ABSTRACT
Since the introduction of MOOCs, they have attracted much attention in both developed and developing educational contexts. However, what works in resource- and technology-rich environments does not work all that well in resource-poor contexts. Metaphorically speaking, what is good for the goose is not necessarily good for the gander. In developing contexts, where direct access to learning opportunities is either lacking or restricted for various reasons, a different kind of MOOC architecture is required. Contemporary MOOCs emanating from developed educational contexts tend to include learning resources that require large bandwidth to access, thereby moving them beyond the reach of the majority of learners in developing educational contexts. To be able to serve the needs of learners in resource-poor educational contexts, it is imperative that MOOCs are designed with a different perspective including innovative architecture and educational resources. In response, this chapter describes those early efforts in the development of MOOCs at the University of the South Pacific, and especially the focus on climate change which is an area of not just local and regional interest, but of global concern.
