About the editors

Catherine Cronin is an independent scholar whose work focuses on critical and social justice approaches in digital, open, and higher education. Born in the Bronx and now living in the west of Ireland, Catherine has interwoven work in higher education, community education, and activism for 40 years in multiple countries and contexts. She recently completed a three-year strategic role in Ireland’s National Forum for the Enhancement of Teaching and Learning in Higher Education where she led sector-wide projects in digital and open education. She has master’s degrees in systems engineering and women’s studies and a PhD in open education (University of Galway). She received a GO-GN Fellowship in 2022 for Just Knowledge, her research on equity-focused, community-based, open knowledge. Catherine has published widely and openly on critical and social justice approaches, digital and open education, and intersectional feminism. She serves on the editorial boards of several journals, is an active member of FemEdTech, and contributes regularly to collaborative projects within Ireland and globally. Catherine blogs and shares scholarship at http://catherinecronin.net.

Laura Czerniewicz has worked in education throughout her professional life as a teacher, teacher educator, publisher, strategist, researcher, and scholar. She is professor emerita at the University of Cape Town, South Africa. With personal links to South Africa, Zimbabwe, France, Poland, New Zealand, and Germany, she considers herself a world citizen. Laura’s work has been underpinned by an enduring concern about digital and social inequities; this has manifested recently in research on changing forms of teaching and learning provision and in the datafication of education. She has a long-standing commitment to open education and serious unease about the corporate capture of higher education. She serves on the editorial boards of many national and international journals; has been an interested contributor and participant at relevant events on every continent; and is an active reviewer of pertinent articles, books, proposals etc. and blogs at https://czernie.weebly.com.

Larry Erhuvwuoghene Onokpite is from Agbarha-Otor, Delta State, Nigeria. He is a registered member of the Professional Editors’ Guild of South Africa and has copy edited journal articles, dissertations, fiction writings and a book, as well as all chapters in Higher Education for Good: Teaching and Learning Futures. Larry is currently a doctoral student at Ohio State University with research interests in dyslexia education and educational neuroscience. Larry enjoys road running, photography, and cooking. https://editors.org.za/user/larry-onokpite

About the authors and artists

Alex Abrahams (b. 1991) is a trained curator and artist from Cape Town (South Africa). Alex is pursuing his art career with great commitment. He participated in seven group exhibitions in 2021, which was his debut year. His work can be viewed at www.alexrabrahams.com

Tel Amiel is an adjunct professor at the School of Education at the University of Brasília (Brazil) where he coordinates the UNESCO Chair in Distance Education, and is also an adjunct professor at the University of Nova Gorica (Slovenia) in the Master in Leadership in Open Education program. Co-founder of the Open Education Initiative: an activist research group. More information can be found at: https://amiel.net.br


Patricia Arinto is a former dean of the Faculty of Education at the University of the Philippines (UP) Open University, and currently dean of UP Tacloban College (Philippines). Her research interests include teacher professional development in blended and online learning, learning design, and open educational practices. She has a doctorate in education from the Institute of Education at the University of London; a postgraduate certificate in Technology-Based Distributed Learning from the University of British Columbia; an MA in Comparative Literature from UP Diliman; and a BA in Communication Arts from UP Visayas Tacloban College.


Jyoti Arora is a PhD Scholar at the Zakir Husain Centre for Educational Studies in the School of Social Sciences at Jawaharlal Nehru University (India). Her research interests include higher education, teacher education, and educational policy.


Jess Auerbach Jahajeeah is an associate professor at the Graduate School of Business in the University of Cape Town (South Africa). She is director for the MPhil in Inclusive Innovation. Jess has lived and worked in Angola, Brazil, Mauritius, Mozambique, the UK, the US, and Zambia. In Mauritius she was founding faculty at a start-up university. She is the author of two books, and currently writing a third on digital infrastructure. She holds a PhD in anthropology from Stanford University.



