Putting a MOOC for Human Rights in the Hands of Kenyans: THe Haki Zangu Case for Non-Formal Learning

• Jobe, William ^[1] ; Hansson, Per-Olof ^[2]
  1. [1] Stockholm University

     Stockholm University

     Suecia

     
  2. [2] Linköping University

     Linköping University

     Linköpings S:t Lars, Suecia

     
• Localización: EJISDC: The Electronic Journal on Information Systems in Developing Countries, ISSN-e 1681-4835, Nº. 65, 2014 (Ejemplar dedicado a: The Electronic Journal of Information Systems in Developing Countries)
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The research goal of this project was to explore the use and effects of non-formal education and incentives in the context of a developing country. The practical aim of this project was to create, implement, and evaluate a platform about human rights that was available to any Kenyan for free in order to increase knowledge and engagement. Therefore, a non-formal massive open online course (MOOC) about human rights was designed and launched. The course was free and open to anyone in Kenya and offered both a digital badge and certificate from Stockholm University in Sweden upon completion. The course was called Haki Zangu (Kiswahili for “My Rights”), and it explored how using incentives such as a digital badge and certificate of completion affected learning outcomes. This course offered ubiquitous access based on principles of responsive web design and used audio recordings of the entire course content. The course is perpetual and still on-going, but after six months there were 160 participants who had enrolled, and ten participants had completed the course and received certificates and digital badges. The participants showed extensive enthusiasm and engagement for human rights issues, and they expressed desires to learn more and further spread knowledge about human rights. The current findings suggest that the availability of digital badges and certificates increased interest for participation and positively affected learning outcomes. Moreover, the use of a Massive Open Online Course (MOOC) format with incentives proved successful, combined with the contextualization and accessibility of the course content. Furthermore, the technical platform proved adequate for disseminating education for free in a developing country, and allowed for unencumbered access regardless of device. Lastly, a key challenge for future non-formal learning efforts in developing countries is the cost of Internet access.