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
