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 …
In our studies, we found that every flow activity, whether it involved competition, chance, or any other dimension of experience, had this in common: It provided a sense of discovery, a creative feeling of transporting the person into a new reality. It pushed the person to higher levels of performance, and led to previously undreamed-of states of consciousness. In short, it transformed the self by making it more complex. In this growth of the self lies the key to flow activities. Source: Csikszentmihalyi, M., 1990. Flow : the psychology of optimal experience, 1st ed. ed. Harper & Row, New York. Photo: Fluid Painting 79 Acrylic On Canvas (Mark Chadwick/Flickr).
This is my presentation on 19 June 2014 at the Scaling corporate learning online symposium organized by George Siemens and hosted by Corp U.
The problem and the solution. Few empirical studies have examined the relationship between learning organization dimensions and nonprofit performance. Susan McHargue’s study was conducted to understand this relationship and how it impacts nonprofit organizations’ ability to become nonprofit learning organizations. The results offer guidance to human resource developers and managers who desire to integrate learning organization concepts into nonprofit organizations. Source: McHargue, S.K., 2003. Learning for performance in nonprofit organizations. Advances in Developing Human Resources 5, 196–204. Photo: Corey Seeman/Flickr
A learning organization is an organization that has an enhanced capacity to learn and change. Source: Watkins, K.E., Milton, J., Kurz, D., 2009. Diagnosing the learning culture in public health agencies. International Journal of Continuing Education & Lifelong Learning 2.
“In a knowledge economy, the flow of knowledge is the equivalent of the oil pipe in an industrial economy. Creating, preserving, and utilizing knowledge flow should be a key organizational activity.” – George Siemens, Knowing Knowledge (2006) Photo: Oil Pipeline Pumping Station in rural Nebraska (Shannon Ramos/Flickr)
This is the third in a three-part presentation about learning strategy for development and humanitarian organizations. It was first presented to the People In Aid Learning & Development Network in London on 27 February 2014.
My own practice (and no doubt yours) has been shaped by many different learning theorists. George Siemens, for me, stands out articulating what I felt but did not know how to express about the changing nature of knowledge in the Digital Age. Below I’ve compiled a few of my favorite excerpts from his book Knowing Knowledge, published in 2006, two years before he taught the first Massive Open Online Course (MOOC) with Alec Couros and Stephen Downes. Learning has many dimensions. No one model or definition will fit every situation. CONTEXT IS CENTRAL. Learning is a peer to knowledge. To learn is to come to know. To know is to have learned. We seek knowledge so that we can make sense. Knowledge today requires a shift from cognitive processing to pattern recognition. Construction, while a useful metaphor, fails to align with our growing understanding that our mind is a connection-creating structure. We do not always …