Personal Learning Environments for Humanitarian Learning and Development

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1. Personal Learning Environments for Humanitarian Learning & Development KEYNOTE ePortfolio and Identity Conference Barcelona June 10, 2015 2. International humanitarian aid organization Provides emergency medical relief to those who need it most in approximately 60 countries worldwide First in and last out Treats most vulnerable VALUES: Independence, neutrality, impartiality, medical ethics What is MSF? 3. Types of Mission Armed conflicts (>50%) Malnutrition Infectious diseases, vaccinations, epidemic response Primary health clinics, hospital support 4. MSF missions around the world Medical programs in more than 60 countries More than 25,000 field positions: only 8% is international staff More than 7.3 million patient consultations in 2010 More then 9.4 million measles & meningitis vaccinations in 2009 5. PapuaNewGuineaRonHaviv Operations: Logistics, Finance, HR 6. Jean-PIerreAmigo When I went on my first assignment with MSF to Angola in the summer of 2002, I put all my things in a storage locker thinking that I would be coming back home afterward. Now, eight assignments and six years later, I am still going to the field with MSF. Maggie Wideau, NP International Staff 7. SomaliaFredericCourbet/Panos National Staff 8. National Staff Ratio of national to international staff is 10 to 1 Training of national staff important for long-term sustainability International staff also learn from their local colleagues I learned more in one year in Afghanistan than I would have in decades at home. 9. MSF: a federated structure 10. MSF: People Management Report (2014) FINDINGS Inconsistent recruitment and rotation Low development skills of many line managers Under-utilization of national staff RECOMMENDATIONS An online portfolio Online mentoring and coaching; JIT Online resources e.g. quick tip sheets 11. Changes in progress Modernized Learning & Development Policies Values: inclusivity, accessibility, flexibility, learner- centredness Increased sharing and collaboration eCampus (LMS): OCBA and OCG Intersectional working committees (e.g. KM) 12. MSF Canada Program Unit Unit created in support of field operations, across the movement: Learning Strategies (one of three pillars) providing: Instructional design, project management, innovation, consulting Sample projects: eBriefings: Ebola, Cholera, HR Full courses: HIV / TB Pilot projects: Gaming, PLE 13. EMERGING TRENDS Technology, workplace development 14. Not all learning takes place in the classroom 15. Corporate Training Has Changed Source: Canadian Chamber of Commerce 16. Whole life learning sceptrefellows 17. Personal Learning Environments Conventional Design (LMS) Alternative Design (PLE) Focus on integration of tools and data within a course context Focus on coordinating connections between the user and services Asymmetric relationships Symmetric relationships Homogenous experience of context Individualized context Use of open e-learning standards Open Internet standards and lightweight proprietary APIs Access control and rights management Open content and remix culture Organizational scope (orientation) Personal orientation, global scope Personal Learning Environments: Challenging the dominant design of educational systems Wilson et al, 2007 18. PLE: Individualized learning & performance support Alec Couros 2010 19. Tools evolving Peers with common interests Info mgt & comm tools Personal Learning Networks Info & Resources Learning Communities Peers with common interests Expert Sources Online Tutoring Guided Courses MSF Worker Personal Learning Environment Social Learning Environment Learner-centred /Socio-Constructivism 20. BUT: Organizations also have needs LMS Strengths LMS Weaknesses Simple, consistent, and structured As widely implemented, time-bound (courses disappear at the end of the semester) Integration with student information systems (SISs), with student rosters automatically populated in courses Teacher, rather than student, centric Private and secure (FERPA compliant) Courses walled off from each other and from the wider web, negating the potential of the network effect Simple and inexpensive to train and support (compared to supporting multiple tools) Limited opportunities for students to "own" and manage their learning experiences within and across courses Tight tool integration (such as quiz scores populated in gradebooks) Rigid, non-modular tools Supports sophisticated content structuring (sequencing, branching, adaptive release) Interoperability challenges and difficulties PLE Strengths PLE Weaknesses Almost limitless variety and functionality of tools, customizable and adaptable in multiple configurations and variations Complex and difficult to create for inexperienced students and faculty members Inexpensive often composed of free and open source tools Potential security and data exposure problems (FERPA issues abound) No artificial time boundaries: remains "on" before, during, and after matriculation Limited institutional control over data Open to interaction, sharing, and connection without regard to official registration in programs or courses or particular institutions Absent or unenforceable service-level agreements; no ability to predict or resolve web application performance issues, outages, or even disappearance Student-centric (each student selects and uses the tools that make sense for their particular needs and circumstances) Lacks centrally managed and aggregated group rosters (such as class rolls) Learning content and conversations are compilable via simple technologies like RSS Difficult and potentially expensive to provide support for multiple tools and their integrations with each other and with institutional systems Mott 2010 21. BUT: Organizations also have needs LMS Strengths LMS Weaknesses Controllable, trackable Teacher/institution centred, siloed PLE Strengths PLE Weaknesses Learner centred, boundary-less, flexible, inexpensive Difficult to control, track, support Mott 2010 22. Progressive relaxation of organizational control 23. VISION: INTEGRATED EXPERIENCE FROM DIVERSE TECHNOLOGIES 24. Principles Balance needs of organization and individual Support the career lifecycle Recognize all authentic learning Interoperate with other MSF systems Interoperate with external systems (OCB) 25. QUESTIONS? 