EMOOCs 2014 Business Track 5_Sadki3

8/13/2019 EMOOCs 2014 Business Track 5_Sadki3

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Humanitarian education:

the need to scale

Reda Sadki@redasadki

Learning Strategies International

12 February 2014

European MOOC Summit

BY NCND

This work is licensed unde r a Creative Commons Attribution-

NonCommercial-ShareAlike 4.0 International License.


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In 20 minutes

1. Training like its 1899

2. The need for scale

3. Broken humanitarian education

4. VUCA What has changed about the nature ofknowledge and why it matters

5. IGO/IGNO MOOC models things to consider


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23,682,000

Black Hole Outburst in Spiral Galaxy M83 (NASA, Chandra, Hubble, 04/30/12)


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Greece, 1983


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Sri Lanka, 2006


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Sri Lanka, 2006


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Afghanistan, 2011


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Kenya, 2013


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Haiti, April 2010


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Kenya, 2009


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South Sudan, 2006


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Portugal, 2013


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Bangladesh, 2009


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Jordan, 2013


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Thailand, 2009


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The need for scale


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15,000,000Red Cross Red Crescent volunteers


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17,000,000people trained in first aid each year


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46,000,000people who receive first aid from those trained


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30,000,000deaths related to non-communicable diseases


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320,000,000people affected by climatechange-related disasters in 2015


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Broken humanitarian

education


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Whats broken

! High turnover

! Lack of standardization

! Proliferation of Masters programs

! Dearth of evaluation


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What works

! Haptics (how-to)

! Distance learning (e-learning)

! Peer, community-based education

! Professional networks built on exclusivity

! High-value knowledge


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VUCA

Volatile Uncertain Complex Ambiguous


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Gene I. Rochlin, Todd R. La Porte, Karlene H. Roberts, 1998. The Self-Designing High-Reliability Organization: Aircraft Carrier Flight Operations at Sea. Naval War College Review 51.


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What happens when knowledge flows too

fastfor processing or interpreting?

Siemens, G., 2006. Knowing knowledge.


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Knowledge has a half-life.Courses are fairly static. Knowledge is dynamicchanging

hourly, daily. [This] requires an understanding of the nature of the

half-life of knowledge in their field [to ensure] that they select theright tools to keep content current for the learners.



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The skills and processes that will make us

people of tomorrow are not yetembedded in

our educational structures.


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% knowledgestored in your brain needed to do your job

Robert Kelly, Carnegie-Mellon University.


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Attempting to do more of what has been

done in the past is not the answer.

We need to do new things in new ways.



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E l i i IGO /INGO


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Organisation /

agency / body

Target

audience

Current

scalePlatform or product Type of product Hosting Launch date

Implementation

phase

Council of Europe Internal 2,300 Peoplesoft ERP InternalDevelopment and

maintenance

IFRC Internal 100,000 Cornerstone Software as a service External May 2009Development and

maintenance

ITCInternal,

External10,000 Moodle 2.5 Open source LMS External 2011

Development and

maintenance

IUCN Internal 1,100 Intralearn (LINGOs) Software as a service External 2009Development andmaintenance

UN SecretariatInternal,

External44,000 Oracle/Peoplesoft 9.1 ERP External 2009 Roll out

UNCTAD External 500 Moodle Open source LMS Internal 2004Development and

maintenance

UNFCCC Internal,External

3,000 Cornerstone Software as a service External January 2012 Operational

UNFPA Internal 2,000 Peoplesoft ELMS 9.0 ERP External 2007Development and

maintenance

UNHCR Internal 7,000 Cornerstone Software as a service ExternalSummer

2009Operational

UNICEFInternal,External

12,000 Totara LMS (Moodle) Open source LMS External 2014 Procurement

UNITAR External 4,000 Moodle Open source LMS External 2009

UNU-ViE External Moodle Open source LMS Internal

WFP Internal 10,000 Cobent LCS Software as a service External Nov-08Development and

maintenance

WHOInternal,

External10,000 Moodle 2+ Open source LMS Internal

Development and

maintenance

World Bank

Institute

Internal,

External

Moodle

MOOC

Open source LMS

MOOCExternal

2008

2014

World EconomicForum

External EdX MOOC External January 2014

WTO External Internal Planning

Adapted from Henry, Abel. 2013. Learning management systems (LMS) in the UN system survey.

