The rapid shift online during the Covid-19 pandemic has put online learning firmly on the agenda of universities everywhere. To fully realise its transformative potential, this book argues the need for an evidence-based design approach. Drawing on the experiences of online learners who are professionals: educators, engineers and researchers, it demonstrates that open, online, collaborative learning experiences are not only feasible but effective for building professional community knowledge. Innovative online learning can help universities contribute to the global public good by achieving high quality learning at scale that will widen access to professional education and create more porous boundaries between universities and the wider community, for example in the context of the current policy discussions on the UN Sustainable Development Goals (SDGs), climate and inequality. The evidence shows how co-designed, transformative digital education can be mobilised to support, for example, teachers in crisis contexts, professionals investigating renewable energy solutions, or medics adapting treatments to local conditions, and also scale up professional development in areas where expertise is urgently required. The book concludes that scaled up online learning can enable higher education 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.

Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the twenty-first century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals architects, engineers, programmers teachers have to work out creative and evidence-based ways of improving what they do. Yet teaching is not treated as a design profession.

Every day, teachers design and test new ways of teaching, using learning technology to help their students. Sadly, their discoveries often remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively.

Teacher professional development has not embedded in the teacher 's everyday role the idea that they could discover something worth communicating to other teachers, or build on each others ideas. Could the culture change?

From this unique perspective on the nature of teaching, Diana Laurillard argues that a twenty-first century education system needs teachers who work collaboratively to design effective and innovative teaching.

Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the twenty-first century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals architects, engineers, programmers teachers have to work out creative and evidence-based ways of improving what they do. Yet teaching is not treated as a design profession.

Every day, teachers design and test new ways of teaching, using learning technology to help their students. Sadly, their discoveries often remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively.

Teacher professional development has not embedded in the teacher s everyday role the idea that they could discover something worth communicating to other teachers, or build on each others ideas. Could the culture change?

From this unique perspective on the nature of teaching, Diana Laurillard argues that a twenty-first century education system needs teachers who work collaboratively to design effective and innovative teaching."

Teachers in higher education have had to become more professional in their approach to teaching, matching their professionalism in research. The first edition of this book prepares teachers to do and undergo quality audits and appraisals, and to achieve their personal aims of improving their teaching and their students' learning. The strength of this book is that it provides a sound theoretical basis for designing and using learning technologies in university teaching.
This new edition builds upon the success of the first and contains major updates to the information on learning technologies and includes the implications of using technology for the university context - both campus and electronic - which suggests a new approach to managing learning at institutional level.

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