Imagining better pedagogies is the first step in creating powerful learning environments. Better, for the authors of this collection, means more humanizing pedagogies that embrace the fact that the people in our learning environments are fantastic, curious, unpredictable, capable, and multi-layered. In this edited collection, authors from four continents will share their theoretical and practical work on designing their online courses in higher education with the focus on care for all people involved. Designing for Care is the radical practice of humanizing online education in systems designed to value scalability and conformity over people. You will hear the stories, practices, and frameworks of these educators, instructional designers, and students as they work to make their online spaces environments for inclusion and deep learning. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused on and around the emerging field of critical digital pedagogy. The collection, and its sibling collection Toward a Critical Instructional Design, represent a wide cross-section of higher education culture from different countries and features articles by women, Black people, Indigenous people, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more-work that advances the study and the praxis of critical digital pedagogy. Contributors: Maha Bali, Kya Bezanson, Martha Fay Burtis, Catherine J. Denial, Rossel-Joyce Garcia, Logan Gorkov, Jennifer Hardwick, Surita Jhangiani, Andrew David King, Mary Klann, Pat Lockley, Anju Miller, Jessica O'Reilly, Nicolas Armando Pars, Jerod Quinn, Benjamin D. Remillard, Emma Sawatzky, Mandi Singleton, Laurel Staab, Martin Wairimu, Fiona Whittington-Walsh, Mia Zamora
Imagining better pedagogies is the first step in creating powerful learning environments. Better, for the authors of this collection, means more humanizing pedagogies that embrace the fact that the people in our learning environments are fantastic, curious, unpredictable, capable, and multi-layered. In this edited collection, authors from four continents will share their theoretical and practical work on designing their online courses in higher education with the focus on care for all people involved. Designing for Care is the radical practice of humanizing online education in systems designed to value scalability and conformity over people. You will hear the stories, practices, and frameworks of these educators, instructional designers, and students as they work to make their online spaces environments for inclusion and deep learning. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused on and around the emerging field of critical digital pedagogy. The collection, and its sibling collection Toward a Critical Instructional Design, represent a wide cross-section of higher education culture from different countries and features articles by women, Black people, Indigenous people, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more-work that advances the study and the praxis of critical digital pedagogy. Contributors: Maha Bali, Kya Bezanson, Martha Fay Burtis, Catherine J. Denial, Rossel-Joyce Garcia, Logan Gorkov, Jennifer Hardwick, Surita Jhangiani, Andrew David King, Mary Klann, Pat Lockley, Anju Miller, Jessica O'Reilly, Nicolas Armando Pars, Jerod Quinn, Benjamin D. Remillard, Emma Sawatzky, Mandi Singleton, Laurel Staab, Martin Wairimu, Fiona Whittington-Walsh, Mia Zamora
