Meet the authors

Table of contents

Provocation 1. 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 2. 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 3. 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

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