Frances Bell, since her retirement from Salford Business School (UK) in 2013, has enjoyed the freedom to pursue learning textile arts and conducting independent research with valued others. Some of her treasured achievements since retirement include being part of FemEdTech, a feminist network of those associated with education technology, and being part of the project that is a material-digital expression of FemEdTech values, the FemEdTech Quilt of Care and Justice in Open Education.



Dina Zoe Belluigi is a reader at Queen’s University Belfast (Northern Ireland) and affiliated with Nelson Mandela University (South Africa). Her work relates to the conditions for the agency and ethico-historical responsibility of academics and artists in contexts undergoing transitions in authority and in the shadow of oppression. She has been honoured to participate in research and practice in South Africa, India, Northern Ireland, and England, as well as with displaced Syrian academics.



Kate Bowles is a narrative researcher in the social history of cinema-going and the patient experience of illness. She is the Associate Dean International in the Faculty of the Arts, Social Sciences and Humanities at the University of Wollongong (Australia), on Dharawal Country.


Julie Byrne is assistant professor in Online Education & Development at Trinity College Dublin (Ireland). She was Trinity’s academic lead (2019–2021) on the national Enhancing Digital Teaching and Learning (EDTL) project and is a current member of the Leading European Advanced Digital Skills (LEADS) consortium, funded by the European Commission. She was director of Trinity’s first fully online postgraduate programme and is a contributor to Trinity’s first micro-credential programme where she offers an online course, Digital Technologies in Human Services.


Lorna Campbell is a learning technologist and open education practitioner with a longstanding commitment to supporting open knowledge, open education, and OER. She is an active member of the FemEdTech network and a senior certified member of the Association for Learning Technology (ALT). Lorna is based in Scotland and currently works at the University of Edinburgh, where she is manager of the university’s OER Service. She blogs about openness, knowledge equity, feminism, and digital labour at Open World:



Leslie Chan is associate professor in the Department of Global Development Studies and director of the Knowledge Equity Lab at the University of Toronto Scarborough (Canada). He studies the role and design of knowledge infrastructure and their impact on local and international development, and in particular the geopolitics of academic knowledge production and the uneven power relations embedded in this production.



Elizabeth Childs is a professor in the School of Education and Technology at Royal Roads University (Canada). She is interested in the design, creation and implementation of flexible learning environments that incorporate the affordances of technologies and provide learners with increased choice, flexibility, and opportunities. Dr. Childs’ research interests include online and blended learning, openness and open pedagogy, online learning communities and digital habitats, design thinking and participatory design approaches.



Raewyn Connell is professor emerita at the University of Sydney and a Life Member of the National Tertiary Education Union (Australia). She has published widely in the areas of class dynamics, social theory of gender relations, masculinity, transsexuality, poverty and education, and higher education. She has been an advisor to United Nations initiatives on gender equality and peace-making. Her most recent book is The Good University (2019).


Paola Corti is a project manager and instructional designer at Politecnico di Milano (Italy). She works on international projects, MOOC design and development, and professional development courses for faculty and researchers on open education and innovative pedagogical approaches. She is the open education community manager of the European Network of Open Education Librarians (ENOEL), supporting librarians in taking action to implement the UNESCO OER Recommendation. She is a facilitator for Creative Commons certificate courses.


Eamon Costello is an associate professor of Digital Learning in Dublin City University (Ireland). He is deeply curious about the ways in which we can actively shape our world so that we can have better and more humane places where we can think, work, live and learn. He is an advocate of using the right tool for the job or sometimes none at all, for not everything can be fixed or should be built.

https://www.dcu.ie/researchsupport/research-profile?person_id=141 93#tab-research


Philip Mbulalina Dambisya is a trainee learning designer at the University of Cape Town’s Centre for Innovation in Learning and Teaching (CILT) (South Africa). With qualifications in Audiology, Health Professions Education, and Public Health, he is passionate about exploring the nexus of health, social justice, and education. Viewing education as one of many vehicles towards the uplifting of others, Philip is a believer in and proponent of quality open education.


Robin DeRosa is director of Learning and Libraries at Plymouth State University, a public university in New Hampshire (USA). While her academic training was originally focused on early American literature and history, she now researches and writes about higher education and is an advocate for open, public, and sustainable futures for learning.



