Humanitarian education: the need to scale

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Reda Sadki! @redasadki! Learning Strategies International ! 12 February 2014! European MOOC Summit

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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 of knowledge and why it matters! 5. IGO/IGNO MOOC models things to consider

23,682,000
Black Hole Outburst in Spiral Galaxy M83 (NASA, Chandra, Hubble, 04/30/12)!

Greece, 1983

Sri Lanka, 2006

Sri Lanka, 2006

Afghanistan, 2011

Kenya, 2013

Haiti, April 2010

Kenya, 2009

South Sudan, 2006

Portugal, 2013

Bangladesh, 2009

Jordan, 2013

Thailand, 2009

The need for scale

15,000,000
Red Cross Red Crescent volunteers

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

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

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

320,000,000
people affected by climate change-related disasters in 2015

Broken humanitarian education

Whats broken
! High turnover! ! Lack of standardization! ! Proliferation of Masters programs! ! Dearth of evaluation

What works
! Haptics (how-to)! ! Distance learning (e-learning)! ! Peer, community-based education! ! Professional networks built on exclusivity! ! High-value knowledge

VUCA
Volatile Uncertain Complex Ambiguous

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.

What happens when knowledge ows too fast for processing or interpreting?

Siemens, G., 2006. Knowing knowledge.

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 eld [to ensure] that they select the right tools to keep content current for the learners.

Siemens, G., 2006. Knowing knowledge.

The skills and processes that will make us people of tomorrow are not yet embedded in our educational structures.

Siemens, G., 2006. Knowing knowledge.

% knowledge stored in your brain needed to do your job

Robert Kelly, Carnegie-Mellon University.

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.

Siemens, G., 2006. Knowing knowledge.

IGO/INGO MOOC model

! Alignment (strategy)! ! Content model! ! Production model! ! Marketing model! ! Partnership model

E-learning in IGOs/INGOs
Use of Learning Management Systems by international organizations Organisation / agency / body Council of Europe IFRC ITC IUCN UN Secretariat UNCTAD UNFCCC UNFPA UNHCR UNICEF UNITAR UNU-ViE WFP WHO World Bank Institute World Economic Forum WTO Target audience Internal Internal Internal, External Internal Internal, External External Internal, External Internal Internal Internal, External External External Internal Internal, External Internal, External External External 10,000 10,000 Current scale 2,300 100,000 10,000 1,100 44,000 500 3,000 2,000 7,000 12,000 4,000 Platform or product Peoplesoft Cornerstone Moodle 2.5 Intralearn (LINGOs) Oracle/Peoplesoft 9.1 Moodle Cornerstone Peoplesoft ELMS 9.0 Cornerstone Totara LMS (Moodle) Moodle Moodle Cobent LCS Moodle 2+ Moodle MOOC EdX Type of product ERP Software as a service Open source LMS Software as a service ERP Open source LMS Software as a service ERP Software as a service Open source LMS Open source LMS Open source LMS Software as a service Open source LMS Open source LMS MOOC MOOC Hosting Internal External External External External Internal External External External External External Internal External Internal External External Internal 2008 2014 January 2014 Planning Nov-08 Development and maintenance Development and maintenance May 2009 2011 2009 2009 2004 January 2012 2007 Summer 2009 2014 2009 Launch date Implementation phase Development and maintenance Development and maintenance Development and maintenance Development and maintenance Roll out Development and maintenance Operational Development and maintenance Operational Procurement

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

MOOC content models

1. Fast-track to most current knowledge (experts)! 2. Foundational knowledge (students)! 3. Public policy debate (general public)

Strategy and alignment

Distance learning has existed since the 19th century. The Internet has 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 within
the organization ? !

! What problem(s) could MOOCs solve? What are their possible

outcomes and impacts?!

! What is the organizations assessment of the feasibility (low to

high) of MOOCs using your knowledge?!

! What are the risks?

Legitimacy!
Legitimacy 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 an

accredited academic institution? !

! Are higher education institutions the best

equipped to provide sub-degree or certicate level competency-based qualications?

Business model
With an estimated cost of 100K" for a 6-8 week course, a MOOC could pay for itself if 1,000 learners were willing to pay 100" for a certicate.!

! What proportion of existing or potential audiences

willing to pay for certication from your organization? ! your organization?

! What would be the value of a certicate issued by

Insourcing vs. outsourcing

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

! !Should your MOOC platform be hosted by a

MOOC provider? !

! Open-source solutions are available to set up and

self-manage a MOOC platform. Could your MOOC platform be self-hosted and managed by your organization?

MOOC providers # value proposition

! Content hosting! ! Instructional design expertise! ! Content production capacity! ! Marketing, reach and audience! ! Brand association

OER

! Proprietary formats! ! No inter-operability! ! Features seen as competitive advantage

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 certication! ! cost and revenue sharing (business model)

A learning system skeleton

Formal training Field school Peer learning Mentoring Refresher Lessons from the eld Academic research Feedback loop Field analysis Experiential learning Peer learning Feedback loop Reporting Peer community FTF Machine Peers Competencies Assessment Post-deployment Formal Self Network Deployment
Learning system

Preparation Synchronous Asynchronous Self-paced learning Informal Self Self-organized learning Live Learning Moments (open) Mentoring eBooks Wikis FedNet Mailing lists Google Hangouts Synchronous Asynchronous Self-paced Self-organized Live Learning Moments (closed) GOAL Scholar Learning platform Personal learning network (PLN)

Network Standby

Formal training Field school Peer learning Mentoring Refresher Lessons from the eld Academic research Feedback loop Field analysis Experiential learning Peer learning Feedback loop Reporting Peer community FTF Machine Peers Competencies Assessment Post-deployment Formal Self Network Deployment
Learning system

Preparation

Network Standby Informal Self

Network

Synchronous Asynchronous Self-paced learning

Live Learning Moments (open) Mentoring eBooks Wikis

al Self Self-organized learning

FedNet Mailing lists Google Hangouts

Synchronous Network Asynchronous Self-paced Self-organized

Live Learning Moments (closed) GOAL Scholar Learning platform Personal learning network (PLN)

Self

Si

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