"Rethinking Pedagogy for a Digital Age" examines contemporary issues in the design and delivery of effective learning through a critical discussion of the theoretical and professional perspectives informing current digital education practice. This third edition has been thoroughly revised to address socio-cultural approaches, learning analytics, curriculum change, and key theoretical developments from education sciences. Illustrated by case studies across disciplines and continents for a diversity of researchers, practitioners, and lecturers, the book is an essential guide to learning technologies that is pedagogically sound, learner-focused, and accessible. This book is organized into the following chapters: (1) Learning theory and the new science of learning (Terry Mayes); (2) Learning activities and activity systems (Helen Beetham); (3) The analysis of complex learning environments (Peter Goodyear and Lucila Carvalho); (4) A view from social science: foundational issues for design (Chris Jones); (5) The Community of Inquiry theoretical framework: designing collaborative online and blended learning (Martha Cleveland-Innes); (6) Learning designs as a stimulus and support for teachers' design practices (Shirley Agostinho, Sue Bennett, Lori Lockyer, Jennifer Jones and Barry Harper); (7) The challenge of teachers' design practice (Liz Masterman); (8) Designing for learning within an organisational context (Rhona Sharpe and Alejandro Armellini); (9) Open education: design and policy considerations (Catherine Cronin); (10) Frameworks to guide practice (Gráinne Conole); (11) Design principles for learning with mobile devices (Agnes Kukulska-Hulme and John Traxler); (12) Designs for professional learning (Rachel H. Ellaway); (13) Datafication of education: a critical approach to emerging analytics technologies and practices (Ben Williamson); and (14) Student as producer is hacking the university (Joss Winn and Dean Lockwood).