical selves. With digital pedagogy and online education, our challenge is not to merely replace (or offer substitutes for) face-to-face instruction, but to find new and innovative ways to engage students in the practice of learning. Hybrid pedagogy does not just describe an easy mixing of on-ground and online learning, but is about bringing the sorts of learning that happen in a physical place and the sorts of learning that happen in a virtual place into a more engaged and dynamic conversation.

Articles on Critical Pedagogy, Digital Pedagogy, and Online Learning Published at Hybrid Pedagogy

Teaching Portfolio: Teaching Philosophy

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Teaching Portfolio: Film Project Behind the Scenes

Jesse Stommel

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