Designing Intersectional Online Education provides expansive yet accessible examples and discussion about the intentional creation of online teaching and learning experiences that critically center identity, social systems, and other important ideas in design and pedagogy. Instructors are increasingly tasked with designing their own online courses, curricula, and activities but lack information to support their attention to the ever-shifting, overlapping contexts and constructs that inform students’ positions within knowledge and schooling. This book infuses today’s technology-enhanced education environments with practices derived from critical race theory, culturally responsive pedagogy, disability studies, feminist/womanist studies, queer theory, and other essential foundations for humanized and socially just education. Faculty, scholars, technologists, and other experts across higher education, K-12, and teacher training offer fresh, robust insights into how actively engaging with intersectionality can inspire designs for online teaching and learning that are inclusive, intergenerational, anti-oppressive, and emancipatory.

Constructing Online Work-Based Learning Placements offers a step-by-step approach to understanding and applying the principles of design and delivery in online work-based learning (WBL) placements for students. A crucial component of employability strategies for higher education students, WBL placements are increasingly in need of adaptation to respond to today’s rapidly expanding online work environments. This evidence-based book explores the emergent properties and additional value that online WBL placements provide to student learning and employability prospects, focusing on effective pedagogy, design, planning and implementation. The book also presents the Peer Enhanced e-Placement (PEEP), a pioneering, positively evaluated and award-winning online WBL placement model that is underpinned by pedagogical research and theory. The PEEP has been adapted and adopted by numerous higher education teams organising online WBL placements, and the case example included in these pages will guide readers through their own implementation and collaborations.

The Perfect Online Course: Best Practices for Designing and Teaching was edited under the assumption that a perfect online course can be delivered following different instructional methods and models for design and for instruction, and by implementing different teaching or instructional strategies. Such methods, models, and strategies are framed within quality educational guidelines and must be aimed towards attaining the online course’s learning goals. The book seeks to make a contribution to the existing body of literature related to best practices and guidelines for designing and teaching distance courses, specifically online education. The process of selecting works suitable for this compilation included an extensive review of the journals Quarterly eview of Distance Education and Distance Learning. The book begins by covering literature related to general approaches and guidelines, continues with proposed methods and models for designing and instruction, and ends with instructional strategies to achieve engagement through interaction. The book is divided into four independent, yet interrelated, parts and a concluding section: Part I: Introduction; Part II: Best Guidelines and Standards; Part III: Best Instructional Methods and Models; Part IV: Best Engagement Strategies; and the concluding section, And Finally…, with words from Simonson who delineates the structure of a perfect online course.

All over the world, educational institutions confronted emergency policy changes caused by the COVID-19 pandemic. Due to this, academic activities were provided mostly by remote teaching and learning solutions. The transition to emergency remote teaching and learning raised some challenges regarding technical, pedagogical, and organizational issues. It is important for higher education institutions to prepare themselves to deal with future emergency scenarios, promoting an in-depth reflection about the future challenges in the post-pandemic era. Developing Curriculum for Emergency Remote Learning Environments supports creating and promoting an education-as-a-business strategy for higher education institutions by sharing possible business models. It provides a collection of different approaches to online education in the perspective of the future of education environments. Covering topics such as distance learning experiences, online practice improvement, and remote testing, this premier reference source is an excellent resource for educators and administrators of higher education, pre-service educators, IT professionals, librarians, researchers, and academicians.

In Diversifying Barbie and Mortal Kombat, the third edited volume in the series that includes From Barbie to Mortal Kombat and Beyond Barbie and Mortal Kombat, we expand the discussions on gender, race, and sexuality in gaming. We include intersectional perspectives on the experiences of diverse players, non-players and designers and promote inclusive designs for broadening access and participation in gaming, design and development. Contributors from media studies, gender studies, game studies, educational design, learning sciences, computer science, and game development examine who plays, how they play, where and what they play, why they play (or choose not to play), and with whom they play. This volume further explores how we can diversify access, participation and design for more inclusive play and learning.

In today's educational landscape, a pressing issue looms: deeply entrenched within the system are the prevailing cultural norms that have historically perpetuated the dominance of white, middle-class values. This has, in turn, marginalized and stigmatized traditionally underrepresented student cultures as inherently deficient. As the United States educational system grapples with a dramatic increase in low-income, non-white, and linguistically diverse students, now is the time to confront these inequalities that undermine student achievement. This challenge has thrust teachers into the forefront, compelling them to embrace social justice practices in their classrooms as counternarratives. Supporting Activist Practices in Education emerges as a timely and essential solution to address this educational conundrum. Within the pages of this book, a compelling narrative unfolds—one that delves deep into the experiences of educators who actively employ teaching as a form of activism, transcending traditional norms. Teaching through activism, as defined in this volume, represents the courageous actions of educators who champion participatory citizenship for social justice within their classrooms, nurturing environments that foster critical thinking about the world. This book emphasizes the imperative of challenging and dismantling systemic injustices, and it underscores the pivotal role of social justice as a framework for effective pedagogical practices.

This volume provides a means of foregrounding new questions, methods, and theories which can be applied to digital media, platforms, and infrastructures. These inquiries include, among others, how representation to hardware, software, computer code, and infrastructures might be implicated in global economic, political, and social systems of control.