Education is often presented as the transmission of knowledge. Yet Hannah Arendt’s ideas of plurality and natality point us toward a richer promise.

Plurality reminds us that education always involves the meeting of diverse perspectives. Natality highlights that each new generation brings the possibility of new beginnings. Together they suggest that education is not only about continuity but also about creating conditions for renewal.

In a time when digital platforms and institutional pressures often move us toward uniformity, how can online learning preserve openness to plurality and to the unexpected promise of renewal?

Read the full post here:
e-learning-rules.com/blog/0050…

#elearning #digitalpedagogy #education #highereducation

Retro 1970s sci-mag scene: a circular forum of diverse figures around a glowing sapling whose branches become constellations and city paths; circuit grids dissolve into organic forms, suggesting open, plural futures.

How can digital learning move beyond a market logic that frames learners as customers and platforms as products, towards practices that strengthen democracy and the common good?

In this post I explore how imaginaries shape education and how shifting from efficiency and scale to collaboration and shared responsibility might open new possibilities for digital pedagogy.

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e-learning-rules.com/blog/0047…

#elearning #digitalpedagogy #onlinelearning #highereducation #commongood

Retrofuturist agora: diverse groups co-create under a radiant prism while cold metric towers fade and organic light threads bloom—education imagined as democratic, plural, and caring.

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?

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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 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.

Much of edtech is designed for immediacy. Speed, convenience, and disruption dominate the narrative. But learning is not instantaneous. It is slow, situated, and shaped by time and tradition.

In this post, I explore how digital learning environments might better respect the temporal and institutional dimensions of education. What might it mean to design technologies that support slowness, memory, and pedagogical depth?

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e-learning-rules.com/blog/0038…

More at:
e-learning-rules.com/

#elearning #edtech #digitalpedagogy #criticalpedagogy #highereducation #blogpost

A surreal, retro-futuristic painting shows an elderly man deep in thought beside a glowing hourglass. Behind him, vintage monitors display graphs, and a figure walks a radiant path toward Earth in space.

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

A figure contemplates a glowing human head silhouette filled with a school, book, and stars, blending cosmic imagination with educational symbolism in a retro 1970s sci-fi painting style.

What values are embedded in the digital infrastructure of our universities?

Too often we assume that platforms and tools are neutral. But the systems we rely on for teaching and learning shape pedagogy, constrain choices, and reflect commercial interests rather than educational ones.

In this post, I explore what it might mean to build a community-owned digital university that reflects our values and priorities.

Read here:
e-learning-rules.com/blog/0032…

#CriticalDigitalPedagogy #DigitalUniversity #OpenSource #HigherEd #PlatformPolitics #EdTech #eLearning

A retro-futuristic painting of a human and a robot seated at a console, gazing at each other, their hands near a glowing interface, evoking tension between organic and technological agency.

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.

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

How do we build genuine community in online education - not just simulate interaction?

In my latest blog post, I explore how connection in digital spaces demands more than tools and tech. It requires pedagogical intention, vulnerability, and co-authorship.

What does "community" mean in your online teaching practice - and how do you design for it?

Read the full post:
e-learning-rules.com/blog/0023…

More writing:
e-learning-rules.com/

#OnlineLearning #DigitalPedagogy #EdTech #ConnectedLearning #HigherEd #elearning #CommunityOfInquiry

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

Open Educational Resources (OERs) once held real promise for widening participation and improving access in UK higher education. But in many institutions—especially within the Russell Group—they’ve faded from strategic view.

In this post, I reflect on why now is the right time to revisit the role of OERs in digital education, equity, and curriculum innovation.

📖 Read the full article:
👉 e-learning-rules.com/blog/0014…

#OER #OpenEducation #UKHE #HigherEducation #DigitalPedagogy #EducationTechnology #CriticalPedagogy