Enhancing Transboundary Freshwater Security: From Online Learning to Global Knowledge Exchange Platform
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1. Introduction
Freshwater scarcity, stress, and crises are increasing in most regions. Approximately 80% of the world’s population is already exposed to high levels of water security threats, and around 1.2 billion people live in river basins where human water consumption has exceeded sustainable limits. These pressures will disproportionately affect the world’s poor, especially women, who often bear the responsibility for the health and welfare of children, the elderly, and the infirm. Pollution exacerbates the water crisis by diminishing the water available for human use and impacting aquatic life in rivers, lakes, aquifers, and ultimately our oceans.
Transboundary basins account for approximately 60% of the world’s freshwater resources and are home to 42% of the global population. Currently, there are 310 shared rivers and lakes and 592 transboundary aquifers spanning 153 countries. As water bodies cross political jurisdictions, it becomes increasingly challenging to identify universally accepted solutions to satisfy competing uses. Therefore, collaborative transboundary solutions are essential to achieve outcomes that serve the best interests of both people and ecosystems. Effective management of transboundary waters necessitates collaboration among stakeholders from various sectors and states.
2. Materials and Methods
The materials and methods used in this paper were selected based on the available data sources. To evaluate the impact of knowledge sharing and peer-to-peer learning on enhancing the capacity for improved transboundary water governance, we employed a comprehensive approach that integrates qualitative and quantitative methods. The quantitative data collection methods involved gathering MOOC enrolment data and statistics from the engagement sessions, including demographic information, learning behaviours, and engagement metrics. Learning behaviours were analysed by examining participation, completion, and return rates to assess the overall impact of the course. Qualitative data was also obtained from participant feedback collected through pre- and post-course surveys, as well as online session participant surveys. This provided us with insights into the quality of their learning experience, thematic interest in future events, and practical applications of the course content in their professional capacities. Collecting this data allowed us to identify emerging common themes and patterns, thereby providing us with the tools to trace the impact of the learning journey on the participants’ abilities. The establishment of the community of practice was driven by feedback from participants, emphasizing the importance of interactive knowledge exchange beyond the course. We conducted extensive focus group discussions and surveys at the inception and within one year among the community members to gain insights into their engagement and interests. The multi-faceted approach allowed us to assess the effectiveness, impact, and evolution of the MOOC, online interactive sessions, and the establishment of the Transboundary Water Knowledge Exchange Hub.
3. Capacity Development and Knowledge Management in Transboundary Water
4. MOOC on Governance for Transboundary Freshwater Security
4.1. Course Development
The development of the MOOC on Governance for Transboundary Freshwater Security was initiated through the Global Environment Facility’s (GEF) International Waters Learning Exchange and Resource Network (IW:LEARN), a global initiative focused on knowledge management and sharing primarily for GEF-funded international waters projects. GEF IW:LEARN conducted a survey in April 2019 across the entire IW portfolio to assess the need for capacity building. The survey indicated a clear demand for training in transboundary water management, particularly in the governance aspects, such as diplomacy, negotiations, and financing. There is also a need for a better understanding of transboundary water management in practice among water practitioners. At the time of the development of the MOOC, there were existing MOOCs focusing on international water law, as well as on broader water resources management. However, there was no comprehensive course addressing the key aspects of transboundary water governance, including law, diplomacy, institutions, management tools, and finances. Therefore, the scope of the new MOOC was determined to focus on the essential governance aspects of transboundary water management.
With this background, the course primarily targeted transboundary water managers but was also intended to serve a wider audience interested in the subject. The course development was led by the Global Water Partnership (GWP), a key partner of GEF IW:LEARN. The GWP brings expertise in capacity building and draws on experiences from a wide range of transboundary water actors on the ground. The course was developed with modules coordinated by experts from organizations with expertise in transboundary water, including the United Nations University (UNU), IHE Delft Institute for Water Education, Northumbria University, the Water Convention Secretariat of the United Nations Economic Commission for Europe (UNECE), the Stockholm International Water Institute (SIWI), the GWP, and its technical experts.
The course includes six modules. Each module has end-of-module questions and discussion boards. Learners are able to enroll without gaining a certificate (free of charge) or enroll for a certificate course with a small certificate fee, which allows them to take mid-term and final examinations.
