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Scalable Capacity-Building for Geographically Dispersed Learners: Designing the MOOC “Sustainable Energy in Small Island Developing States (SIDS)”

Scalable Capacity-Building for Geographically Dispersed Learners: Designing the MOOC “Sustainable Energy in Small Island Developing States (SIDS)”

Franziska Wolf, Felix C. Seyfarth, Ellen Pflaum
Copyright: © 2018 |Pages: 26
ISBN13: 9781522526216|ISBN10: 1522526218|EISBN13: 9781522526223
DOI: 10.4018/978-1-5225-2621-6.ch003
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MLA

Wolf, Franziska, et al. "Scalable Capacity-Building for Geographically Dispersed Learners: Designing the MOOC “Sustainable Energy in Small Island Developing States (SIDS)”." Open and Distance Learning Initiatives for Sustainable Development, edited by Umesh Chandra Pandey and Verlaxmi Indrakanti, IGI Global, 2018, pp. 58-83. https://doi.org/10.4018/978-1-5225-2621-6.ch003

APA

Wolf, F., Seyfarth, F. C., & Pflaum, E. (2018). Scalable Capacity-Building for Geographically Dispersed Learners: Designing the MOOC “Sustainable Energy in Small Island Developing States (SIDS)”. In U. Pandey & V. Indrakanti (Eds.), Open and Distance Learning Initiatives for Sustainable Development (pp. 58-83). IGI Global. https://doi.org/10.4018/978-1-5225-2621-6.ch003

Chicago

Wolf, Franziska, Felix C. Seyfarth, and Ellen Pflaum. "Scalable Capacity-Building for Geographically Dispersed Learners: Designing the MOOC “Sustainable Energy in Small Island Developing States (SIDS)”." In Open and Distance Learning Initiatives for Sustainable Development, edited by Umesh Chandra Pandey and Verlaxmi Indrakanti, 58-83. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2621-6.ch003

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Abstract

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.

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