26. Personal Learning Environment (PLE) Initiative WORKSHOP SESSION ePortfolio and Identity Conference Barcelona June 10, 2015 27. Principles Balance needs of organization and individual Support the career lifecycle Recognize all authentic learning Interoperate with other MSF systems Interoperate with external systems (OCB) 28. Survey: the way I like to learn is by... Print publications - 37 Newsletters, websites - 33 Email mailing lists, web forums- 32 Conferences, workshops - 28 Webinars - 27 E-learning - 25 Classroom - 22 Networking - 18 Coach - 7 Explore -5 29. I use these technologies...desktop laptop tablet smartphone Facebook Pinterest LinkedIn Slideshare/Prezi YouTube Twitter Socialbookmark Dropbox,etc. Gmail+GDocs SocialGroups Blog 30. Balancing individual and organizational needs Learner > Org Org = Learner Org > Learner 31. MSF Outreach (follow-up interviews) BARRIERS TO PLE Historically: emergency mindset, lack of focus on staff development Intersectional politics, triangular reporting, competition for staff Not another information system (i.e. silo).... Lack of Internet access, bandwidth DRIVERS Increasing support for staff development in recent years Network improvements for other projects (Symphony) Growth of mobile technology Synergy with Knowledge Management initiatives Desire for distributed production/delivery of learning National Staffs desire for recognition (credentialing) 32. OCB Career Management Portal (video tour) 33. OCB: Technical skills, transversal competencies 34. OCB: Career Pathing 35. Google + PinterestFacebook Instagram Ning/Google Groups/ Yahoo Groups LinkedIn LinkedIn Groups Blogger MOOCs NetlogPrezi TwitterDropbox YouTube WikipediaSlideshare Google Drive (Docs, etc.) Skype Hangouts Medical Databases Newsfeeds Webinars Wiki?Diigo MSF CoPs ePortfolio Skills Passport LMS ERP/HRDocument Management Intranet Talent Management Resource Repositories Open Badges Layered control and support 36. Standards to support interconnectivity Mott 2010 Others: SCORM XCRI LRMI xAPI (TinCan) Open Badges HR-XML 37. A digital representation of an accomplishment, interest or affiliation that is visual, available online and contains metadata including trusted links that help explain the context, meaning, process and result of an activity. As an open artefact, the earner can present the badge in different contexts from which it was earned. Portable digital credentials (Mozilla Open Badges) Clear progress markers motivating learners, supporting advisors Flexible learning pathways granular, incremental, multi- source, laddered, remixable Visual branding issuers and earners Online trust system demonstrate skills & capabilities proof of performance backed by issuer 38. Digital Credentials for Humanitarian Logistics JeroenBreman_Badges2#/ 39. Career Pathways Humanitarian PLE - across the career lifecycle Talent Pipeline Recruitment Induction Formative Assessment Gap Training Team Building Performance Management Talent Management Experience Achievements Professional Development Career Development Leadership Development SME Specialization Career Change Outplacement External Performance Support Google, YouTube External repositories Coaching and Mentoring Other External Learning MOOCs, Open Ed Resources, Personal Learning Network, Communities of Practice OCBA OCG Academic recognition? New Career? OCB Other MSF LMSs such as: HRIS/ERP Systems Performance Management System Talent Management System Skills Marketplace Demand Supply Badge Passport/ ePortfolio Digital Credentials External Recognition Other Humanitarian LMSs such as: Workplace Assessments & Achievements New Mission? New MSF role? 40. Small pieces, loosely joined Role change, Promotion Academic Recognition New Career New Mission TYPES OF LEARNING AND RECOGNITION RECORD OF LEARNING DISPLAY OF LEARNING TRANSFER OF LEARNING Websites: Online Communities: ePortfolios: Skills Passport LMS Profiles: Informal and Non-formal Workshops, CoPs Formal PSE/PD e-Campus Logistics Roles Awards & Recognition Experiences (debriefed) HAITI 2010 Functional Skills Trainer WatSan Skills Passport 41. EXPLORING TECHNOLOGIES & THE HUMANITARIAN COMMUNITY 42. Current status Concept paper Survey, outreach Framework High level vendor engagement, short listing Formal technology selection Piloting Full implementation 43. Development Framework Key Sources MSF: Learning & Development Policies People Management Skills Development Report JISC ePortfolio Implementation Toolkit Design Principles Documentation Project (DPD) Europortfolio Learning, ePortfolio & Open Badge Maturity Matrix (Level 4) Eight Principles for Educational Technology Change (Buchan PhD, 2014) 44. Development Framework Some Highlights Stage 0: R&D Internal practices, values, goals; external trends Stage 1a: Planning, Acquisition, Installation Balance, openness, flexibility, Stage 1b: Pilot Design Small, low-risk, low hanging fruit, badge system design Stage 2: Early Adoption Training, support, accessibility, evaluation Stage 3: Embedding Tinkering, addressing culture, change management issues Stage 4: Sustaining QA, technical sustainability, policy adjustment 45. Common needs, converging solutions 46. UNICEF Agora an innovative model 47. Engaging vendors - questionnaire 48. ePortfolio and Identity Conference (ePIC) 49. DISCUSSION


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