Learning Design Voices
Table of contents
Introduction
Provocation: What might learning design become in the post-COVID university?
Provocation response: What might learning design become in the post-COVID university?
Indigenous learning practices: Creating reflective spaces for growth and transformation
It took a pandemic to help us contextualise the value of learning designers in higher education
Open learning designers on the margins
A trip to the supermarket: Towards authentic learning design in mathematics for underprepared first years
The pedagogical advisor as a weaver of the learning design process
Promoting community and collaboration: Models underpinning an academic professional learning
“I’ve been flying by the seat of my pants for my whole career”: Learning through mimicry and mentoring
Weathering the storm by using Rapid Development Prototype
Provocation: Compassionate learning design for unsettling times
Provocation response 2
Critical compassionate learning design: Cases from South Africa and Egypt
Reflecting on the knowledge-identity nexus in the learning design of an online postgraduate short course
Humanising online learning through the lens of engaged pedagogy
‘My Choice, My Voice!’: Exploring the intersection of technology and pedagogy to foster learner-centred learning
Harnessing the student experience for inclusive online learning design
Provocation: The challenge of designing learning experiences
Provocation 3 Response
Inclusive online assessment practices in distance learning education explored through autoethnographic narrative vignettes
Design principles for developing critique and academic argument in a blended-learning data visualisation course
Ten principles of alternative assessment
Re-imagining authentic online assessment for large classes in a low-tech environment
Equity is not an add-on: Designing an inclusive training course for EdTech Advisors
“Open Mind, Open Heart and Open Will” – Applying Theory U for developing meaningful learning in the Context of COVID-19
Designing and adapting for community with Intentionally Equitable Hospitality
How to insert design into the emergency online response – learning designers’ reflections
Adaptable ABC: Learning design for all
Developing Deep and Authentic Learning in Remote Teaching and Learning: A Case of Using Universal Design for Learning in Chemical Engineering
Development of a blended course for continued teaching and learning during the COVID-19 pandemic: Experience and lessons
The Digital Divide and the Accessibility of Learning Materials
E-Learning tools for contrasting contexts
Rethinking and recasting the textbook
Images
References
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