E-learning is no longer seen as a technical and administrative tool, existing simply to deliver content. Practitioners continue to seek guidance on pedagogically sound, learner-focused and accessible learning activities, and learning contexts are increasingly rich in electronic and mobile technologies. This book examines different perspectives on effectively designing and delivering learning activities to ensure that future development is driven by pedagogy.

Rethinking Pedagogy for a Digital Age is a critical discussion of the issues surrounding the design, sharing and reuse of learning activities. It offers tools that practitioners can apply to their own concerns and incorporates a variety of contexts including face-to-face, self-directed, blended and distance learning modes, as well as a range of theories of learning and roles of technology. Topics discussed include:

• specific activities for achieving learning outcomes
• technologies’ uses for learning and their role in educational design
• current systems and future developments
• learners’ competencies and approaches
• designing for mobile technologies
• practitioner development
• sustainability, organizational barriers and learning communities.

Aiming to bring the insights of learning design into the educational process, and to extend the repertoire of tools and techniques in everyday use, Rethinking Pedagogy for a Digital Age is an essential guide to effective design and implementation of sound e-learning activities. It is illustrated by case studies from the disciplines and includes helpful appendices of tools and resources essential for researchers, practitioners and teachers in higher and further education.

The Editors

Helen Beetham is an independent consultant in e-Learning, working for the UK Joint Information Systems Committee’s (JISC) e-Learning and Pedagogy programme.
Rhona Sharpe is a staff and educational developer in the Oxford Centre for Staff and Learning Development (OCSLD) at Oxford Brookes University, UK.