The CF4Dev MOOC: New learning pathways towards unconventional fincancing for dev

THE CF4DEV MOOC: NEW LEARNING PATHWAYS TOWARDS UNCONVENTIONAL FINANCING FOR DEVELOPMENT

Abstract This short paper describes the results of the first MOOC launched by the International Training Centre of the ILO (ITC-ILO), a UN agency based in Turin, Italy. The MOOC addressed the use of crowdfunding as a resource mobilization channel for development projects. Since crowdfunding is a relatively new topic in the international development community, the ITC-ILO MOOC was meant to explore new teaching modalities, build new learning pathways and provide lifelong learning opportunities for development professionals. First of all, the crowdfunding for development topic is introduced jointly with an overview of the course structure. Then, the methodology adopted for the evaluation is outlined, main results are discussed and limitations are listed. Results from this pilot show that MOOCs tendencies in terms of demographics were disrupted (35% of students from Africa); while data regarding user engagement and learning assessment were confirmed (8% of students received a certificate of completion). Although assessing learning is much more than counting certificates. As a consequence, it was possible to list a series of indicators allowing measuring the amount of learning which actually took place throughout the MOOC such as the number of interactions, crowdfunding ideas and crowdfunding projects which were created by participants.

Keywords Activity-based. Crowdfunding. Development. Interaction. Projects.

Introduction Massive Open Online Courses (MOOCs) provide free open e-learning opportunities to a large number of participants around the world. MOOCs platforms such as Coursera, EdX and Stanford Venture Lab are democratizing education and promoting lifelong learning internationally. In 2014, 400 universities have been offering MOOCs by providing access to more than 2400 courses, and reaching out a total of 16-18 million students. Furthermore, world’s leading development organizations, including the World Bank, have been examining MOOCs and their impact on development and capacity building. As a result, MOOCs are greatly expanding the capacity of development organizations to meet the growing demand for educational content worldwide by offering greater accessibility, affordability and scalability of education to a large number of learners around the world, including developing countries and under-served communities.

Due to their ‘massive’, ‘open’ and ‘online’ nature, in 2015 the International Training Centre of the ILO (ITC-ILO) considered MOOCs as an opportunity to explore innovative teaching practices and offer development professionals new pathways towards lifelong learning.

The ITC-ILO MOOC on Crowdfunding for Development (CF4Dev) The CF4Dev was the first ITC-ILO MOOC combining the topic of unconventional financing for development with an innovative online learning approach. Crowdfunding is a relatively new approach to financing development projects that uses the power of the ‘crowd’ to collect small contributions to help finance start-ups, non-profit initiatives and social enterprises. In other words, it democratizes access to capital to traditionally “bottom of the market” segments of the population.

The learning objectives of this MOOC were to: recognize the role of crowdfunding and its impact on development; plan the main steps in developing a crowdfunding communication campaign, including identifying social media for promotion and metrics; build crowdfunding campaigns for institutional purposes.

The CF4Dev MOOC consisted of 8 weeks, facilitated by two expert trainers, who had to supervise a cohort of 808 participants. It focused on participatory activity-oriented learning whose centrepiece was the creation of a full crowdfunding plan.

Perceived educational benefit Methods and tools The evaluation had a two-fold approach: to measure learning (attainment of learning objectives); and accountability regarding development, implementation and delivery of the MOOC. In particular, it consisted in a 3phase process aiming at collecting both quantitative and qualitative data regarding participants’ background, learning participation and reactions.

Table 1

Evaluation methods and tools

Tools

Phase 1 Pre-course Survey 25% respondents

Phase 2 Platform statistics

Phase 3 Focus Interviews End-of-course Survey 6% respondents

.

Results Demographics 

Typical learners in a MOOC are young- under 30, if from a developing country. In addition almost 90% are degree holders. A primary motivation for participating is to gain additional skills and a better job.

Usually 35% of students come from North-America whereas only 3.6% come from Africa.



