Abstract:

Higher Education (HE) provision of different kinds has been on the rise for more than two decades. The number of institutions providing HE courses has increased substantially locally and globally. As the sector continues to expand, so is the demand for pedagogical expertise moreover subject knowledge expertise for teaching and the support of learning at higher education institutions. There is observed increasing awareness and demand for quality, effective and affective educational provision and related professional development options. The covid-19 pandemic crisis heightened demands. It exposed the many social, financial, technological, cultural and psychological divides which exist for learning and teaching participants. It emphasised the need for these divides to be closely considered and addressed in critical ways fit for the times, spaces and places we live.

The Masters in Open and Networked Higher Education (MONHE) was conceptualised before the Covid19 pandemic. The idea was to problematise higher education teaching and learning as subject and object of study and research in a contemporary world which was recognised as increasingly becoming postdigital beyond being highly networked and intensively participatory. The public health pandemic crisis with its consequential lockdowns and social distancing restrictions intensified the need for such a MONHE project putting a spotlight on tensions, challenges and opportunities bearing down on the core processes of higher education especially those of learning, teaching and research. This paper presents an overview of this higher education project as it unfolds, potentially also helping to chart the internationalisation of its future.

Keywords:

Master's degree, higher education, technology enhanced learning, curriculum, teaching.