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Lessons Learned from Developing a Massive Open Online Course (MOOC) to Support Citizen Scientists in Africa
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Researchers developed and evaluated a Massive Open Online Course (MOOC) to train citizen scientists for beach macrolitter monitoring in Africa, finding that structured online training can improve the reliability and comparability of citizen science environmental data. The study demonstrates that MOOCs developed by NGOs can enhance environmental education and ensure that resources invested in citizen science initiatives generate more meaningful and standardized datasets.
Data gaps limit solutions and policy development for environmental issues. Citizen science offers a possible solution to reduce data gaps at a limited cost while enhancing environmental education (EE). While highly effective in the latter, citizen science campaigns rarely produce reliable, comparable, and meaningful data. This often results from fragmented awareness, varying data collection methods, and little training prior to data collection. This article explores how Massive Open Online Courses (MOOCs) can be used to train citizen scientists, increase the value of citizen science data, and ensure that resources invested in citizen science initiatives are used more efficiently. We use a beach macrolitter monitoring course developed by Sustainable Seas Trust (SST) (NGO/NPO) and GRID-Arendal (a research foundation) as a case study in Africa, since the marine litter issue has widespread public support, and beaches are pleasant locations that attract potential citizen scientists. Beach macrolitter surveys utilise everyday equipment, and monitoring methods are simple if individuals are supported with appropriate training. This is especially relevant in Africa, where plastic pollution is forecasted to increase faster than other regions, and resources for research can be limited. This article gives a modified problemsolution model (mPSM) perspective, considering the challenges and solutions of MOOC development by two organisations working in the same space with limited resources. Challenges to inclusivity for online training in Africa included language barriers and limited technological access. Using Africa as a case study, we show that by combining professional abilities, inclusive digital education can be achieved using data-light MOOCs, offline engagement and other inclusive strategies to overcome the challenges of m- (mobile) and e- (electronic) learning. This kind of EE can be a powerful tool in developing reliable data while enhancing citizens’ agency in working towards Sustainable Development Goals (SDGs). Keywords: data gaps, beach macrolitter monitoring, modified problem solution model, plastic pollution, Massive Open Online Courses (MOOCs)
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