In the CF4Dev MOOC 35% of students came from Africa, whereas only 12% come from North-America.

For most of them, this was the first MOOC and almost everyone (92%) had no experience with crowdfunding. Their motivation to attend the MOOC concerned networking with other development professionals, brainstorming to plan a campaign and apply crowdfunding as mobilization channel.

Certification 

In the MOOC data context, interpreting the magnitude of numbers is challenging e.g. if the number of learners earning a certificate is 100 is that a large or a small number? Certificates are important indicators of the impact of an online course, however the diversity of possible uses of open online courses make certification percentages problematic. For example, an increase in the number of registrants towards the end of the course can decrease certification rates even though it corresponds to an increase in the number of total registrants who learn. According to MOOCs statistics, users’ engagement is usually up to 7%.



To qualify for a certificate of completion, CF4Dev MOOC participants needed to complete 80% of the course activities and participate at least minimally in discussions. At the end of the course, 68 participants (8%) qualified for a Certificate of Completion.

Assessment of learning 

While certificates are easy to count, certification is a not enough reliable standard for the amount of learning that happens in a course as many participants engage in the course activities without choosing to complete assessments, or non-certified participants may learn more than certified ones. Information about participants’ former commitment should be available in order to understand better course certification rates.



In the CF4Dev MOOC the following elements were considered indicators of an effective and meaningful learning experience:

i)

Throughout the whole course, forum-based activities were the most active. Overall, 1299 posts were created; therefore, interaction was actually a key feature. Participants confirmed that it provided an opportunity to exchange with other professionals from different backgrounds. The tutors’ competences in facilitating discussions were appreciated.

ii) 51% of the Final Survey respondents indicated “Readings” as their preferred method to access new information. iii) 59 crowdfunding for development ideas were conceptualized in Module 1. iv) Participants found the course offered a practical overview to crowdfunding, highlighting the complexity of the topic. They confirmed that the course equipped them with knowledge related to plan a crowdfunding campaign. 24 crowdfunding for development projects were created in Module 7. The projects addressed the following areas: agriculture, education, human rights, health. v) 83% of the Final Survey respondents agreed that learning objectives were achieved. vi) 8 out of 10 of the Final Survey respondents were satisfied with the overall quality of the MOOC. This MOOC has been the best training I have ever participated related to crowdfunding.

Objectives of my campaign have become much clearer and achievable.

I love flexibility of MOOCs - I can come and complete assignments any time- I also like the opportunity to communicate with other development professionals with similar aims and ideas.

Limitations 

Since “crowdfunding for development” is still a relatively new topic in the international development community, there were limited resources regarding a structured approach to adopt. Most of the materials provided are authored by northers practitioners. This is a concern as legal considerations of crowdfunding campaigns in developing countries are still an underdeveloped field.



It was decided to pilot the MOOC on ITC-ILO Moodle-based e-campus. No particular issues were detected, although some videos needed to be hosted directly on the e-campus rather than on YouTube to expand accessibility for certain countries where social networks are banned.



Respondents to the Final Survey corresponded to 6% of the total cohort which seems to be a small number although it basically reflects percentages of the active group of learners (8% certified).

References Ha, T., (2014). MOOCs by the numbers: Where are we now?. www.ideas.ted.com.

Harrison, L., Open UToronto MOOC Initiative: Report on Second Year of Activity. Toronto, University of Toronto Ho, A. D., Chuang, I., Reich, J., Coleman, C. A., Whitehill, J., Northcutt, C., Williams, J. J., Hansen, J., Lopez, G., Petersen, R., (2015). HarvardX and MITx: Two Years of Open Online Courses Fall 2012- Summer 2014.

Cambridge.Harvard University Perris, K., (2015). Massive Open Online Course (MOOC) on MOOCs: Course Evaluation. Vancouver, Commonwealth of Learning Shah, D., (2014). MOOCs in 2014: Breaking Down the Numbers. www.edsurge.com