Recent efforts to solve the problems of education—created by neoliberalism in and out of higher education—have centred on the use of technology that promises efficiency, progress tracking, and automation. The editors of this volume argue that using technology in this way reduces learning to a transaction. They ask administrators, instructors, and learning designers to reflect on our relationship with these tools and explore how to cultivate a pedagogy of care in an online environment. With an eye towards identifying different and better possibilities, this collection investigates previously under-examined concepts in the field of digital pedagogy such as shared learning and trust, critical consciousness, change, and hope.

Suzan Köseoğlu is an academic developer at the Teaching and Learning Innovation Centre, Goldsmiths, University of London.

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Dr. George Veletsianos is an assistant professor of instructional technology at the University of Texas. His research and teaching interests include the design, development, and evaluation of digital learning environments, with a focus on adventure learning, virtual characters, emerging technologies, and the learner experience. He holds MA and PhD degrees in learning technologies from the University of Minnesota and has published extensively in the fields of learning and instructional technologies. His presentations, publications, and most recent thoughts on education can be found at www.veletsianos.com.

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Chris Rowell is a senior digital learning coordinator at the University of Arts, London.

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