Maeve A. Devoy is the author of A City Symphony and The Tell Tale Collection. She has an MA in Literary Journalism and a BA in Journalism. She spends her time teaching creative writing across the country (Ireland).

Janaina do Rozário Diniz is a teacher at the University of the State of Minas Gerais (Brazil). She develops research on free software in education, platformisation in education, and disinformation.


Amber Donahue is proud to be a teacher and advocate of public education, whose 17 years as a K-12 educator have taught her about the power of kindness, human connection, and critical thinking. She is keenly interested in exploring technology’s impact on society and how education systems can rise to the challenge of preparing students for life in the digital age.

Flora Masumbuo Fabian is professor of Biomedical Science, focusing on transformative teaching-learning in higher education. Co-author of Gender Mainstreaming in Higher Education Toolkit (INASP, 2016), Fabian is a champion in embedding gender responsive pedagogy in HE and promoting equal opportunities for females and males in economic participation. Former University of Dodoma director of research, current Mwanza University (Tanzania) vice chancellor, Fabian has over 40 publications in peer reviewed journals.



Tim Fawns is an associate professor at the Monash Education Academy, Monash University (Australia). His research interests are at the intersection between digital, clinical, and higher education, with a particular focus on the relationship between technology and educational practice. He has recently published a book titled Online Postgraduate Education in a Postdigital World: Beyond Technology.



Sharon Flynn was project manager of the Enhancing Digital Capacity in Teaching and Learning (EDTL) project (2019–2022) in Ireland, working with academic leaders across seven universities. The project aimed to enhance the digital competencies and learning experience of Irish university students, with a particular focus on academic staff development. She was Assistant Director of the Centre for Excellence in Learning and Teaching at the University of Galway (Ireland) for 13 years.



Giulia Forsythe is the director, Teaching and Learning at the Centre for Pedagogical Innovation at Brock University in Ontario (Canada).



Primo G. Garcia is the Vice Chancellor for Academic Affairs and a professor of Research and Development Management at the University of the Philippines Open University. He holds a PhD in Organization Studies from the University of Melbourne. His research interests include organisation and management, e-learning, and management of distance education.


Mona Ghali is an independent researcher based in Toronto (Canada). Her eclectic studies cut across disciplinary fields including global education policy, conflict and peace studies, international development, and feminist and critical theories. At present, she is interested in understanding how radical discourses are co-opted in mainstream politics, policies, and practices.

Brenna Clarke Gray holds a PhD in Canadian Literature and is a tenured coordinator in Educational Technologies at Thompson Rivers University in Kamloops, BC (Canada), where she is part of the Learning Technology and Innovation team. Brenna’s research interests include the history and future of open tenure processes, scholarly podcasting, and educational technology support as care work. She is powered primarily by righteous indignation and lattes.



Carolina Guzmán-Valenzuela is interested in the study of higher education. For the last 12 years, she has been conducting research on the role of universities in the twenty-first century. Currently, she is leading a national project on knowledge production in the social sciences and the humanities in Latin America financed by Fondecyt Chile (1200633).



Jonathan Harle is director of programmes at INASP and lives and works in Berlin (Germany). He works with educators, researchers, and universities to find new ways to strengthen capacity, confidence, and leadership in research, teaching, and learning. He convened and co-leads the Transforming Higher Education for Social Change in East Africa (TESCEA) partnership.



Carol Hordatt Gentles is a senior lecturer with the School of Education, University of West Indies (Jamaica). Her research focuses on improving teacher quality through teacher education and teacher development in the Caribbean region where she has worked as a consultant for the World Bank and UNESCO on several projects. She currently serves as president of the International Council of Education for Teaching. She is also chief editor for the Caribbean Journal of Education.


Jonathan Jansen is distinguished professor of Education at the University of Stellenbosch (South Africa). He is currently president of the South Africa Academy of Science and Knight-Hennessey Fellow at Stanford University (USA). He has published widely in the areas of education, democracy, and human rights. His most recent books include Corrupted: A Study of Chronic Dysfunction in South African Universities (2023) and The Decolonization of Knowledge: Radical ideas and the Shaping of Institutions in South Africa (with Cyrill Walters, 2022).