The design of the course involved several key considerations. First, each module consisted of 5–6 topics and associated case studies that illustrate how key topics are implemented in practice. The inclusion of case studies was very important since understanding the key concepts of transboundary water management may not be so difficult but implementation on the ground brings many challenges due to highly complex governance layers and the stakeholder groups that one needs to consider when managing water shared among countries. Second, emphasis was also placed on diversity in lecturers and case studies, which contributes to a broad network of global experts bringing diverse experiences and perspectives. This approach resulted in engaging 80 professionals from around the world who work with the topic. Third, each lecture and case study aimed to be relatively short, taking into account the attention span of online course learners. Lectures were designed to be approximately 7 to 8 min, while case studies were intended to be 3 to 5 min long. Each video also incorporates various visuals, which enhances the engagement of online lectures and videos.
To ensure that a certain level of content quality was maintained, the production of the MOOC went through several review processes, including a review by module coordinators, lead faculty, GEF IW:LEARN, and SDG Academy, as well as two independent reviewers—one with expertise in transboundary water and another with expertise in the development of online pedagogy. The content and videos have been adjusted and edited to ensure that the course maintains a high level of quality in terms of both content and pedagogy.
4.2. Course Implementation
The course was launched in August 2019 and hosted on the SDG Academy platform. The platform was chosen because of its popularity among learners interested in the Sustainable Development Goals, which made the course more visible to the target audience. This was an important aspect because many learners who join the MOOC often discover new courses when they are taking another course.
4.3. Use of the Course by Participants and Learners
4.3.1. Through Post Course Survey
The learners also had the opportunity to share their thoughts on the learning experience by completing course surveys. The MOOC learners have been asked to complete a post-course survey upon finishing the course. The survey aims to assess the relevance of the course to respondents’ professional and research interests. It also invites respondents to share examples of how they have applied the knowledge gained from the course. The feedback from course surveys indicates a high level of learner engagement and great satisfaction with the balance of theory and practical examples in the course.
One important lesson for learners from their studies is the acknowledgement of the crucial role of water diplomacy in the effective management of transboundary water resources. This understanding was closely linked to an excellent overview of the intricate connections between international water law and water security, emphasizing the importance of legal frameworks in ensuring fair utilization and peaceful cooperation.
When asked about their favorite aspect of the course, one-third of the learners highlighted the case studies as a standout feature. These real-world examples from various geographic locations helped to contextualize the course content and provided practical insights into addressing transboundary water conflicts. Learners appreciated the global perspective provided by these case studies.
Certain modules in the course were specifically highlighted. Module 6 on finance for transboundary water security stood out, with learners noting that it helped them understand how to seize opportunities for mobilizing funding in large water-related projects. Additionally, Module 2 on water diplomacy and negotiation skills, and Module 5 on management tools and mechanisms for governing transboundary freshwater security, were well-received for their relevance to the professional setting of some learners and the quality of analysis.
Respondents emphasized that the course content will have direct relevance to their daily work, whether they are employed in environmental consulting, government agencies, or river basin organizations. Practical examples of application include participating in governmental working groups on accession to global conventions, such as the Water Convention, conducting negotiations on behalf of the Ministry for Foreign Affairs team, implementing work programs of transboundary river basin organizations, and reporting on the global Sustainable Development Goals’ (SDGs) indicators 6.5.1, 6.5.2, 6.6.1, and 6.3.2. Some respondents also indicated that the featured case studies and commentary from the course facilitators have provided them with adequate knowledge to advance their PhD research on transboundary water basins. The geographical focus of future knowledge application spans across the globe, including Northern American watershed projects, European river basin institutions, governmental offices in African countries, and major transboundary basin organizations, such as the Mekong River Commission. More specifically, the responses came from a number of basins, such as the Mekong, La Plata, the Nile, the Rhine Rivers, Lake Titicaca, the Sali Dulce basin in Argentina, and the Delaware–Pennsylvania–New Jersey–New York River basins, as well as the transboundary watershed shared between Canada and the US.
4.3.2. Use of the MOOC in Professional Education
The MOOC also complemented some of the ongoing training and education programs. For instance, the Finnish Environment Institute and Aalto University conducted a series of water diplomacy training sessions for the water diplomacy network of Finland. The MOOC was used as pre-session material, with more detailed conversations and discussions taking place on specific topics during in-person sessions. During the Pan Africa Water Governance and International Water Law training course organized by GWP, all participants were required to enroll in the MOOC as pre-course learning. This approach to combining learning methods has helped to enhance learning experiences and effectively utilize the ‘in-person training’ time in courses dedicated to practitioners.
5. Online Interactive Sessions
These sessions were strategically designed to address specific challenges encountered in delivering the course. One primary motivation was to address the limited participation observed in the MOOC’s discussion forums. Recognizing that traditional lectures can be static, the interactive online sessions infused dynamism into the course. They allowed learners to actively participate, ask questions, and contribute their insights.
