This book is an invaluable resource for understanding and expanding collaborative online learning innovations for worldwide and grassroots influence. All professionals involved in UN-SDGs research, learning and implementation will greatly benefit from the book for scaling up transformative education in a digitally enabled world.

- Preeti Shroff-Mehta, Professor and Director of IMC Executive Programs, Northwestern University, USA,

Following the period of educational uncertainty created by Covid-19, this book offers a welcome and insightful call to arms for practitioners and tertiary education providers to rethink professional learning provision combined with a series of practical steps for implementation for the wider benefit of all within our global society.

- Caroline Lewis, Academic Director (PCET), University Of Wales Trinity St David, UK,

As the number of people who have been forcibly displaced has more than double during the past decade, it has become evident the universities have an unique role to play in stepping up to ensure the learning needs of this population can be met. Open and online learning are central to this, however they cannot be delivered as top down or pre-packaged solutions which ignore existing power disparities. The collaborative and co-designed approaches outlined in this important new book provide us with critical tools to unlocking the potential of digital technology, even in low resource environment, to create collaborative and diverse learning environments for the forcibly displaced. <i></i>

- Frankie Randle, Connected Higher Education Specialist, UNHCR,

The rapid shift online during the Covid-19 pandemic has put online learning firmly on the agenda of universities everywhere and to realise fully the transformative potential of online learning this book argues the need for an evidence-based design approach. The evidence comes from the experiences of online learners who are professionals: educators, engineers, medics and researchers. Designbased research, learner contributions, survey responses and interviews with these learners demonstrate that open, online, collaborative learning experiences are not only feasible but effective for building professional community knowledge.

Innovative online learning of this kind can help universities contribute to the global public good by achieving high quality learning at scale. The open online platforms being used in the book widen global access to professional education and create more porous boundaries between universities and the wider community. This is critical for achieving, for example, the full impact of the current policy discussions on the UN SDGs, such as climate and inequality. The evidence-base shows how co-designed, transformative digital education can be mobilised to support professionals such as teachers in crisis contexts, government officials investigating renewable energy solutions, or medics adapting treatments to local conditions. It also shows how to scale up professional development in areas where expertise is urgently required. The book concludes that scaled-up online learning can enable HE to deliver on the UN SDGs by equipping citizens and communities with the knowledge and skills needed to solve the world’s most pressing problems.

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Series Editor’s Foreword
Acknowledgements
1. Online learning futures: Quality, Scale, Equity and Sustainability
2. What is Quality Online Learning
3. What Can We Learn From the Rapid Shift Online During the COVID-19 Pandemic?
4. How Well Does Online Learning Work At Scale?
5. Balancing Learning Benefits and Teacher Workload for Quality Online Learning
6. Co-Designing Collaborative Open Online Learning for Professional Communities
7. The Evidence of Impact for Co-Designed Massive Open Online Collaborations on the Sustainable Development Goals
8. Transformative Online Education in Challenging Contexts
9. Planning for an Evidence-Based Approach to Co-Designed Massive Open Online Collaborations (CoMOOCs)
10. Harnessing the Potential of Online Learning To Democratise Knowledge Exchange
Reference
Index

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This book provides evidence from research to guide the future design of online higher education in order to address the intersecting global demands for quality, scale, equity and sustainability.
An evidence-based guide to collaborative online learning design for professional contexts

The Bloomsbury Higher Education Research series provides the evidence-based academic output of the world’s leading research centre on higher education, the ESRC/RE Centre for Global Higher Education (CGHE) in the UK. The core focus of CGHE’s work and of The Bloomsbury Higher Education Research series is higher education, especially the future of higher education in the changing global landscape. The emergence of CGHE reflects the remarkable growth in the role and importance of universities and other higher education institutions, and research and science, across the world. Corresponding to CGHE’s projects, monographs in the series will consist of social science research on global, international, national and local aspects of higher education, drawing on methodologies in education, learning theory, sociology, economics, political science and policy studies. Monographs will be prepared so as to maximise worldwide readership and selected on the basis of their relevance to one or more of higher education policy, management, practice and theory. Topics will range from teaching and learning and technologies, to research and research impact in industry, national system design, the public good role of universities, social stratification and equity, institutional governance and management, and the cross-border mobility of people, institutions, programmes, ideas and knowledge. The Bloomsbury Higher Education Research series is at the cutting edge of world research on higher education.


Advisory board:
Paul Blackmore, King’s College London, UK
Brendan Cantwell, Michigan State University, USA
Gwilym Croucher, University of Melbourne, Australia
Carolina Guzman-Valenzuela, University of Chile, Chile
Glen Jones, University of Toronto, Canada
Barbara Kehm, University of Glasgow, UK
Jenny Lee, University of Arizona, USA
Ye Liu, King’s College London, UK
Christine Musselin, Sciences Po, France
Alis Oancea, University of Oxford, UK
Imanol Ordorika, Universidad Nacional Autónoma de México, Mexico
Laura Perna, University of Pennsylvania, USA
Gary Rhoades, University of Arizona, USA
Susan Robertson, University of Cambridge, UK
Yang Rui, University of Hong Kong, Hong Kong
Pedro Teixeira, University of Porto, Portugal
Jussi Valimaa, University of Jyvaskyla, Finland
N.V. Varghese, National University of Educational Planning and Administration, India
Marijk van der Wende, University of Utrecht, The Netherlands
Po Yang, Peking University, China
Akiyoshi Yonezawa, Tohoku University, Japan

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Produktdetaljer

ISBN
9781350324237
Publisert
2023-11-16
Utgiver
Vendor
Bloomsbury Academic
Høyde
234 mm
Bredde
156 mm
Aldersnivå
P, 06
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
264

Biografisk notat

Eileen Kennedy is a Principal Research Fellow at UCL Knowledge Lab at the University College London, UK.

Diana Laurillard is Professor of Learning with Digital Technologies at UCL Knowledge Lab, University College London, UK.