Below is a table of contents for the book. View book chapter abstracts.
Section 1: Learning Design as field, praxis and identity
Provocation: Sue Bennett and response By Sukaina Walji
It Took A Pandemic to Change Hearts and Minds: Giving Voice to the Unseen Warriors by Patrice Prusko and Whitney Kilgore
The pedagogical advisor as a weaver of the learning design process by Norma Rocio Héndez Puerto
Promoting Community and Collaboration: Models underpinning an Academic Professional Learning Online Short Course by Greig Krull and Nazira Hoosen
“I’ve been flying by the seat of my pants for my whole career”: Learning through mimicry and mentoring by Lize-Maree Steenkamp and Stephanie Bandli
Weathering the storm by using Rapid Development Prototype (RDP) by Fiona Anderson
Intentional Open Learning Design in Action: Pre- and Post- Pandemic Influences by Leo Havemann, Verena Roberts and Helen DeWaard
Section 2: Humanising Learning design
Provocation: Daniela Gachago and response by Tasneem Jaffer
Critical Compassionate Learning Design: Cases from South Africa and Egypt by Nicola Pallitt, Daniela Gachago and Maha Bali
Designing an online course for postgraduate students: Reflecting on the knowledge-identity nexus by Nompilo Tshuma
Humanising Online Learning Through the Lens of Engaged Pedagogy by Kate Molloy and Clare Thomson
“My Choice, My Voice!”: Exploring the intersection of technology and pedagogy to foster learner-centred learning by Serpil Meri-Yilan
Harnessing the Student Experience for Inclusive Online Learning Design by Christine Immenga and David Redelinghuys
Section 3: Learning materials, activities and processes
Provocation: Shironica P. Karunanayaka response by Shanali Govender
Design Principles for Developing Critique and Academic Argument in a Blended-Learning Data Visualisation Course by Arlene Archer and Travis Noakes
Indigenous learning practices – Creating reflective spaces for growth and transformation by Jennifer K. Green, Paulé A. Ruwhiu, Lucila Carvalho and Nicolette F. Sheridan
Designing and Adapting for Community with Intentional Equitable Hospitality by Maha Bali and Mia Zamora
“Open Mind, Open Heart and Open Will” – Applying Theory U for developing meaningful learning in the Context of COVID-19 by Sandhya Gunness and Rubina Rampersad
A trip to the supermarket: Towards authentic learning design in Mathematics for underprepared freshmen by Johannes Cronje and Nelisa Freitas
Developing Deep and Authentic Learning in Remote Teaching and Learning: A Case of Using Universal Design for Learning in Chemical Engineering by Oluwaseun Oyekola
Designing training for Edtech advisors by Widad Sirkhotte and Nokathula Vilakati
How to insert design into the emergency online response – learning designers’ reflections by Janet Small and Mashudu Raudzingana
Building the Capacity of Educators in Designing Usable Online Courses by Rehema Baguma and Proscovia Namubiru SSentamu
Adaptable ABC: Designing learning for high tech to low tech and anything in between by Clare Gormley, Suzanne Stone and Rob Lowney
Ten principles of assessment by Eliana Elkhoury
Re-imagining online assessment for large classes in a low-tech environment by Anneri Meintjes
Observation, reflection, and imagination: flexible and hybrid assessment practices for the future by Oluwakemi Adebayo and Jolanda Morkel
The Digital Divide and the Accessibility of Learning Materials by Japhet Hindundu Kazavanga
E-Learning tools for contrasting contexts by Kimera Moodley and Mari van Wyk
Rethinking and recasting the textbook: Reframing learning design with open educational practices by Michelle Harrison, Irwin Devries, Tannis Morgan and Michael Paskevicius