Jonny Johnston is an educational developer at the Centre for Academic Practice at Trinity College Dublin (Ireland), where he leads on a range of teaching enhancement interventions. Jonny has been formally working in academic development since 2019. His original background and research training is in modern languages and literatures (PhD Germanic Studies, Trinity College Dublin). His current interests lie in curriculum and in structured approaches to teacher education and development in higher education.

Perpetua Joseph Kalimasi is a senior lecturer in Educational Management and Policy Studies at Mzumbe University (Tanzania). She is currently the head of Teaching Skills and Distance Learning at Mzumbe University. Her research and supervision interests include graduate employability, gender, lifelong learning, entrepreneurship education, inclusive education, school management, and vocational education. She is currently the coordinator for gender and inclusive education for the World Bank HEET programme for Higher Education Transformation implemented at Mzumbe University.

Su-Ming Khoo is associate professor and head of Sociology at the University of Galway (Ireland) and visiting professor in Critical Studies in Higher Education Transformation (CriSHET) at Nelson Mandela University (2022–2027) in South Africa. She researches, teaches, and writes about human development, rights, public goods, public activism, global learning, and development education, decoloniality, higher education, and transdisciplinarity.


Benedict Khumalo is a trainee learning designer and disability researcher, currently enrolled for an MPhil Disabilities Studies at the University of Cape Town (UCT) (South Africa). His research focuses on special schools’ educators’ perceptions of inclusive education in South Africa. He has three postgraduate qualifications: Social Development and Social Anthropology from the University of the Western Cape and a postgraduate diploma in Disability Studies from UCT. He is interested in discourses of inclusive education, including online learning and curriculum design.

Rehema Kilonzo is a senior lecturer and director of Internationalisation, Convocation and Continuing Education at the University of Dodoma (Tanzania). She teaches at the intersection of sociology, policy analysis, and development. Her current research focuses on private managed cash transfers, funded by DANIDA. She was a TESCEA project lead at the University of Dodoma.


Caroline Kuhn came from Venezuela to Europe to pursue a PhD. Now a senior lecturer based at the School of Education in Bath Spa University (UK), her research focuses on the intersection of sociology, philosophy, technology, and education. She has a particular interest in open education and social justice framed under a critical pedagogy approach. She is also interested in issues of data justice and how technology can be meaningfully integrated into resource-constrained contexts so that different ways of knowing and being are respected, and agency is fostered.



Gloria Lamaro is a lecturer in Education Management, Faculty of Education at Gulu University (Uganda). She is a member of the editorial board of the Journal for Common Research Network. Her research interests include gender equity, empowerment of women in the workplace, and HE in Africa. She oversees development programs in capacity building and training for academic staff, MA training, and establishment of higher education qualifications for academic staff in Uganda. She is a programme assessor for the Uganda National Council for Higher Education.

Tamara Leary is an associate professor, teaching in the MA in Higher Education Administration and Leadership program at Royal Roads University, Victoria, BC (Canada). Prior to becoming a full-time faculty member, Tamara occupied administration roles within Student Affairs. Her research interests include higher education administration and leadership, student affairs, and organisation culture within higher education.

Rob Lowney is an academic developer (Digital Learning) in the Teaching Enhancement Unit at Dublin City University (Ireland). He is a Senior Certified Member of the Association for Learning Technology and Senior Fellow of Advance HE. He works with university teachers to develop their teaching excellence, including with technologies. He is interested in staff-student pedagogical partnerships and leads the university’s Students as Partners in Assessment project.



Jim Luke is professor of economics and former Open Learning Faculty Fellow at a community college in Michigan (USA), where he created the Open Learning Lab, a web-based pedagogy innovation incubator. Jim has expertise in strategic planning, organisational development, innovation, technology, open education and open pedagogy, economic history, and institutional economics. His current research interests include commons as alternative economic systems and diversity in higher education.



