I have published a new piece in my series on critical digital pedagogy. It examines how our digital environments shape judgment, agency and the kinds of learning that become possible. The argument calls for a move from tool centred thinking to thoughtful and imaginative digital practice that places pedagogy first.

You can read the full post here:

e-learning-rules.com/blog/0057…

#DigitalPedagogy #CriticalPedagogy #OnlineLearning #AIinEducation

Retro-futuristic control room where a diverse group collaboratively rewires glowing networks above a connected city, evoking democratic, experimental digital pedagogy.

Education is not only the transmission of knowledge. It is always involved in the reproduction of society. Institutions decide what counts as knowledge and how it is valued. Technology extends this process, reinforcing institutional logics but also opening new possibilities for change.

In my latest blog post, I draw on the work of Cornelius Castoriadis to explore how digital learning technologies mediate between reproduction and transformation. The key question is whether these technologies serve mainly to reproduce existing institutional patterns, or whether they can also create genuine spaces for collective imagination.

Read the full post here:
e-learning-rules.com/blog/0049…

Hashtags: #Education #eLearning #DigitalPedagogy #CriticalPedagogy #EducationalTechnology

Retrofuturist cityscape blending classical columns and glowing circuitry with silhouetted figures co-designing illuminated cubes beneath a vivid sunset.

What if the greatest barrier to change in education is not technology or funding, but the way we imagine what education is?

Institutions are never neutral. They carry histories, values, and priorities that shape what is possible in teaching and learning. When we accept these frameworks as fixed, even our innovations can end up reinforcing their limits.

In my latest blog post, I explore how educators can act as moral agents of reinstitution, helping to rewrite the structures and values that underpin education: e-learning-rules.com/blog/0045…

What changes could you make in your own context that challenge the default system rather than adapt to it?

#eLearning #DigitalPedagogy #EducationalTechnology #OnlineLearning #HigherEducation #Pedagogy

Surreal sci-fi painting of silhouetted figures amid glowing architectural forms and a radiant cosmic figure, symbolising moral agency and imaginative reinstitution in education.

What role should universities play in the digital public sphere?

In my latest blog post, I explore how digital platforms are reshaping the visibility, legitimacy, and public voice of higher education. As teaching, research, and institutional presence increasingly depend on metrics and commercial infrastructures, we must ask how these changes affect the democratic and participatory ideals that underpin public education.

Can we reimagine the digital university in ways that support dialogue, inclusion, and critical engagement?

Read the full post here:
e-learning-rules.com/blog/0043…

#DigitalUniversity #CriticalPedagogy #PublicSphere #HigherEducation #EdTech #OnlineLearning #DigitalEducation #AcademicFreedom

A glowing academic figure stands before large retro-futuristic screens showing graphs and faces, set in a cosmic university landscape with digital circuit floor.

What if the metrics we use in education are not just tools but moral arguments?

Dashboards, rankings, and engagement scores are often framed as neutral measures of learning. But these systems reflect a deeper imaginary shaped by the logic of markets - where efficiency, performance, and competition dominate.

In this post, I explore how educational technologies encode and reproduce a market-based moral order, and consider what it might mean to challenge that framing.

Read the full post:
e-learning-rules.com/blog/0042…

Explore more at:
e-learning-rules.com/

#Education #DigitalLearning #CriticalPedagogy #Assessment #EdTech #HigherEducation #Imaginaries #LearningDesign #PlatformPolitics

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EdTech, Critical Pedagogy, Digital Education, Philosophy of Education

What kind of person does EdTech imagine when it speaks of the "autonomous learner"?

This post explores how the dominant model of autonomy in digital education often reflects an individualised, self-managing ideal rooted in what Charles Taylor calls the "buffered self." It questions what is lost when we strip autonomy of its relational and ethical dimensions.

Can we imagine a richer form of autonomy - one that foregrounds co-creation, dialogue, and critical agency?

Read the full post here:
e-learning-rules.com/blog/0041…

#edtech #elearning #digitalpedagogy #criticalpedagogy #education #philosophy #fediverse

A retro-futuristic figure sits at a glowing control panel surrounded by abstract data screens and holographic profiles, evoking themes of autonomy, surveillance, and digital identity in education.

