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Introduction
Following the proposal to research the introduction of MOOCs at UMUC, the taskforce on program implementation recommends further studies on MOOC for climate change. Concerning findings submitted on the research report, UMUC needs to conduct a unique course offering interaction with real global issues. Aware of the urgency of climate change awareness and the need for green practices, the task force proposes contributions to environmental conservation.
Background and Relevance
The world continues to grapple with adverse weather patterns occasioned by erratic climate. Conservationists point at the possibility of reckless waste disposal and mismanagement of air pollutants as the main causes. Adverse weather continues to cause deaths and property destruction.
With the introduction of management and conservation efforts, climate change control holds promise to the mitigation of these losses. Academic interventions among the most common sectors propose waste management and reduction in pollution. Green practices in industries and conservation culture at the household levels provide ways of controlling climate change. The proposed MOOCs on handling climate change integrates various conservation principles previously not offered online.
Findings For
The relevance of the proposed MOOCs touches on the current global trends of industrial responsibility for the environment. The corporate culture of reduced emissions and treatment of wastes before release into the environment form part of concerted efforts to handle climate change.
Equally, household waste reduction through efficient systems and recycling of waste materials inform individuals on mitigating climate change at the lowest level. Creating awareness and providing information supports global demand for knowledge on cheap platforms (Diamond, 2012). A sensitive global population about willingness to enforce green practices continues to create demand for such knowledge. Free provision of such courses provides a boost to the global community to avoid destructive practices.
Findings Against
Presence of academic theories against climate change may affect reception for the courses. Political and economic hurdles may equally make it difficult for the uptake of the MOOCs across the globe. For instance, the US government refused to ratify the Kyoto Protocol that would subject the US to international regulation on pollution.
As such, the US poses an unclear stance on its willingness to support programs fighting reckless industrial emissions control. Huge corporations with unfriendly practices leading to emissions dish out bribes to authorities and block regulations. In such a setting, the future of the MOOCs remains uncertain with critics on the programs adding their voice (Anderson, 2013).
Recommendations
The task force proposes to your office that the missing links in free conservation courses offer an opportunity for growth for other online courses.
Introduction of MOOCs for various aspects of conservation and emission management for different audiences will facilitate a smooth introduction. The task force advises that you recommend the introduction of MOOCs targeting corporations on designing green office and industrial practices. Diverse programs in line with the conservation effort needed will provide success across the demand spectrum.
Additionally, the task force recommends that the MOOCs target domestic and public institutions. The teaching of innovative and cheap technologies for handling climate change will attract interest from every sector of society. In this end, an interactive platform for contributions and innovations will inform the University in making progress.
References
Anderson, N. (2013). Online college courses to grant credentials, for a fee. Web.
Diamond, L. (2012). Open online classes transform Georgia colleges. Web.
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