Additionally, the interactive online sessions provided real-time learning opportunities that complemented the self-paced nature of the MOOC. They ensured that participants could stay updated with the latest developments and trends in transboundary water management, thereby enhancing overall engagement in a self-paced learning environment.
Furthermore, these sessions encouraged active peer-to-peer interaction among participants in real time, fostering collaboration and expanding participants’ professional networks. Renowned practitioners and experts were invited to participate in interactive online sessions aimed at bridging the gap between the course content and real-world practice. Learners had the opportunity to directly access the knowledge of experienced professionals.
Understanding complex topics, like water diplomacy tools or financing mechanisms in transboundary water infrastructure, can be challenging using traditional learning methods. The practical insights and case studies shared during the interactive online sessions enabled participants to apply theoretical knowledge to real-world scenarios, enhancing their understanding of how theory is put into practice. They demonstrated the impact and significance of their studies in the context of managing water across boundaries.
The sessions were designed to prioritize interactivity and foster a two-way exchange as fundamental principles. The interactive online sessions actively engaged participants, ensuring that learners were not passively receiving information but were actively involved. This significantly enhanced their understanding and retention of the course material.
The sessions were conducted using the Zoom platform and were preceded by a comprehensive outreach campaign. Participants were encouraged to review particular modules and lectures from the MOOC and were invited to submit their questions to speakers during the registration process. This approach enabled session organizers to identify the main areas of interest of the participants and share their questions with the speakers in advance. This allowed the speakers to prepare for discussions based on specific cases.
The sessions were carefully structured to ensure ongoing participant engagement throughout the event. Each session began with an interactive poll to facilitate introductions and assess participants’ current knowledge of the session’s topic. Following the speaker presentations, participants had a special opportunity to engage in discussions with each speaker in dedicated breakout rooms. This arrangement frequently led to various groups of professionals convening in virtual spaces, exchanging their experiences, and collectively tackling daily challenges by learning from each other.
To ensure the sustainability and continuity of these initiatives, each session was evaluated at its conclusion through a poll, collecting feedback on potential topics for upcoming sessions. This allowed participants to actively influence the direction of the course and provided immediate insights to refine the content. Additionally, participants were encouraged to continue discussions on the MOOC’s dedicated discussion forum, which functioned as a platform for ongoing interaction and knowledge sharing among participants.
Furthermore, the MOOC learners emphasized the added value of the online sessions conducted in parallel with the course, as indicated in post-course surveys. Many students discovered that the real-life applications featured in the interactive sessions helped them understand complex concepts and provided a more engaging learning experience. Online sessions were also considered easy to follow and accessible to individuals without prior professional experience in the field, making them inclusive and suitable for a wider audience.
6. From MOOC to Global Community: The Transboundary Water Knowledge Exchange Hub
Most MOOC participants expressed the need for interactive knowledge exchange. According to post-course and post-event surveys, participants most enjoyed the case studies and practical experiences. Additionally, over 80% of survey respondents expressed interest in participating in a broader transboundary community of practice after the course. The goal of such a community was to facilitate the translation of knowledge into action to improve transboundary water cooperation and management. The series of interactive sessions from 2020 to 2023 had a high number of returning attendees, who are considered key members to engage in the future community. Participants specifically remarked on the quality of speakers and the opportunity to interact with professionals from around the world as key motivating factors.
Prior to the opening of the online CoP, the GWP Transboundary Water Cooperation team conducted a series of focus groups and conversations with potential partner organizations for the community. The focus group discussions aimed to understand user needs and content preferences; therefore, they were structured around the key questions on the added value for future members, top areas of interest, frequency of engagement, and types of activities organized by the community moderators. Participants were selected from among the MOOC learners and attendees of online interactive sessions. Two focus group discussions took place via Zoom in March 2022 to accommodate various time zones. Based on the outcomes of the focus group discussions and conversations with partners, the team developed a community concept, code of conduct, and community guidelines, as well as partnership arrangements with the co-organizers of the community.
The CoP features a diverse network of partner organizations, with key partners including the United Nations University Institute on Comparative Regional Integration Studies (UNU-CRIS), the UNESCO Intergovernmental Hydrological Programme (IHP), the International Groundwater Resources Assessment Centre (IGRAC), the International Network of Basin Organizations (INBO), the IHE Delft Institute for Water Education (IHE Delft), and Oregon State University (OSU).
