Teaching students in a face-to-face context has been and, in many institutions of education, still is the only form of teaching in higher education. However, in the past 20 years, there has been a slowly increasing movement toward transforming the higher education teaching and learning experience from face-to-face to a mobile online learning experience. For most teachers this move is quite a challenge and raises many issues and questions. These include questions such as: What mobile technologies are available to employ? What teaching practices are best to use? Will student learning outcomes be better or worse as a result? And for many the question asked is simply how can this be done? In this chapter a framework for designing and implementing "online" pedagogy is shared. This framework is underpinned by Turbill's (From a personal theory to a grounded theory in staff development. Unpublished doctoral dissertation, University of Wollongong, Wollongong, 1994; The role of a facilitator in a professional learning system: the frameworks project. In: Hoban G (ed) Teacher learning for educational change: a systems thinking approach. Open University Press, Buckingham, pp 94-114, 2002) integrative theory of learning and draws on Herrington and Bunker's (Quality teaching online: putting pedagogy first. In: Quality conversations, proceedings of the 25th HERDSA annual conference, Perth, 7-10 July 2002, pp 305-312) pedagogical guidelines. Both are unpacked and explained using a case study that provides the reader with a pedagogical perspective that is both doable and proven to be successful.