Albert Luswata is a senior lecturer and director of the Institute of Ethics at Uganda Martyrs University. He has trained faculty in online and transformative teaching at his university and other African universities through the PedaL and TESCEA projects. His research interests are ethics, higher education partnerships, transformative teaching/learning, and gender responsive pedagogies.


Felicitas Macgilchrist is Professor of Digital Education and Schools at the University of Oldenburg (Germany). Her research explores the cultural politics of educational technology, taking up critical and speculative approaches. She is currently thinking about how design justice can be centred in edtech development, school practice and public discourse. She is co-editor of Learning, Media and Technology and toots occasionally at @discoursology@social.coop.


Sheila MacNeill is an artist and independent digital learning consultant based in Glasgow (Scotland). Open educational practice is a central part of Sheila’s professional educational practice. Sheila works with a range of HE providers and educational organisations both in the UK and internationally.


Eimer Magee was a student on the MEngSc in Biopharmaceutical Engineering at University College Dublin (Ireland) in 2021–2022, and a student associate intern for the Enhancing Digital Teaching and Learning (EDTL) project with the Irish Universities Association.

Mpine Makoe is the executive dean of the College of Education at the University of South Africa (UNISA) and a Commonwealth of Learning chair in Open Education Resources/Practices. She has published extensively in open and distance learning related fields and in the futures of higher education. She worked on numerous commissioned research projects for Commonwealth of Learning, UNESCO, British Council, and the Council for Higher Education.


Ana Katrina Marcial is an assistant professor teaching in the undergraduate and graduate programs at the Faculty of Education, University of the Philippines Open University. She is currently the chair of the graduate certificate and MA in Distance Education programs at UPOU. She also served as chair of the graduate diploma and MA in Language and Literacy Education programs and head of the Office of Academic Support and Instructional Services. Her current interests relate to language teaching, learning design, and continuing professional development for teachers.


Niamh McArdle is a graphic designer and occasional artist based in Dublin (Ireland). Originally from a very small village in Galway, she is interested in emotive storytelling through the use of typography, language, and image-making. She creates work with the intention of prompting emotion from whoever happens to see it.


Kyla McLeod is the director of student services and an associate faculty member within the School of Education and Technology at Royal Roads University (Canada). She has worked in student affairs for over 25 years and enjoys the challenges associated with supporting the learning experiences of a consistently changing student demographic. Her recent research interests are in understanding how non-Indigenous student services practitioners can effectively respond to the calls-to-action that were made through the final report of Canada’s Truth and Reconciliation Commission.

Sanjaya Mishra is Director, Education at Commonwealth of Learning, Canada and promotes open education and open access to information and knowledge for all. As a staff developer, instructional designer and practitioner of distance learning, Dr Mishra has developed several award-winning platforms and courses for increasing access to quality education. His current focus is on supporting Sustainable Development Goal 4 (SDG 4) through the use of open and distance learning, especially by creating an enabling policy environment for ethical use of technology for improving the quality of lifelong learning opportunities for all.



Pradeep Kumar Misra is professor and director of the Centre for Policy Research in Higher Education at the National Institute of Educational Planning and Administration, New Delhi (India). He has received several prestigious international research scholarships, published widely in journals of international repute, authored reference books, including his popular book Learning and Teaching for Teachers, completed research and development projects, developed educational media programs, and visited many countries for educational purposes.



Kate Molloy is an instructional designer at Atlantic Technological University (Ireland) and was previously a learning technologist in CELT, University of Galway. She was the university lead on the Irish Universities Association Enhancing Digital Teaching and Learning (EDTL) project from 2019 to 2022. Her work focuses on the informed and ethical use of technology, learning design, inclusion, and open practice. Kate is secretary national executive of the Computers in Education Society of Ireland (CESI).



David Moloney works as digital skills development lead in the Centre for Transformative Learning (CTL), University of Limerick (Ireland).



