Author: Reda Sadki
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Education Moonshot Summit
This should be fun (and interesting). I’ll be heading to Amsterdam on July 21st for Google EDU’s Moonshot Summit. This event aims to bring “together top innovators from around the globe to design moonshot projects that will be launched in the Fall”. Attendees were selected, we are told, because of our “experience and belief that education…
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Choose your own adventure
This is my presentation at the Online Learning Summit in London on 16 June 2015. I asked participants to choose between a set of four questions: Question #1: Why are learning, education and training so impervious to change? Number two is the Extinction Event question: It’s 2025. Your organization ceased to exist in 2020. What happened? What…
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Can analysis and critical thinking be taught online in the humanitarian context?
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…
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Experience and blended learning: two heads of the humanitarian training chimera
Experience is the best teacher, we say. This is a testament to our lack of applicable quality standards for training and its professionalization, our inability to act on what has consequently become the fairly empty mantra of 70-20-10, and the blinders that keep the economics (low-volume, high-cost face-to-face training with no measurable outcomes pays the…
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The Design of a Learning System to Teach Analysis and Critical Thinking for Humanitarians
My presentation at the First International Forum on Humanitarian Online Training (IFHOLT) hosted by the University of Geneva on 12 June 2015. A more detailed version of this presentation is available here.
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Blame it on Plato
Even as computer-mediated communication is now embedded into nearly every aspect of life, the sentiment persists that written and therefore distance communication is intrinsically inferior. Here is the very interesting introduction from Andrew Feenberg’s classic article – written in the late 1980s – calling into question the presumption of superiority in the face-to-face encounter: In our culture the…
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Publishing as learning
We are both consumers and producers of publications, whether in print or online. Publications are static containers for knowledge from the pre-Internet era. Even if they are now mostly digital, the ways in which we think about them remains tied to the past. Nevertheless, at their best, they provide a useful reference point, baseline, or benchmark…
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Why we secretly hate webinars
Webinars reproduce the structure and format of the formal training workshop in an online space. The sole positive distinction for participants is that they may now participate from anywhere. However, to ask questions or otherwise contribute requires one to be present at a specific time (synchronously). Recordings of webinars are usually made available, so in…
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Why supposedly boring conference calls are actually amazing
Where phone and Skype remain the gold standard for one-to-one communication (and learning), many of us find value in conference calls, irrespective of the technology (phone, Skype, Webex, Hangouts…) used. Conference calls may seem as unimpressive or mundane as that other piece of paradigm-changing learning technology, the whiteboard – but that’s the point. They are learning technology that…
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How do we use technology to embed learning into work?
Of the myriad technologies in use, we may find it useful to focus our attention on those that (1) are now widely used, to examine their benefits and the process for their acceptance; (2) continue to be used, despite the existence of better alternatives; or (3) are new and in use only by early adopters.…
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