Structure & Content of the e-Learning Courses

The e-Learning Program consists of 2 courses which give an insight into Decentralized Wastewater Management (DWWM) for Adaptation to Climate Change in Jordan:


Course 1: «Basics of Wastewater»

...is structured into 4 modules and serves as an introduction to wastewater, seen from a more decentralized perspective. The titles of these modules are

  • Introduction and Background
  • Wastewater Management
  • Interface, Collection and Conveyance
  • Wastewater Treatment Technologies

Each Module has 3 to 4 lessons and these lessons are divided into pages with definite topics. The lessons are complete units and give additional materials for those, who want to go deeper into one or more topics. Videos are provided that summarise the lesson or show a particular aspect.

Participants have the choice of either first browse through the lessons by reading the summaries only and in a following phase study the course content. Most participants however go lesson by lesson through the course.

They can dig even deeper with the additional material. Webinars every 1-2 weeks deepen the content and allow questions and exchange between the participants. Questions and exchange are as well possible through discussion groups within different media.

Self-tests after every module give the participant an overview of how well the content has been digested. E-tutors accompany the participants and stimulate discussion and mutual exchange. This will be done as well through assignments, which will be worked on in groups.


Course 2: «How Treatment Technologies Impact the Climate»

...builds on course 1 and looks more specifically on sludge, operation and maintenance and the reuse of the products from wastewater treatment plants. Climate change and how it affects wastewater treatment is an important topic. The following 4 modules are contained in Course 2:

  • Sludge treatment
  • Operation and Maintenance
  • Re-use of Wastewater and Sludge
  • Mitigation of and Adaptation to Climate Change

Again, each Module consists of 2 to 3 lessons and the same applies re. summaries, additional materials, videos, webinars and the participative approach. 

read more ± on «Course Components & Timeframe»

Both e-learning courses are designed for a total learning time of 4 weeks each. The courses are designed as an extra-occupational capacity development courses. Beside their daily work, participants should calculate with 1 hour per day to browse through the reading material, exchange and develop their possible assignments. Beside the interactive presentation of the learning content, the course includes Webinars, Multiple Choice Tests and Exchange Forums for a collaborative group work.

 

 

read more ± on «Target Group & Objectives of the Courses»

Given that wastewater management involves multi-disciplinary professions, there is a necessity for collective engagement of professionals from different institutions and entities in capacity development like this e-Learning Program. The interest of the participants and their engagement remain the key motivation and success factor for the course.

The ACC Project intends to engage all professionals, irrespective of their backgrounds, in the capacity development without exclusion on basis of their backgrounds. However, as the courses are focusing on technical aspects, the E-learning Program shall mainly be targeted at engineers; with flexibility to keep the doors open to non-engineering participants interested as well to participate. 

The ultimate objective of this E-learning Program is to create a national pool of expertise in different domains related to decentralized wastewater management (DWWM) so that Jordan becomes confident in implementing and scaling up the decentralized sanitation approach in a sustainable manner.

read more ± on «Cooperative Distance Learning Approach»

Participants should be familiar with the basics of distance-learning and with the principles of the Cooperative Learning Approach – an educational approach which aims to organize learning activities into academic and social learning experiences.

Students will work in groups to complete tasks collectively toward the goals of the course. Unlike individual learning, a cooperative learning process can capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.).

E-tutors who are guiding the learning process are not supposed to give detailed information but to facilitate students' learning. Everyone succeeds when the group succeeds.