On the first day of the NCODeL conference, the Competen-SEA project delivered a special session with numerous speakers introducing the project and presenting the outcomes of the project. Maren Scheffel opened the session.
The session was kicked off by Carlos Alario-Hoyos who introduced the objectives of the project and the outcomes of the capacity building programme. The capacities have been developed at the local level through training workshops focused on MOOC design and development, as well as in other related topics, such as learning analytics.
In the next talk, Dennis Batangan from Ateneo de Manila University highlighted the challenges of continuing professional education for rural health workers in the Philippines, the collaboration with the Pangasinan Provincial Health Office (PHO) of the Pangasinan province and the process of developing and delivering three MOOCs for rural health workers in the Pangasinan region in the Philippines on the following three topics: local health systems, the local government unit scorecard for health and quality data systems.
The following speaker was Marita Concepcion Castro Guevara whose talk explored how MOOCs can be an empowerment tool for rural health workers of the Philippines, particularly the women among them who comprise the vast majority of health workers in the country. The survey on learners’ readiness for MOOCs administered to the target group showed that Barangay Health Workers (BHW) are mostly female, have the lowest educational attainment and are the least knowledgeable in the use of computer applications. However, considering the lack of access to the Internet, there is a need for alternative delivery modes for MOOCs, aside from desktop computers and laptops.
Armin Weinberger presented the processes and outcomes of co-design for MOOCs using Co-DeGraph, a simple and flexible way to show the flow of an entire course, a single unit, or a complex learning task. Each on-site co-design session was videotaped and analyzed. Initial results reveal that the graphic language was used in a similar manner in each case, despite the wide variation in contexts.
Next, Joseph Palis highlighted the importance and growing relevance of MOOCs as a means of educational outreach that targets often-excluded and marginal groups. His presentation showcased the three stages of project implementation, the design of the MOOC that seeks to situate spatial specifics mindful of cultural contexts, and critical reflections on the various scalar dimensions of the project.
Narayanan Kulathuramaiyer discussed the participatory approach in evaluating community needs of single mothers in the remote areas of Miri, Bakelalan and Bario, Sarawak, Malaysia. Through this study, they identified the adaptations needed to the proposed MOOC-based learning environment in order to support these local communities in knowledge sharing and co-creation.
Andrey Girenko presented the project-based experiences and wider information on major opportunities and challenges MOOCs for Development face to support the attainment of development goals. The presentation contains a condensed analysis of the latest trends in MOOCs business models with the conclusion that the approaches used by major Universities providing MOOCs and integrators such as Coursera or Udacity, rarely suit MOOCs for Development.
Nor Hafizah highlighted the findings of the pilot implementation of the research-advocacy project MOOC for the Economic Empowerment of Single Mothers in Malaysia, brand-named “Jom Duit!”. The findings highlight three most significant challenges faced by the participants to complete the MOOC: digital competencies, motivational challenges and time deficit due to multiple roles. The study reveals that “Jom Duit!” is a potential and valuable lifelong education opportunities for single mothers to learn and relearn their skills and knowledge for the purpose of creating sustainable livelihood activities and resources.
In the following presentation, Alwin Sambul introduced the project activities undertaken in Indonesia with the purpose of developing a MOOC to develop entrepreneurial skills and raise awareness and knowledge in coastal area conservation for the underserved coastal communities in the province of North Sulawesi and in Southers East Java.
Achmad Basuki’s talk introduced the exploration of portable platforms for MOOCS intended to be used in the telecommunication blank spot areas in Indonesia as people in rural and coastal areas have little access to electricity, limited access to speedy internet and very poor telecommunication coverage. He discussed several existing portable platforms of MOOCs and highlighted the current efforts of improvement.
Ioana Jivet closed the session by discussing the potential of learning analytics to address some of the challenges that MOOC learners and teachers face when engaging with MOOCs. Current learning analytics solutions offered by major MOOC platforms were highlighted.