What kind of digital university are we helping to build when our platforms and systems quietly shape the terms of learning, participation, and institutional purpose?

In my latest blog post, I explore how the digital university often reflects managerial and instrumental priorities. I argue that we need to reclaim it as a democratic pedagogical institution - one that centres autonomy, co-creation, and meaningful engagement.

Read the full post here:
e-learning-rules.com/blog/0039…

#DigitalPedagogy #CriticalPedagogy #HigherEducation #EdTech #PlatformPolitics #OnlineLearning #AcademicFediverse

A retro-futuristic digital university with Greco-Roman columns, bathed in golden light amid swirling cosmic clouds and planets, evoking imagination, autonomy, and the reinvention of education.

Too often, critique in digital education is dismissed as negativity or resistance. But what if critique could be something more constructive? What if it was a way of creating rather than simply opposing?

In my latest blog post, I argue that we need to move beyond solutionism and reclaim critique as a generative force. Drawing on Feenberg and Illich, I explore how political pedagogy and design grounded in educational values can open new spaces for imagining what learning could be.

Read the full post here:
e-learning-rules.com/blog/0037…

#eLearning #CriticalPedagogy #EducationalTechnology #DigitalEducation #PoliticalPedagogy #LearningDesign #CritiqueAsCreation

A retro-futuristic digital painting of a surreal educational landscape with organic and mechanical structures blending into a dreamlike environment, inspired by 1970s sci-fi aesthetics.

Educational institutions are not static structures. They are created and sustained by the social imaginaries that shape them. In my latest blog post, I explore how educational technologies are not neutral tools, but active participants in reproducing these institutional logics.

If we want to reimagine education, we also need to rethink the role technology plays in shaping what education is and could become.

Read the full post:
e-learning-rules.com/blog/0036…

#edtech #criticalpedagogy #digitallearning #elearning #highereducation #sociologyofeducation

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What if educational autonomy was not about self-managing learning tasks, but about becoming a subject capable of critical thought, reflection, and agency?

Too often, online education reduces autonomy to individualised control over pace and content. My latest blog post argues for reclaiming autonomy as a central educational aim - not a system feature.

Read more here:
e-learning-rules.com/blog/0035…

#CriticalPedagogy #OnlineLearning #DigitalEducation #HigherEd #Assessment #learningdesign

A faceless figure stands before a cosmic backdrop with a glowing sun, geometric networks, and floating shapes, evoking a surreal vision of thought, space, and digital interconnectedness.

What if the challenge in digital education is not about the technology, but about our failure to imagine education differently?

In this new post, I explore how Cornelius Castoriadis’ concept of radical imagination helps us question the institutional forms we often take for granted. Platforms, data, and automation are not neutral. They reflect and reinforce particular logics. Education can be otherwise.

Read the full post:
e-learning-rules.com/blog/0034…

#elearning #criticalpedagogy #digitaleducation #educationfutures #instructionaldesign #radicalimagination

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Have educational platforms begun to shape teaching more than pedagogy itself?

In my latest post, I explore how Learning Management Systems and platformed environments quietly configure what is possible in teaching and learning. Rather than rejecting technology, I argue for reclaiming pedagogical space within it – prioritising care, agency, and purpose over system logic.

Read the full manifesto:
e-learning-rules.com/blog/0033…

#CriticalPedagogy #DigitalEducation #PlatformedLearning #OnlineTeaching #InstructionalDesign #EdTech

A surreal, retro-futuristic landscape showing a lone figure facing a glowing portal amidst digital ruins, symbolising resistance, reflection, and reimagining in a platform-dominated world.

Educational technologies are often introduced as neutral tools. But every platform carries embedded assumptions about teaching, learning, and control.

In my latest blog post, I argue that digital policy is not just an administrative concern. It is deeply pedagogical. If we want technology to serve education rather than shape it, educators must engage at the level of policy and platform design.

