Hybrid Pedagogy Research Articles

Project Oriented Problem Based Learning: A Wireless Sensor Network Perspective

Every nation rely on latest engineering technologies to foster in today's technological era. Wireless Sensor Networks (WSNs) is one of the latest emerging technologies being the center of interest of today's researchers. All the researchers work hard to produce quick deliverables through Research and Development (RandD) and by applying different learning pedagogues. Currently, the learning pedagogues in Engineering RandD are Project Based Learning and Problem Based Learning (PBL). Based on these pedagogues, this paper propose and implements a hybrid pedagogy called Project Oriented PBL (PO-PBL) which is time effective and result oriented learning pedagogy. It has resulted in providing impetus to RandD in WSNs. Further the proposed pedagogy is divided into two paradigms namely PO-PBL Macro Model and PO-PBL Micro Model. We observed that PO-PBL Macro Model results in optimal number of deliverables in time restricted manner over large scale. Moreover, we have also implemented PO-PBL Micro Model, compared it with PO-PBL Macro Model and propose PO-PBL Micro Model as basis for designing self-learning algorithm for WSNs devices.

Rethinking Process‐Based Writing Approaches in theESOLMiddle School Classroom: Developing Linguistic Fluency via Hybrid Pedagogies

This article calls for a rethinking of pure process‐based approaches in the teaching of second language writers in the middle school classroom. The author provides evidence from a detailed case study of the writing of a Korean middle school student in a U.S. school setting to make a case for rethinking the efficacy of classic process‐based approaches to English to speakers of other languages (ESOL) writing pedagogy at this level. Proposing hybrid and recursive rather than linear and static methodologies based on second language acquisition research, the author calls for the use of modeling strategies to provide students with the necessary practice, conscious awareness, and eventual automaticity of key formal and functional details of writing. The article presents a visual model of writing instruction, blending graphic and acronym‐based strategies to enhance rhetorical fluency and grammatical accuracy in multifarious expository genres within and across grade levels in middle school. The article provides evidence from middle schoolESOLwriting to propose an action‐based model of bottom‐up teaching. The author argues that a detailed inductive focus on morphology, grammar, paragraph‐based discourse structure, and thesis statement construction, taught via individualized workshop configurations in theESOLwriting classroom, will in fact trigger advanced writing fluency in newcomer populations.

Hybrid Pedagogies for Sustainability Education

In the pseudo-documentary The Age of Stupid (Armstrong 2009), a historian from 2055 scans the remnants of civilization and asks why, in the early twenty-first century, we didn't save ourselves when...

Communities, Voices and Portals of Engagement

What are the portals through which we uncover new perspectives, new approaches and new audiences for sharing our scholarship? The scholarship of teaching and learning creates opportunities for the emergence of new communities of practice across disciplines. Specific “portals of engagement” invite new partnerships for engagement, along with the emergence of “hybrid pedagogies” that evolve from Schulman’s (2005) signature pedagogies. How effective are these hybrids? What are the common elements that catalyze learning during the process of engagement? This essay explores these portals and their role in fostering scholarship across disciplinary and cultural pedagogies.

Culturally Responsive Differentiated Instruction: Narrowing Gaps between Best Pedagogical Practices Benefiting All Learners

Background/Context Because of its special education association, differentiated instruction (DI) is a topic of concern for many educators working with culturally and linguistically diverse (CLD) learners, whereby bilingual, multicultural, and culturally responsive teaching (CRT) is considered more appropriate for responding to cultural and linguistic diversity. Furthermore, although the literature base on DI recognizes cultural and linguistic diversity, it offers little in terms of ways to address these differences. Purpose/Objective/Research Question/Focus of Study The focus of this contribution is to assist the educational community in recognizing pedagogical differences, while finding common ground, in identifying complementary teaching practices for all students, including culturally diverse students and English language learners (ELLs). CRT and DI provide frameworks with which to discuss a reconciliation of both theory-to-practice approaches with the hope that a common framework will better serve educators and preservice teachers working with diverse students in complex multidimensional classrooms. Setting This research took place at two CLD elementary schools serving ELLs in North San Diego County, California. Schools were chosen because both are reaching high levels of academic achievement and are closing achievement gaps, dispelling the myth that high levels of poverty and/or CLD student populations lead to lower student achievement. Research Design The research design employed was a qualitative case study. Data Collection and Analysis Over 5 years, observations, recorded conversations among teachers, administrators, students, and parents, and supporting documents collected from both schools were initially coded by reading through responses and documents. Using a qualitative analysis procedure, codes were generated to identify data relevant to general features of DI and CRT. This was followed by more focused coding wherein previous codes were reviewed, erroneous information was eliminated, and smaller codes were then combined into larger ones. Finally, codes were organized into larger themes identified and grounded by DI and CRT literature. Conclusions/Recommendations The best teaching practices are those that consider all learners in a classroom setting and pay close attention to differences inherent to academic, cultural, linguistic, and socioeconomic diversity. Through a closer examination of two different, seemingly distinct, theoretical models that have rarely been linked or reconciled, educators may be able to determine what is appropriate for particular groups of students in particular classrooms in particular locales. In implementing school reform efforts to improve student achievement, reconciliation of best teaching practices and the creation of hybrid pedagogies are critical in addressing a future of an increasingly diverse country and global community.

Using Petra Simulation in Teaching Graduate Courses in Human Resource Management: A Hybrid Pedagogy

The Petra simulation project is a hybrid pedagogy developed to teach master’s-level courses in human resources management by incorporating traditional teaching with role-playing. PSP aims to improve students’ understanding of theories and applications of human resources management in the public sector through a semester-long series of learning activities inside and outside the classroom. During the semester, students form groups and work as teams to perform several tasks: (a) lead class discussion of human resources topics, (b) analyze existing personnel systems, (c) develop a personnel system for a mythical city—Petra—from the ground up and write recommendations for system implementation, (d) defend the constructed personnel system, and (e) complete two take-home exams. This paper reports on these activities, in which 40 master of public administration students have participated. Based on a survey with 19 close-ended questions, 82 percent of students rated the Petra simulation project successful and 77 percent believed it satisfied their learning needs. This study calls on graduate faculty to diversify their teaching methods in order to improve learning outcomes.

Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course

Structured case analysis is a hybrid pedagogy that flexibly combines diverse instructional methods with comprehensive case analysis as a mechanism to develop critical thinking skills. An incremental learning framework is proposed that allows instructors to develop and monitor content-specific theory and the corresponding critical thinking skills. Structured exercises are used initially to examine theory and augment critical thinking skills. The degree of structure decreases progressively as students develop these skills and master theory. The process culminates in traditional (unstructured) case analysis. This discussion explores the characteristics and benefits of structured case analysis and describes how the method can be implemented in a marketing case course. The incremental learning framework fosters metacognition and task generalization. Structured case analysis can be adapted to courses that seek to develop critical thinking and marketing decision making.