Most universities are still designing courses the way they always have: around the lecturer, not the learner. My latest Substack explores what it actually takes to shift that: from the “closed-door” teaching model to something more transparent, collaborative, and built to last.
In it, I cover:
- Why academic autonomy and structured design don’t have to be in conflict
- How neuro-inclusive design stops being a retrofit and starts being a foundation
- What “institutional memory” means when your best course leader walks out the door
- Why the AI divide is the new digital divide, and how learning design can respond
This is part of an ongoing series of draft chapter excerpts for an upcoming monograph on the 8-Stage Learning Design Framework, a practical architecture for building courses that hold up under pressure, scale without falling apart, and actually serve the full range of students walking through the door.
If you work in higher education, as a faculty member, a curriculum lead, or an administrator, this one’s for you.
