Helen Beetham is an independent researcher, writer and adviser on issues in digital learning. She is a long-standing consultant to Jisc (UK) and has worked with a number of global universities on their digital education strategies.Rhona Sharpe is Professor and Head of the Department of Technology Enhanced Learning at the University of Surrey and Associate Lecturer for the Institute of Educational Technology at the Open University, UK.

"This book draws on past knowledge and experience about teaching and learning, sets it within the current context of a digital age, and provides theory and practices that will enable us to prepare better our students for the future."—Tony Bates, Distinguished Visiting Professor, The G. Raymond Chang School of Continuing Education, Ryerson University, Canada, from the Foreword

• An introduction to rethinking pedagogy PART ONE: Theories and principles 1. Learning theory and the new science of learning 2. Learning activities and activity systems 3. The analysis of complex learning environments 4. A view from social science: foundational issues for design 5. The Community of Inquiry theoretical framework: designing collaborative online and blended learning PART TWO: Practices 6. Learning designs as a stimulus and support for teachers’ design practices 7. The challenge of teachers’ design practice 8. Designing for learning within an organisational context 9. Open education: design and policy considerations 10. Frameworks to guide practice PART THREE: Influences and futures 11. Design principles for learning with mobile devices 12. Designs for professional learning 13. Datafication of education: a critical approach to emerging analytics technologies and practices 14. Student as producer is hacking the university PART FOUR: Resources

Helen Beetham is an independent researcher, writer and adviser on issues in digital learning. She is a long-standing consultant to Jisc (UK) and has worked with a number of global universities on their digital education strategies.Rhona Sharpe is Professor and Head of the Department of Technology Enhanced Learning at the University of Surrey and Associate Lecturer for the Institute of Educational Technology at the Open University, UK.

"This book draws on past knowledge and experience about teaching and learning, sets it within the current context of a digital age, and provides theory and practices that will enable us to prepare better our students for the future."—Tony Bates, Distinguished Visiting Professor, The G. Raymond Chang School of Continuing Education, Ryerson University, Canada, from the Foreword

• An introduction to rethinking pedagogy PART ONE: Theories and principles 1. Learning theory and the new science of learning 2. Learning activities and activity systems 3. The analysis of complex learning environments 4. A view from social science: foundational issues for design 5. The Community of Inquiry theoretical framework: designing collaborative online and blended learning PART TWO: Practices 6. Learning designs as a stimulus and support for teachers’ design practices 7. The challenge of teachers’ design practice 8. Designing for learning within an organisational context 9. Open education: design and policy considerations 10. Frameworks to guide practice PART THREE: Influences and futures 11. Design principles for learning with mobile devices 12. Designs for professional learning 13. Datafication of education: a critical approach to emerging analytics technologies and practices 14. Student as producer is hacking the university PART FOUR: Resources

Helen Beetham is an independent researcher, writer and adviser on issues in digital learning. She is a long-standing consultant to Jisc (UK) and has worked with a number of global universities on their digital education strategies.Rhona Sharpe is Professor and Head of the Department of Technology Enhanced Learning at the University of Surrey and Associate Lecturer for the Institute of Educational Technology at the Open University, UK.

"This book draws on past knowledge and experience about teaching and learning, sets it within the current context of a digital age, and provides theory and practices that will enable us to prepare better our students for the future."—Tony Bates, Distinguished Visiting Professor, The G. Raymond Chang School of Continuing Education, Ryerson University, Canada, from the Foreword

• An introduction to rethinking pedagogy PART ONE: Theories and principles 1. Learning theory and the new science of learning 2. Learning activities and activity systems 3. The analysis of complex learning environments 4. A view from social science: foundational issues for design 5. The Community of Inquiry theoretical framework: designing collaborative online and blended learning PART TWO: Practices 6. Learning designs as a stimulus and support for teachers’ design practices 7. The challenge of teachers’ design practice 8. Designing for learning within an organisational context 9. Open education: design and policy considerations 10. Frameworks to guide practice PART THREE: Influences and futures 11. Design principles for learning with mobile devices 12. Designs for professional learning 13. Datafication of education: a critical approach to emerging analytics technologies and practices 14. Student as producer is hacking the university PART FOUR: Resources