Kris Shaffer headshot in front of Rocky Mountains.Kris Shaffer, Ph.D. (Yale University, 2011), is an Instructional Technology Specialist and Adjunct Instructor of Computer Science at the University of Mary Washington. He is also a Contributing Editor for Hybrid Pedagogy and the lead author and editor of Open Music Theory.

Kris is a computational musicologist, digital media specialist, author, and coder. Recently, he has been focusing on developing and extending web platforms for education, particularly in the context of critical digital pedagogy, open educational resources (OER), and UMW's Domain of One's Own initiative.

Explore Kris's articles, essays, and personal updates below. Or visit the complete blog archive.

featured post

From blended learning to hybrid pedagogy

Human silouette rendered in code.The critical pedagogy of Paulo Freire asks us to deconstruct the student/teacher binary, but hybrid pedagogy recognizes that that binary never really existed. Student and teacher were always hybrid roles.

With that understanding, new questions open up. If the teacher is not the absolute bearer of expertise, should the teacher be the absolute designer of the course? the one person charged with assessing the progress of others? Or could we build on the hybridity inherent in the roles of student and teacher, and the expertise and agency already possessed by the students, to involve students in course design decisions, in assessment of themselves, each other, the teacher? These are the questions of hybrid pedagogy.


post categories

data science

Using machine learning and statistics to explore musical and textual data.


Music theory, history, and cognition.


Software projects, hacks, and tricks.


Pedagogy, teaching, education.


Keynotes, research presentations, workshops, unconferences.

public scholar

Thoughts on open data, open educational resources, and public scholarship.

social media

Critical and technical perspectives on social media.

higher ed

The state, future, and philosophy of higher educational institutions.