David Monk is a lecturer in the faculty of Education and Humanities at Gulu University (Uganda), honorary assistant professor in the School of Education at Nottingham University (UK), affiliate faculty of Education University of Victoria (Canada), special advisor to the UNESCO Chair Lifelong Learning Youth and Work, and coordinator for the Gulu Hub of the UNESCO Chair Community Based Research and Social Responsibility in Higher Education.


Morag Munro is Maynooth University’s (Ireland) EDTL institutional lead, and lecturer on the postgraduate diploma in HE Teaching, Learning, and Assessment. Prior to this, Morag was learning technologist and head of the Learning Innovation Unit at Dublin City University. She has also worked at the University of Strathclyde and in the commercial eLearning sector. Her research interests include critical perspectives on educational technologies and educational policy, education for global citizenship and sustainability, and student-staff partnerships.



Lou Mycroft is an educator, changemaker and social entrepreneur. Inspired by nomadic posthuman professionalism, she works pan-organisationally, anti-competitively and pro-socially with changemakers and policymakers across further education to enact new values-led possibilities. This takes graft, and there are still people looking out for magic bullets, but change is in the air.


Chrissi Nerantzi is an associate professor in education in the School of Education at the University of Leeds (UK). Her research interests include creativity, open education, cross-boundary collaborative learning, networks, and communities. She has initiated a range of open professional development initiatives that have been sustained over the years, bringing educators, students, and the wider public together.



Edwin Ngowi is a senior lecturer in the department of Development and Strategic Studies at Sokoine University of Agriculture (Tanzania). Dr Ngowi has specialities in socioeconomic impact research; development policy analysis; livelihoods, climate change, and variability impact analysis; and sustainable development analysis. In this book, he shares an experience of a project consortium Transforming Employability for Social Change in East Africa (TESCEA) developed by a group of academics, learning designers, and social entrepreneurs.



Juuso Henrik Nieminen is an assistant professor at the University of Hong Kong and an Honorary Fellow at Deakin University (Australia). Dr Nieminen’s research concerns the social, cultural, and political dimensions of assessment in higher education. Dr Nieminen is particularly interested in how assessment shapes student identities and how it could be designed inclusively for a diversity of learners.



Femi Nzegwu is assistant professor of Monitoring, Evaluation, and Learning at the London School of Hygiene and Tropical Medicine (UK). She is a social researcher, MEL and international project management specialist with 30 years of experience in these fields, including institutional learning, institutional and national capacity development, and sharing and institutional strategy development. She is highly multidisciplinary and holds degrees in post-colonial studies, public health, sociology, and economics.


Fernandos Ongolly is a doctoral research student at the Business School at University College Dublin (Ireland). He is a Kenyan anthropologist based in Ireland interested in research on how people evolve and adapt to new technologies in many aspects of life such as education, health, and business, among others. He previously worked at the Irish Universities Association’s (IUA) Enhancing Digital Teaching and Learning (EDTL) project as a student associate intern and is currently a portal administrator at Euraxess Ireland based at the IUA.


Ekaterina (Katya) Pechenkina is a cultural anthropologist, teaching and learning scholar, and award-winning lecturer at Swinburne University of Technology (Australia). Her research focuses on impact and evaluation in education, as well as on understanding how educators and students experience technological change. She is also a published fiction author and supervises a number of Creative Writing PhDs by artefact and exegesis.

https://www.swinburne.edu.au/research/our-research/access-our-research/find-a-researcher-or-supervisor/researcher-profile/?id =epechenkina


Judith Pete has been an educator in higher education institutions in East Africa for 13 years. She was regional director for Africa for ROER4D and is currently Uniservitate regional coordinator for Service Learning Hub for Africa at Tangaza University College (Kenya). She holds a PhD from the Open University (Netherlands) and MBA from Catholic University of Eastern Africa. She won the 2021/22 Researcher of the Year Award and is a member of UNESCO University Network and alumnus of GO-GN.



Paul Prinsloo is a research professor in Open and Distance Learning in the Department of Business Management, College of Economic and Management Sciences, University of South Africa (Unisa). His research interests include, inter alia, the ethics of (not) collecting and using student data. Paul was born curious and in trouble and, since then, nothing has changed. His Twitter and Mastodon aliases are @14prinsp.



