Massive open online courses (MOOCs for short) first mooted in 2006, surfaced with something of a pop in 2012. Intended to be open to all with Internet access, they promised a renaissance of higher education with the ’best’ professors, educational technologies and materials, flexibility, innovative assessment and accreditation (if chosen), no entry requirements, and very low cost at a time of relentlessly rising fees for conventional study. And they did not require attendance, although certificates of successful completion may be a currency for acceptance in conventional HE. They could be about literally anything at a variety of levels and involving a range of study times. By the end of 2016 MOOC programs had been set up by more than 700 universities worldwide, and around 58 million students had signed up to one of more courses. The general business model is described as ‘freemium’; i.e. a pricing strategy whereby a product or service is provided free of charge, with a premium charged for certification. There are innumerable variants of this model. The top providers are mainly consortia linking several universities and other academic and cultural entities. Futurelearn, although wholly owned by the formerly world-leading distance-learning distributor the British Open University, has 157 partners in Britain and globally. Its venture into the field involved its investing several tens of million UK pounds at start-up, which some believe was the source of its current financial difficulties.
The 11 January issue of Science published a brief account of the fortunes of a range of MOOC providers (Reich, J. & Ruipérez, J.A. 2019. The MOOC pivot. Science, v. 363, p. 130-131; DOI: 10.1126/science.aav7958) using data from edX that links Harvard University and MIT. The vast majority of learners who chose MOOCs never return after their first year. Growth in the market is concentrated almost entirely in affluent countries, whereas the model might seem tailor-made, and indeed vital, for less fortunate parts of the world. Completion rates are very low indeed, largely as a result of poor retention: since 2012 drop-out rates in the first year are greater than 80%. In the data used in the study both enrollments and certifications from 2012 to last year rose to peaks in the first three years (to 1.7 million and 50 thousand respectively) then fell sharply in the last two years (to <1 million and <20 thousand, respectively). Whatever the ‘mission’ of the providers – was it altruistic or seeking a revenue stream? – the MOOC experience seems to be falling by the wayside. Perhaps many students took MOOCs for self-enlightenment rather than for a credential, as their defenders maintain. Well, the figures suggest that few saw fit to continue the experience. Surely, if knowledge was passed on at a level commensurate with participants requirements in a manner that enthused them, a great many would have signed up for ‘more of the same’: clearly that didn’t happen.
The authors conclude with, ‘Dramatic expansion of educational opportunities to underserved populations will require political movements that change the focus, funding, and purpose of higher education; they will not be achieved through new technologies alone.’
250 million people who live in the drylands of Africa and Asia face a shortage of water for their entire lives. Hundreds of millions more in less drought-prone regions of the ‘Third World’ have to cope repeatedly with reduced supplies. A rapid and effective assessment of how to alleviate the shortfall of safe water is therefore vital. In arid and semi-arid areas surface water storage is subject to a greater rate of evaporation than precipitation, so groundwater, hidden beneath the land surface, provides a better alternative. Rainwater is also lost by flowing away far more quickly than in areas with substantial vegetation. Harvesting that otherwise lost resource and diverting it to storage secure from evaporation – ideally by using it to recharge groundwater – is an equally important but less-used strategy. Securing a sustainable water supply for all peoples is the most important objective that geoscientists can address.
In practice, to assure good quality water supplies to a community in the form of productive wells, surface water harvesting schemes or planning the recharge of exploited aquifers requires skill, a great deal of work and considerable financial resources. Yet in many parts of sub-Saharan Africa and arid areas of Asia knowing where to focus effort and increase the chances of it being fruitful is one the biggest hurdles to overcome. Such reconnaissance – highlighting the most probable localities on geological and hydrological grounds, and screening out those least likely to yield water for drinking and hygiene – depends on details of the geology and topography of the terrain in which needy communities are situated. For most of the Afro-Asian dryland belt adequate geological and topographic maps are in as short supply as potable water itself. Remote sensing combined with an understanding of groundwater storage and surface-water harvesting is a powerful tool for bridging that knowledge gap, and is routinely used successfully in areas blessed with abundances of experienced geoscientists, money and engineering infrastructure. Again, most of the Afro-Asian dryland belt is poorly endowed in these respects.
Having long ago written a textbook on general remote sensing for geoscientists, now out of print (Image Interpretation in Geology (3rd edition): 2001. Nelson Thorne/Blackwell Science), I decided to re-issue revised parts of it framed in the specific context of water exploration in arid and semi-arid terrains, and to add practical case studies and exercises based on a free version of professional image processing and desktop mapping software. Some of the most geologically revealing remotely sensed image data – those from the Landsat series of satellites and the joint US-Japan ASTER system carried by Terra, one of NASA’a Earth Observing System satellites – are now easily and freely available for the whole of the Earth’s land surface. Given basic familiarity with theory and practicalities, a computer and appropriate software together with a moderately fast internet connection there is nothing to stop any geoscientist, university geology student or engineer working in the water, sanitation and hygiene (WASH) sector from becoming a proficient, self-contained practitioner in water reconnaissance. Water Exploration: Remote Sensing Approaches has that aim. Online access to the theoretical parts is free, and a DVD that combines theory, software, exemplary data and several exercises that teach the use of image processing/desktop mapping software is available at cost of reproduction and postage.
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Posted in Economic and applied geology, Environmental geology and geohazards, GIS and Remote Sensing
Tagged Distance learning, Drinking water, Drylands, Free course, GIS, Hydrogeology, Reconnaissance exploration, Remote sensing, WASH sector, Water supply