We conclude by considering how scaling online learning can radically shift tertiary education’s impact on society by creating more porous boundaries that allow for genuine knowledge exchange with professionals about their practice throughout their working lives and beyond. This democratisation of knowledge exchange through collaborative, open, online platforms would create online learning networks and communities of practice in disciplines in all the diverse disciplines implicit in the SDGs, including engineering, healthcare and education. We apply the Co-Design Theory of Change as a methodology for constant innovation of grounded, inclusive, peer-peer, online learning, and an evidence-based approach that will create opportunities for engagement, evaluation and re-design. In this way, we argue, scaling online learning can help tertiary education deliver on all the UNSDGs, including but not limited to SDG4 Education, and help build a better future for everyone.
Key words
Knowledge exchange, democratising knowledge exchange, developing professional knowledge, orchestrating professional knowledge exchange, automatic language translation, development investment, sustainability, leadership, governance, evidence based approach.
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