# Post-Digital Learning for Rural Development: A Case Study of _Open Biotec_ MOOCs in Colombia
## 3 Results and Discussion
### Relationship between the MOOCs and the Development Strategy of Biotechnology in the Region
#### 3.4.4 Meaningful Experiences Developed through _Open Biotec_
Bio and phytoremediation processes of the leachates, which are highly polluting, were started to give effective treatment to these liquids before they were discharged into water sources. The 11 th-grade students participate in this initiative, where they receive training in biotechnology. They use plant species obtained from our environment, finding in them the ability to decontaminate wastewater. Besides, we work with microalgae, fungi, and bacteria for bioremediation. Through this activity, the students are solving a real problem in our environment, treating polluted waters that generate negative impacts on water sources and ecosystems, affecting flora and fauna\"_. Experience 3. Yogurt production. _\"Our project was born as an opportunity to bring biotechnological knowledge to our classroom. There, students carry out the lactic fermentation process, with which they produce yourt using fruit species from the region. High school students, parents, and other teachers participate in this initiative. This project allows us, in the first place, to develop standards and the Basic Learning Rights (BLRs) through the application of microorganisms in daily life, biological processes, and the formulation and development of research projects in the classroom. Besides, we want them to be able to execute entrepreneurial projects later. This exercise has allowed them to develop scientific, argumentative, and proposition competencies by taking advantage of the resources of the environment and developing an idea that could become a project of life in the future\"_. From the testimionials, the trainers demonstrate the implementation of a project-based or problem-based learning methodology, which promotes the interaction of students with their environment to solve real problems [105]. People of a certain rural community share particular characteristics, such as feasts and celebrations, history and traditions, family relations, and experiences relating to leisure time activities [106]. Through this linkage, also knowledge and expertise can be shared. The trained teachers involve students from rural educational institutions using biotechnology as a tool to transform their community. The development of a research project that directly addresses their needs engages students in a participatory process and increases their motivation [107]. Its use as a learning tool provides them with project management, proactivity, communication, and cooperation capabilities [105]. In turn, the student's interaction with the other community members favors knowledge transfer [108]. By using problem-based learning, the students become trainers of their project partners. Besides, obtaining successful results in the project execution validates the knowledge transfer and motivates the inclusion of new members in the training route. The above results are consistent with previous research on the effectiveness of MOOCs for post-digital learning. For example, a study by [PERSON] et al. (2013) found that MOOCs can provide access to education for learners who cannot attend traditional classrooms [109]. Another study by [PERSON] (2014) found that MOOCs can promote lifelong learning and professional development [110]. Using platforms such as _Open Biotec_ offers an opportunity to establish sustainable learning communities, with participation and collaborative action mediated by virtual tools [111]. There, its members achieve the ability to design and implement solutions to the problems posed by everyday life. At the same time, they become the trainers of the other community members. Furthermore, the findings were consistent with the connectivism learning theory, which emphasizes the importance of networks, connections, and collaboration in learning [54; 55]. Participants in the program were able to connect with experts and peers from around the world, expanding their knowledge and building new relationships. These connections also helped break down the isolation many rural communities experience, fostering a sense of community and collaboration.