Only people and knowledges that advance capitalism are those that are considered valid; in addition to the hierarchy of bodies that raises some up while keeping others down, a hierarchy of knowledge also prevents non-capitalist viewpoints from gaining a foothold

this is an example of XYZ...

not sure I agree with the first as good pedagogy can be tailored to different ages

common across subjects/disciplines, doesn't really matter which one is the focus

This formatted block could be an alternative to Weekly Checklists especially for more complex courses and/or where Checklists might not be preferable

this can be an optional; some courses can be very complex and checklists can become unwieldy. However, for fully online courses, these might be helpful as fully online one tend to be/should be more focused in terms of what is what

The course code - course title is a good way to make a direct link to the course catalogue and the students' transcripts/HEAR report as codes and short titles always appear - so good for cross-referencing

So I would expect the aims, ILOS and full course spec to be under the Course Handbook. The course handbook could be made into a Sway rather than an H5P. I've seen H5P examples and I find these inaccessible in that they cannot be printed off as a clear, formatted document for reading on a device or offline. They are, however, good for some activities

This is a key section that I think should be kept and provided with clear examples of good practices to demonstrate what a clear, concise section like this is for and does for students and staff

These new design principles should be applicable and transferable to different situations regardless of the space and potential spatial constraints

To what extent do education practitioners consider design as part of their theory and practice? To what extend does their education and training touch on design?

It is indeed built into traditional assessment approaches that often consist of a single assignment, that itself is often a written one

and admittedly for a range of other subject areas as well; the smaller the subject area, the more critical the connections will be given the limited number of connections one may come across (i.e. the veterinary world within the UK for example; specific domains within larger subject areas and so on)

connectivism - work reading more around and about generally

acknowledgement of position in relation to the class through acknowledging that the educator's identity is intersectional and these influence/affect the classroom, educator practice and students' learning/perception of learning and teaching generally

Definitely. The teacher is ever present, ever at the center in our current way of learning and teaching, regardless of whether that educator has reset the furniture in a classroom in the shape of a circle or horseshoe or whatever other shape that allows students to see one another, and the teacher; in this sense the teacher, within a circle or horseshoe, creates more of a panopticon type of space... unless an understanding, an agreement is created that is shared in collaboration with students/learners at partners in the learning process - one that makes both a physical move and a discursive move on paper or shared via agreement that decenters the educator

each of these three would be well worth putting into a course information document or syllabus to highlight that focusing solely on the grade won't necessarily make for an enjoyable, rewarding experience which otherwise might actually help learning (i.e. when something is enjoyable, even if it's somewhat boring, we're likely to do better than if it weren't enjoyable at all)

Yes, this raises issues of responsibility, remit, areas of expertise (or lack thereof) and then who's role this is. I would think it should be wholly collaborative in nature - so not 'I do x y z' and 'you do 1 2 3' but we do a mixture of this together.

This is, perhaps, the problem of instructional design / learning design roles that are solely technical, and then academic/teaching roles that are wholly devoid of needing to know or being given time to know and learn about tech enhanced learning and teaching approaches.

Having worked in a range of roles, I've learned that working in silos creates these situations as described: "I do this, because this is my role" and "You do that because that is your role". These clear-cut demarcation of roles create a grey space, because just like borders of countries and subdivisions (think of roads or rivers and how these used to divide political subdivisions) - there is always that space in the middle that becomes nebulous - responsibility isn't always clear. This space should be or become a community space in which we all take responsibility for what is at hand. Easy? Perhaps not. Achievable - yes.

Yes, the neoliberal knowledge economy priortizes the individual's needs over the needs of community; students as individual customers, teachers as technicians who deliver teaching content

Sounds like a something to advocate for that could be made a free, publically available good given away at public health centers and pharmacies

I remember this used to be more of a norm - ill health wasn't always viewed with openness; this seems less the case now, or at least where I am studying... perhaps COVID-19 has forced people to review how they view ill health and studies, and that we should take our health seriously rather than defer to deadlines and work

There are dozens of issues at any one given time and therefore politicians and policy makers are likely to focus on those which might enable 'quick wins'. Other potential might be focus on smaller, incremental changes or 'tweaks' to current policies.

kind of like a mentor or coach, perhaps, but someone who presents fewer barriers because they care about the other person, their development and growth generally into a fuller sense of self and identity as a practitioner, in whichever field that person practices.

links to praxis here

• praxis - what is it? Why is it important for educators and practitioners?

• praxis has a moral purpose

Kemmis & Smith (2008:4) regard praxis as action that is 'enlightened and elevated' in which a practitioner considers the interests of themselves, their learners and those interest that may benefit society generally.

an example of this might be engaging in recycling from all perspectives in the classroom, through our words and beliefs and also our actions and emphasizing the importance for each of us as individuals and us together as a society, as a whole;

praxis is being phased out in favor of practices, which are more akin to following rules than to enacting moral agency

p5: "praxis demands creative thinking, care, compassion and critical consciousness - thinking outside or beyond the rules"

This is perhaps a good definition that should be used both in undergraduate and postgraduate studies at the point of induction and throughout academic studies

building reflection as a habit is a process that takes time; it's something that some don't often 'just do' without some motivation

professional practice - Moon and others

This is too often replicated, which leads to a sort of unhelpful cynicism rather than a healthy dose of skepticism

I agree with this. Creating divisions on how pedagogy relates to one age group over another takes away from the key developments around education and pedagogy, and creates a slightly more disconnected, disjointed field for education. Good education and educational practices are just that - the subject or age specificity can distract from otherwise good practices and theories that can and often do transcend the disciplines.

critical digital pedagogy is intersectional

Consider the questions:

• What publishers have you come across?
• Who publishes your textbooks?
• What percentage of the cost goes back to the author(s)
• What is the ecological cost of your textbooks?

Give some examples of how this can affect students.

What are reasons that textbooks should not be free?