Juliana Elisa Raffaghelli is an assistant professor in educational research and experimental pedagogy at the University of Padua (Italy). She actively practices the values of open science and education, exploring the impacts on educators’ professional identities. Juliana is also an associated researcher of the research group Edul@b (Universitat Oberta de Catalunya, Spain) and associated researcher to the TIC-CIAFIC department at the Center for Research in Philosophical and Cultural Anthropology, National Commission of Science and Technology (Argentina).



Aleya Ramparsad Banwari is an entrepreneur, activist, and social innovator who is passionate about social justice, community-based activism, and creating a better African future for tomorrow through driving digital transformation. Aleya is a co-director and co-founder of GrabAGrad, a graduate-led innovation and consulting firm specialising in disruptive solutions, staffed entirely by previously unemployed graduates. Aleya is currently pursuing a Masters in Public Health at the University of Cape Town. Aleya’s academic credentials also encompass a Bachelor of Social Science in Political Science, Industrial Sociology, and Social Anthropology in 2018, followed by their Honours in Social Anthropology in 2019 (University of Cape Town), and certifications in Design Thinking and Change Management.



Jasmine Ryan was a final year BA student of Politics and International Relations with Philosophy at the University of Limerick (UL) (Ireland) in 2021 to 2022, and a student associate intern for the Enhancing Digital Teaching and Learning (EDTL) project with the Irish Universities Association. She played a pivotal role in the LevUL Up Student Digital Skills and Competence Development Programme, enhancing student experiences. Jasmine currently works as a Leadership & Representation administrator in UL Student Life.

Anne-Marie Scott has worked in higher education senior digital leadership for over 20 years in the UK (University of Edinburgh) and Canada (Athabasca University), with a particular interest in open educational technologies. She is Board Chair of the Apereo open-source software foundation, board member of the Open Source Initiative, and advisor to the OpenETC (Canada). She has an MA in Literature and a postgraduate diploma in E-Learning from the University of Edinburgh. www.ammienoot.com


George Sfougaras makes work that exists at the intersection of art, history, politics, and culture. His topics are drawn from personal experiences, family histories, and contemporary events. His work engages others at an emotional level and encourages dialogue, healing, and reconciliation, within the self and the world beyond. His art serves to extend life beyond our time through its magic and infinite ways of validating the human experience. www.georgesfougaras.com

Damary Sikalieh is a professor of Management and Entrepreneurship Education at the United States International University–Africa. Professionally, she has over 50 publications with immense experience in curriculum development and transformative teaching and learning. In consultancy, she has served on different project teams with the university and the Association of Faculty Enrichment in Learning and Teaching (AFELT). Her research interests are in the broader areas of management, entrepreneurship with a bias to inclusivity, and resilience.



Sherri Spelic teaches elementary physical education at an international school in Vienna (Austria). She has written extensively on topics related to education, identity and power and among other things publishes a monthly social justice newsletter for educators: Bending The Arc. Check out her book of essays, Care At The Core or find her on Twitter @edifiedlistener.

Suzanne Stone has over ten years’ experience working in the higher education sector as a learning technologist and more recently as an academic developer. With specific expertise in learning technologies and the development of staff digital capabilities, Suzanne has collaborated on a range of research projects relating to technology for teaching and learning. Her current research focuses on digital wellbeing, digital assessment, and the use of ChatGPT in assessment design.


Clare Thomson is an assistant professor of Digital Pedagogies and Course Design at Heriot-Watt University (Scotland), and previously a digital education consultant in the Office for Digital Learning at Ulster University (Northern Ireland). Clare is also currently a part-time doctoral student at the University of Edinburgh, researching reflective practice. Inclusion, creativity, collaboration, and care are her cornerstones.