E-learning in IGOs/INGOs


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MOOCcontent models

1. Fast-track to most current knowledge (experts)

2. Foundational knowledge (students)

3. Public policy debate (general public)


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Strategy and alignment

Distance learning has existed since the 19th century. The Internethas been used to deliver learning at a distance for over two decades.

!What is different about MOOCs?

!What will learning in your organization look like in 2020?

!What is the current role of training and how is it organized withinthe organization ?

!What problem(s) could MOOCs solve? What are their possibleoutcomes and impacts?

!What is the organizations assessment of the feasibility (low tohigh) of MOOCs using your knowledge?

!What are the risks?


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LegitimacyLegitimacy as an education provider and relationship to

traditional learning institutions

! Is your organization legitimate to offer

educational opportunities?

! What added value is the association with anaccredited academic institution?

! Are higher education institutions the bestequipped to provide sub-degree or certificatelevel competency-based qualifications?


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Business model

With an estimated cost of 100K"for a 6-8 weekcourse, a MOOC could pay for itself if 1,000

learners were willing to pay 100"for a certificate.

!What proportion of existing or potential audienceswilling to pay for certification from your

organization?

!What would be the value of a certificate issued byyour organization?


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Insourcing vs. outsourcing

Should you insource or outsource production(instructional design and technical production) of

MOOCs?

! Should your MOOC platform be hosted by aMOOC provider?

! Open-source solutions are available to set up andself-manage a MOOC platform. Could yourMOOC platform be self-hosted and managed by

your organization?


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MOOC providers

value proposition

! Content hosting

! Instructional design expertise

! Content production capacity

! Marketing, reach and audience

! Brand association


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OER

! Proprietary formats

! No inter-operability

! Features seen as competitive advantage


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MOOC provider criteria

! contractual relationship

! prior experience in working with non-university partners

! types of services offered

! division of roles and responsibilities

! role of the MOOC providers partner in the providers governance

! openness and interoperability of content and formats (OER)

! size of development team and responsiveness to course owner feature needs

! size of and access to registered user base, user demographics, and growth rate

! access to and use of learner analytics, data, and knowledge production

! research and quality development framework

! credentialing and certification

! cost and revenue sharing (business model)

A l i k l


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Learning system

Preparation

Formal training

Field school

Peer learning

Mentoring

Standby

Refresher

Lessons from the field

Academic research Informal

NetworkSynchronous Live Learning Moments (open)

Asynchronous Mentoring

Self

Self-paced learning eBooks

Self-organized learning

Wikis

FedNet

Mailing listsDeployment

Feedback loop

Field analysis

Experiential learning

Peer learning

Formal

Network

Synchronous Live Learning Moments (closed)

AsynchronousGOAL

Scholar

SelfSelf-paced Learning platform

Self-organized Personal learning network (PLN)

Post-deployment

Feedback loop

Reporting

Peer community

Assessment

FTF

Machine

Peers

Competencies

Google Hangouts

A learningsystem skeleton

Formal training


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Learning system

PreparationField school

Peer learning

Mentoring

Standby

Refresher

Lessons from the field

Academic research Informal

Network

Self

Deployment

Feedback loop

Field analysis

Experiential learning

Peer learning

Formal

Network

Self

Post-deployment

Feedback loop

Reporting

Peer community

Assessment

FTF

Machine

Peers

Competencies


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l

NetworkSynchronous Live Learning Moments (open)

Asynchronous Mentoring

Self

Self-paced learning eBooks

Self-organized learning

Wikis

FedNet

Mailing lists

Network

Synchronous Live Learning Moments (closed)

Asynchronous

GOAL

Scholar

SelfSelf-paced Learning platform

Self-organized Personal learning network (PLN)

Google Hangouts


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Documents

EMOOCs 2014 Business Track 5_Sadki3