All the way down (Amancay Maahs/

Can analysis and critical thinking be taught online in the humanitarian context?

Reda Sadki Events, Learning design, Presentations

This is my presentation at the First International Forum on Humanitarian Online Training (IFHOLT) organized by the University of Geneva on 12 June 2015. I describe some early findings from research and practice that aim to go beyond “click-through” e-learning that stops at knowledge transmission. Such transmissive approaches replicate traditional training methods prevalent in the humanitarian context, but are both ineffective and irrelevant when it comes to teaching and learning the critical thinking skills that are needed to operate in volatile, uncertain, complex and ambiguous environments faced by humanitarian teams. Nor can such approaches foster collaborative leadership and team work. Most people recognize this, but then invoke blended learning as the solution. Is it that – or is it just a cop-out to avoid deeper questioning and enquiry of our models for teaching and learning in the humanitarian (and development) space? If not, what is the alternative? This is what I explore in just under twenty …

Wicked signs (Aukje Dekker/Flickr)

What is a wicked problem?

Reda Sadki Innovation, Quotes

In 1973, Horst W.J. Rittel and Melvin M. Webber, two Berkeley professors, published an article in Policy Sciences introducing the notion of “wicked” social problems. The article, “Dilemmas in a General Theory of Planning,” named 10 properties that distinguished wicked problems from hard but ordinary problems. There is no definitive formulation of a wicked problem. It’s not possible to write a well-defined statement of the problem, as can be done with an ordinary problem. Wicked problems have no stopping rule. You can tell when you’ve reached a solution with an ordinary problem. With a wicked problem, the search for solutions never stops. Solutions to wicked problems are not true or false, but good or bad. Ordinary problems have solutions that can be objectively evaluated as right or wrong. Choosing a solution to a wicked problem is largely a matter of judgment. There is no immediate and no ultimate test of …