TY - CHAP

T1 - Scalable capacity-building for geographically dispersed learners

T2 - Designing the MOOC "Sustainable Energy in Small Island Developing States (SIDS)"

AU - Wolf, Franziska

AU - Seyfarth, Felix C.

AU - Pflaum, Ellen

PY - 2018/1/1

Y1 - 2018/1/1

N2 - Energy-related training is much needed for SIDS to achieve sustainable development goals and reduce energy poverty. Online learning enables innovative formats of practice-centered trainings that address local needs and help overcome geographic constraints by efficiently reaching learners on remote islands. To justify high course production costs, content must be re-usable and the instructional design must match participants' motivation, skills, capacity, and constraints. An interdisciplinary university research cooperation used SIDS survey data to develop a learner-driven, collaborative online course for energy practitioners. Problem-based learning and peer-review mechanisms were used to localize knowledge and to practice real-world skills; sustainable institutional structures assure future iterations. The pilot reached a heterogeneous audience of 1,000 learners, geographically dispersed across the main SIDS regions. Principles of learning design outlined by the authors may also be valuable for capacity-building with geographically dispersed, heterogeneous learners beyond SIDS.

AB - Energy-related training is much needed for SIDS to achieve sustainable development goals and reduce energy poverty. Online learning enables innovative formats of practice-centered trainings that address local needs and help overcome geographic constraints by efficiently reaching learners on remote islands. To justify high course production costs, content must be re-usable and the instructional design must match participants' motivation, skills, capacity, and constraints. An interdisciplinary university research cooperation used SIDS survey data to develop a learner-driven, collaborative online course for energy practitioners. Problem-based learning and peer-review mechanisms were used to localize knowledge and to practice real-world skills; sustainable institutional structures assure future iterations. The pilot reached a heterogeneous audience of 1,000 learners, geographically dispersed across the main SIDS regions. Principles of learning design outlined by the authors may also be valuable for capacity-building with geographically dispersed, heterogeneous learners beyond SIDS.

KW - Higher Education and Science Management

UR - http://www.scopus.com/inward/record.url?scp=85027682010&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/6bbc1c43-4a08-3437-91e4-1e35be21ca13/

U2 - 10.4018/978-1-5225-2621-6.ch003

DO - 10.4018/978-1-5225-2621-6.ch003

M3 - Chapter

AN - SCOPUS:85027682010

SN - 1522526218

SN - 9781522526216

SP - 58

EP - 83

BT - Open and Distance Learning Initiatives for Sustainable Development

A2 - Pandey, Umesh Chandra

A2 - Indrakanti, Verlaxmi

PB - IGI Global Publishing

ER -