To date, the community has gathered a membership of 155 users, attracting more than 2000 visits to community content. The community also comprises a dedicated team of moderators who ensure that discussions and materials align with the community’s guidelines. These moderators actively engage with members to address concerns and promote productive interactions. However, it is worth noting that, at times, a challenge arises from the limited availability of GWP staff time that can be dedicated to the community, posing a potential obstacle to its sustained development and engagement. To overcome this challenge, ongoing efforts are being made to explore additional resources and avenues for moderator support and community expansion.
This online community of practice fosters global connections, peer-to-peer learning, and direct engagement among transboundary water practitioners. The recent community survey in 2023 highlights the value of this initiative, emphasizing the opportunity to connect with experts and network with peers as key motivators for participation. Overall, the Hub fills a vital gap in existing knowledge platforms by providing a space for active information exchange and collaboration. It serves as a hub for collective action and knowledge sharing in transboundary water management.
7. Conclusions
This paper has examined the initiation and evolution of the MOOC on Governance for Transboundary Freshwater Security, tracing its transformation from an online course to a vibrant global community of practice among transboundary water practitioners through fostering peer-to-peer learning and knowledge exchange. These developments have grown beyond successful educational initiatives and represent a broader contribution to knowledge dissemination and collaborative problem-solving among practitioners. The analysis offers several valuable lessons and insights which are applicable to a wider range of management issues beyond transboundary contexts.
This evolution was made possible by several enabling factors. Firstly, the success of online learning platforms and communities of practice requires its organizers to play an active role in initiating and driving interactions among the learners. The efforts put forward by GWP and GEF IW:Learn laid a solid foundation for the MOOC’s success, which was later supported by a number of partners joining their efforts to develop the Transboundary Water Knowledge Exchange Hub. The MOOC experience demonstrates how digital education can transcend geographical boundaries, reaching a diverse audience of professionals, researchers, and policymakers worldwide. Furthermore, the use of a facilitator’s knowledge platform, the IWRM Action Hub, as a vital hosting facility, extended the MOOC’s impact beyond course content and helped to sustain this virtual community. By leveraging technology to deliver engaging and accessible content, similar initiatives could effectively disseminate knowledge on various management issues, fostering global networks of expertise and collaboration. However, challenges faced during the implementation of the online community of practice indicate the need for active facilitators. Organizations or CoP facilitators must prepare strategies to allocate human resources dedicated to community facilitation to ensure its sustainability.
Second, the success of the Transboundary Water Knowledge Exchange Hub underscores the importance of creating inclusive, interactive spaces for professionals to share experiences, discuss challenges, and explore innovative solutions. GWP’s collaboration with the Wuhan International Water Law Academy, supporting the initial eight online interactive sessions, breathed life into the course, fostering the creation of a dynamic community of practice through synchronous interaction among learners. These online sessions transformed the static online course into a dynamic learning experience. It also added an important element of live communication among the learners typically missing in asynchronous learning environments. Essentially, the peer-to-peer learning element played the pivotal role in the evolution of an online course into a community of practice. While diverse case studies and online sessions facilitated direct interactions between learners and instructors online, the community solidified the approach as members began to share their views and information among themselves. The Hub’s model of peer-to-peer learning and collaboration has a high potential for replication in other contexts, enabling practitioners to tap into collective wisdom and learn from diverse perspectives to drive meaningful change in their respective fields.
Finally, the emphasis on interdisciplinary collaboration and stakeholder engagement inherent in both the MOOC and the Hub shows tremendous value for addressing complex management issues beyond water governance. While the full impact from the MOOC is still unfolding under a combination of different factors, the GWP’s capacity to bring together diverse stakeholders and expertise from various disciplines drove the evolution of an online learning tool into a vibrant global virtual community of practice. Engaging its global network and outreach has been particularly instrumental in attracting a diverse and esteemed set of lecturers and institutions to contribute to the MOOC. This diversity and caliber of contributors has been a significant draw for learners and session attendees which enriched the learning experience. The GWP’s ability to engage professionals and experts from various regions created a rich set of perspectives and case studies both in the course content and complementary interactive sessions. This demonstrates the value of interdisciplinary collaboration in addressing pressing management issues.
In conclusion, the lessons learned from the implementation of the MOOC and the Transboundary Water Knowledge Exchange Hub extend beyond transboundary water management. They underscore the transformative potential of digital tools for education, the hidden power of collaborative communities of practice, and the great value of interdisciplinary collaboration in addressing complex management issues. Practitioners and researchers can utilize these principles and approaches to tap into the collective wisdom of global networks to drive change as well as to accelerate knowledge dissemination and exchange in their respective fields.
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