Read the full post here:
e-learning-rules.com/blog/0031…

#DigitalPedagogy #CriticalPedagogy #EdTech #OnlineLearning #EducationPolicy #PlatformPolitics #OpenEducation

A surreal, retro-futuristic illustration of educators navigating a digital landscape shaped by data streams, control panels, and towering abstract systems, symbolising policy as a pedagogical struggle.

If AI can write essays, mark them, and generate feedback, what does that say about the way we assess learning?

In this post, I explore how the use of AI in education does not just disrupt assessment - it reveals how mechanised our judgement already is. What happens when machines are better at performing the tasks we use to define student achievement?

Is this a crisis, or an invitation to reimagine assessment altogether?

Read the full post here:
e-learning-rules.com/blog/0030…

#AI #Assessment #Education #CriticalPedagogy #DigitalLearning #AuthenticAssessment #EdTech #Automation #Friendica

A retro-futuristic illustration of a humanoid AI figure observing a student through a glowing interface, symbolising surveillance, judgement, and the automation of learning in a digital classroom setting.

Learning Management Systems do not just organise course content. They also organise thought.

In this blog post, I explore how the design of LMS platforms subtly shapes educational practice and limits pedagogical possibilities. These platforms carry values and assumptions that often go unquestioned.

What has your LMS taught you - unintentionally?

Read more: e-learning-rules.com/blog/0029…
Full blog: e-learning-rules.com

#elearning #LMS #digitalpedagogy #criticalpedagogy #highered #onlinelearning #instructionaldesign

This image shows a retro-futuristic illustration of a student interacting with a glowing computer screen showing a head silhouette, surrounded by psychedelic colours, quiz options, a padlock, and a floating eye symbol.

What does it really mean to redesign assessment in response to AI?

This blog post explores how institutional structures, labour dynamics and managerial logics shape what kind of assessment redesign is possible. It argues that the call to “redesign assessment” often ignores the conditions under which such work is expected to happen.

How can we create the time, trust and infrastructure to support assessment that is meaningful, critical and educationally purposeful?

Read the post here:
e-learning-rules.com/blog/0027…

#AIinEducation #AssessmentDesign #AcademicLabour #CriticalPedagogy #eLearning #HigherEducation #digitalpedagogy

I have just published a new blog post: Reclaiming Assessment Through Annotation

Annotation is often treated as a peripheral academic skill. But what if we made it central to how we assess learning in online and distance education?

In this post, I explore how annotation supports critical digital pedagogy, enables authentic forms of assessment, and offers resilience against the growing influence of generative AI.

Read the full post here:
e-learning-rules.com/blog/0026…

#Assessment #Annotation #OnlineLearning #DistanceEducation #CriticalPedagogy #AuthenticAssessment #AIResilience #DigitalPedagogy #EdTech

New blog post now live.

What role can education - especially in its online and digital forms - play in resisting the rise of extremism and reclaiming democratic values?

In this piece, I explore how progressive, participatory learning can help counter polarisation, challenge market-driven narratives, and build civic agency. This isn’t just a curriculum question - it’s a question of what kind of society we want education to support.

Read the full post:
e-learning-rules.com/blog/0025…

#Education #CriticalPedagogy #ProgressiveEducation #DigitalLearning #OpenEducation #FriendicaEdu

What happens when the tools we use to teach quietly shape what and how we are able to teach?

In this blog post, I explore how platformed learning environments like Canvas constrain pedagogical possibilities—and how educators can resist the logic of the interface to reclaim space for critical, purposeful teaching.

Read the full post:
e-learning-rules.com/blog/0022…

#CriticalPedagogy #EdTech #DigitalEducation #OnlineLearning #CanvasLMS #PlatformCritique #HigherEd #OpenEducation #EduTooters #ScholarSocial

As generative AI tools become more embedded in everyday academic life, detection is no longer enough.

In my latest blog post, I argue for a shift in how we think about assessment—especially in online and distance education. It's time to move beyond reactive measures and design assessments that are resilient, meaningful, and pedagogically grounded.

Read the full piece: e-learning-rules.com/blog/0020…

#Education #Assessment #AI #OnlineLearning #DistanceEducation #CriticalPedagogy #OER