Vicki Trowler has been unable to escape the gravitational pull of higher education and has spent almost her entire adult life studying at, working at, or researching universities in South Africa and the UK. Vicki has a M.Ed in Higher Education Studies from the University of the Western Cape (South Africa) and a PhD from the University of Edinburgh (UK). She is currently a postdoctoral researcher at the University of Huddersfield (UK).



Kristin van Tonder is an educator, curriculum developer, and policy advocate with a passion for accessible and equal education. She is currently a Master’s candidate in Education at the University of Cape Town (South Africa), where her research interests include instructional and curriculum design, cognitive development and inclusive education in K-12 and higher education contexts.



George Veletsianos is professor and Canada research chair in Innovative Learning and Technology at Royal Roads University in Victoria, British Columbia (Canada). His research agenda focuses on three strands: design, development, and evaluation of online and blended learning environments; the study of learning experiences and participation in emerging online environments; and learning futures.



Michaela Waters was a final year BBS student of Business Studies and Accounting at Maynooth University (Ireland) in 2021 to 2022 and a student associate intern for the Enhancing Digital Teaching and Learning (EDTL) project with the Irish Universities Association.

Andreas Wittel teaches and researches at the School of Arts and Humanities, Nottingham Trent University (UK). His research explores the political economy of digital technologies and alternatives to capitalism. More recently his research explores questions of political ecology and possibilities to prevent environmental collapse, such as a political ecology of commoning in degrowth.


Kyle Wright was a third-year Creative Digital Media student in Technological University Dublin Blanchardstown (Ireland) in 2021–22. He has a passion for technology and the creative arts, hoping to move into graphic design and cinematography after graduation. Outside of class, Kyle is part of a Dublin-based rock band.


List of peer-reviewers

Each chapter in this book has been reviewed by esteemed scholars in higher education. Most reviews were openly shared with respective authors. The editors and authors are grateful to the following reviewers for their expertise, time, and care in providing valuable feedback:

Ishan Abeywardena, University of Waterloo, Canada

Jane-Frances Agbu, Commonwealth of Learning, Canada, Nigeria

Najma Aghardien, University of the Witwatersrand, South Africa

Ibrar Bhatt, Queens University Belfast, Northern Ireland

Carina Bossu, The Open University, UK

Cheryl Brown, Te Kaupeka Ako, Canterbury University, New Zealand

Linda Castañeda, Universidad de Murcia, Spain

Manuel Joāo Costa, University of Minho, Portugal

Alison Farrell, Maynooth University, Ireland

Jairo Fúnez-Flores, Texas Tech University, USA

Peter Goodyear, University of Sydney, Australia

Himasha Gunasekara, Te Kaupeka Ako, Canterbury University, New Zealand

Sandhya Gunness, University of Mauritius, Mauritius

Melissa Highton, University of Edinburgh, Scotland

Phil Hill, Mindwires, USA

Mandy Hlengwa, Rhodes University, South Africa

Cheryl Hodgkinson-Williams, University of Cape Town, South Africa

Petar Jandrić, Zagreb University of Applied Sciences, Croatia

Christopher Knaus, University of Washington Tacoma, USA

Allison Littlejohn, University College London, UK

Tristan McCowan, University College London, UK

Gita Mistri, Durban University of Technology, South Africa

Erick Montenegro, Pell Institute for the Study of Opportunity in Education, USA

Marcela Morales, Open Education Global. Mexico

Hoda Mostafa, American University Cairo, Egypt

Simbarashe Moyo, University of the Witwatersrand, South Africa

Jackline Nyerere, Kenyatta University, Kenya

Larry Erhuvwuoghene Onokpite, Ohio State University, USA

Luci Pangrazio, Deakin University, Australia

Rubina Ramparsad, University of Mauritius, Mauritius

Shikha Raturi, University of the South Pacific, Fiji

Jen Ross, University of Edinburgh, Scotland

Bonnie Stewart, University of Windsor, Canada

Marwan Tarazi, Berzeit University, Palestine

Melody Viczko, Western University, Canada

Ben Williamson, University of Edinburgh, Scotland

This book has also been peer-reviewed anonymously by experts in their field according to OBP’s own peer-review processes. We thank them for their feedback.

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