Stories

Tag: scaling up

  • Online learning 101: Criteria to distinguish approaches

    Online learning 101: Criteria to distinguish approaches

    The table below summarizes criteria that you should consider to identify the appropriate approach for your online learning needs. At the top is the pedagogy and specific learning architecture. The key question is to ask: What does the learner get to do? Key decisions include the choice between self-guided learning (which scales up easily as it does not require synchronous interaction with other learners) and cohorts (which enable synchronous peer-to-peer relationships between learners).

    Criteria to distinguish approaches
    Criteria to distinguish approaches

    For a long time, a ferocious debate was waged between advocates of face-to-face learning who fetichized the value of IRL (“in the real world” interaction and advocates of online or distance learning. The evidence fairly definitively demonstrates that distance learning delivers slightly better learning outcomes, and that there is no learning efficacy benefit when you blend. However, your professional network is how you find your next job. It is also how you learn from others. Face-to-face contact is necessary for cultural reasons, at least for the current generation of humanitarians over 30. The bottom line is that in the humanitarian context, social relationships are so important that they provide the sole justification for a blended approach. Distance technology (read: Skype) can help scaffold, grow, and sustain these relationships and their value for learning, as can a well-designed online knowledge community.

    Next in the table are outcomes. The industry standard is Kirkpatrick. It really is that simple – and comprehensive. What is staggering is the dearth of learning evaluation in the sector. Training is assumed to be inherently good. This is no longer good enough, hence the necessity of not only reactive evaluation (the “happy sheet”) but the impact of learning on performance at both individual and organizational levels.

    When considering costs, one needs to distinguish development costs from the expenses associated with delivery and evaluation, as well as ongoing quality development. Often, an organization will budget for development without considering what training will cost to deliver.

    Last but not least, and I’ve written and presented on this extensively elsewhere, is scaling up. Self-guided learning scales up at low cost and cohorts do not (very easily). This intersects with the question of pedagogy.

    This post is excerpted from a comprehensive (65 minutes) talk originally presented to the Assessment Capacities Project (ACAPS) on 22 September 2014. Its content is largely based on my experience in managing a 1.7 million CHF pipeline of online course development.

  • Scaling up critical thinking against extreme poverty

    Scaling up critical thinking against extreme poverty

    In three years, the World Bank’s e-Institute enrolled 50,000 learners through small, tutor-led online courses and webinars. Its first MOOC, run on Coursera’s platform for four weeks, reached 19,500. More MOOCs are in preparation, with the next one, based on the flagship World Development Report, launching on June 30th (details here). However, the need for scale is only one consideration in a comprehensive strategic vision of how learning innovation in all its forms can be harnessed to foster new kinds of leadership and accelerate development.

    In this candid conversation recorded at the Scaling corporate learning online symposium, I asked Abha Joshi-Ghani, the World Bank’s Director for Knowledge Exchange and Learning, to present some early data points from the Bank’s first MOOC, situating it within a broader history of engagement in distance and online learning. Joshi-Ghani describes the partnership, business and production models for its pilot MOOC. She also shares some early insights about the learner experience, completion rates (40%), and demographics (40% from developing countries).

    Listen to the conversation with Abha Joshi-Ghani

     

    As the Bank engages in what the Washington Post has called its “first massive reorganization in nearly two decades” to focus on ending extreme poverty by 2030,  the role of knowledge in such a process should be a strategic question. In the past, the reorganization of knowledge production was a key process in creating “new possibilities of power” to determine “what could be said, thought, imagined”, defining a “perceptual domain, the space of development” (Escobar 1992:24). Harnessing knowledge flows in a VUCA world requires an open, agile approach that recognizes the changing nature of knowledge: its diminishing half-life and corollary acceleration, its location in the network. This is what I found most compelling about Abha Joshi-Ghani’s brief presentation of the new Open Learning Campus, which opens a path for the World Bank to become the first international organization to organize its learning strategy around knowledge as a networked, complex process (Siemens 2006:34) . To do so is the twenty-first century way to support critical or analytical thinking that “lies at the heart of any transformative process”, aligned closely with Paulo Freire’s ‘conscientisation’ (Foley 2008:775).

    Photo: City view of Beirut, Lebanon on June 1, 2014 (Dominic Chavez/World Bank).

    Foley, C., 2008. Developing critical thinking in NGO field staff. Development in Practice 18, 774–778. https://doi.org/10.1080/09614520802386827

    Escobar, A., 1992. Imagining a post-development era. Social Text, Third World and Post-Colonial Issues 20–56.

    Siemens, G., 2006. Knowing knowledge.

     

  • Scaling corporate learning

    Scaling corporate learning

    If you are interested in the strategic significance of educational technology for workplace learning, make sure that you do not miss the open, online symposium happening 18-19 June 2014.

    The event is organized by George Siemens and hosted by Corp U. I will be facilitating sessions with the World Bank and OECD, as well as presenting on partnerships between corporate and non-profit learning leaders to scale up humanitarian education.

    You’ll find more information on George Siemens’s post about the event and (later this week) on this blog.

    Photo: Estádio Nacional de Brasilia. Imagery courtesy of Castro Mello Arquitetos.

  • Quick Q&A with George Siemens on corporate MOOCs

    Quick Q&A with George Siemens on corporate MOOCs

    Here is an unedited chat with George Siemens about corporate MOOCs. He is preparing an open, online symposium on scaling up corporate learning, to be announced soon. The World Bank and OECD are two international organizations that will be contributing to the conversation. Here are some of the questions we briefly discussed:

    • What is a “corporate MOOC” and why should organizations outside higher education care?
    • By Big Data or Big Corporate standards, hundreds of thousands of learners (or customers) is not massive. Corporate spending on training is massive and growing. Why is this “ground zero” for scaling up corporate learning?
    • How does educational technology change the learning function in organizations? What opportunities are being created?
    • University engagement in MOOCs has led to public debate, taking place on the web, recorded by the Chronicle of Higher Education, and spilling over into the New York Times. So where is the debate on corporate MOOCs going to take place?

    For those with MOOCish six-minute attention spans, you may watch this in two sittings. Apologies to George for the slow frame rate, which is why it looks like he is lip-syncing.