Mother and child. Fountain on the roundabout, Kigali Convention Centre, Rwanda (personal collection)

Missed opportunities (1): making a dent requires rethinking how we construct medical education

Reda Sadki #DigitalScholar

“We are training 30 people to become doctors. My focus is on developing content for open educational resources (OER) that we can use to transmit foundational knowledge.” Training 30 people at a time is not going to make a dent. Cost and scale are related. Quality does not need to diminish against lower cost or higher scale. OER are obviously about producing knowledge, but seldom question agency in epistemology. How do we know what know? Who knows how we know? Is the democratization of learning about producing new resources by conventional means, albeit in an African context in partnership with a U.S. university? I realize then that we understand the content trap in very different ways. For me, it is avoided by embracing pedagogical transformation from transmission to knowledge co-construction. The trap is to remain mired in transmissive modes in a world of content abundance. For various reasons, some people …

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Towers of technology

Reda Sadki #DigitalScholar, Learning strategy

This came up in one of the Live Learning Moments in the first week of the Geneva Learning Foundation’s #DigitalScholar course: This is for Reda: I’m very used to the Coursera/EdX kind of LMS and I’m finding it difficult to follow the course related postings and schedules on the digital learning community currently. I just feel that we are missing some structure. This comment calls for reflection on the knowledge architecture of Scholar in relation to other technologies. In the first week of #Digital Scholar, we examined the architecture of the lecture and the classroom. I understand the yearning and the preference for a container view of knowledge, even though I believe the time has come to autopsy the discipline known as knowledge management. This view is reassuring because it is familiar. It mirrors the experience of mass industrial-age education that has shaped most of us. But does it correspond to …