Tag: Book Review

Sneak Preview of “Learning Designers in Context”

Over the last few weeks, I have re-read the proofs of my forthcoming book “Learning Designers in Contexts” so many times that I honestly I feel I could recite some of the chapters. Due to some communication issues, the release date has been pushed back a bit. It is all part of the process or at least that is what I tell myself.

I am very happy that last Friday I saw a final version of the proofs. But that excitement was quickly met with a very familiar feeling of seen a grammatical mistake in the final proofs. It always happens! After seen this, I laughed a bit, closed my computer, and when to my son’s soccer game.

Last week, I also contacted the publisher and asked for permission to share a bit of the book in my blog. My editor, Hannah, asked me what chapter I wanted to share and I decided to go with Chapter 15. This sneak preview PDF also includes the table of content. I will do a bit more writing about the other chapters in the upcoming month or so. But, for now you are welcome to read Chapter 15.

Abstract:

This chapter is based on a keynote address I delivered at the Association for Educational Communications and Technology (AECT) International Convention on October 22, 2024, in Kansas City, Missouri. The speech has been adapted for this book, maintaining its original themes and ideas while refining the content for a reading audience. Through the lens of deep canvassing and the acknowledgment of practitioners’ stories, the chapter highlights how context-specific experiences shape competencies and practices. It advocates for moving beyond Anglocentric and Eurocentric paradigms to embrace inclusive approaches. By reflecting on personal journeys and collective actions, the chapter underscores storytelling as a transformative tool for fostering understanding and innovation in education technology and learning design.

Citation:

Romero-Hall, E. (2026). Learning Designers in Context. Routledge. https://doi.org/10.4324/9781003270591

Chapter 15_Learning Designers in Context_SAMPLEDownload

A thoughtful review of “Feminist Pedagogy for Teaching Online” by Dr. Perveen

A book review of Feminist Pedagogy for Teaching Online authored by Dr. Ayesha Perveen was published in the Journal of Open, Flexible and Distance Learning. Thank you Dr. Perveen for taking the time to review our book and your praise as well as thoughtful feedback!

The abstract:
“This book review critically examines Feminist Pedagogy for Teaching Online (Howard et al., 2025), identifying it as a crucial intervention that bridges a significant gap in contemporary scholarship by envisioning online learning through the lens of feminist pedagogy. The collection challenges dominant instructional design norms and technological culture, underscoring fundamental values of care, equity, reflexivity, and social justice.

Structured into four thematic parts, the book consistently emphasises praxis, showcasing practical tools like social annotation and cryptoparties to foster equity and collaboration in e-spaces. Its primary strength lies in modelling feminist pedagogical principles through collaborative and student-centred approaches. While praised for its diverse contributions, the review notes some chapters could benefit from more analytical engagement with structural barriers to feminist agency in institutional settings. It acknowledges potential conceptual repetitions for novice readers. Nevertheless, the book is considered a vital resource for all e-learning stakeholders, promoting value-driven, ethical, and transformative online learning environments.”

The review is available open access and you can read it here:

Perveen, A. (2025). Book Review: Feminist Pedagogy for Teaching Online. Journal of Open, Flexible and Distance Learning, 29(1), 151–158. https://doi.org/10.61468/jofdl.v29i1.731