Scalable capacity-building for geographically dispersed learners: Designing the MOOC "Sustainable Energy in Small Island Developing States (SIDS)"
Research output: Contributions to collected editions/works › Chapter › peer-review
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Scalable capacity-building for geographically dispersed learners : Designing the MOOC "Sustainable Energy in Small Island Developing States (SIDS)". / Wolf, Franziska; Seyfarth, Felix C.; Pflaum, Ellen.
Open and Distance Learning Initiatives for Sustainable Development. ed. / Umesh Chandra Pandey; Verlaxmi Indrakanti. IGI Global Publishing, 2018. p. 58-83.Research output: Contributions to collected editions/works › Chapter › peer-review
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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 -