learning design
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Taking the pulse: why and how we change everything in response to learner signals
The ability to analyze and respond to learner behavior as it happens is crucial for educators. In complex learning that takes place in digital spaces, task separation between the design of instruction and its delivery does not make sense. Here is the practical approach we use in The Geneva Learning Foundation’s learning-to-action model to implement…
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Remote partnership brokering in the Digital Age
During the Remote Partnering Brokering Project Design Lab held at Trigonos in North Wales from January 23 to 26, 2017, Reda Sadki of The Geneva Learning Foundation presented a session titled “Technology for learning and changing”. Catherine Russ and Ros Tennyson of the Partnership Brokers Association (PBA) invited Sadki as part of their effort to…
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Tower of Babel
What happens when a fledgling, start-up foundation convenes learning leaders from all over the world to explore digital learning? Over 800 participants from 103 countries have joined the Geneva Learning Foundation’s #DigitalScholar course developed in conjunction with the University of Illinois College of Education and Learning Strategies International. The course officially launches on Monday. Yet participants joining the online community…
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Insomnia against the grain – and putting Bloom to bed
Summer 2016, Day 1. “So, that puts to bed Bloom’s Taxonomy… that reliable workhorse,” sighed C. “What do we use in its place?” “We don’t”, answered the Walrus. “There is no successor to neatly replace Bloom’s. It’s still there – and can still be useful. It’s about changing the way we think and do the design of…
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Beyond MOOCs: the democratization of digital learning
It is with some trepidation that I announce the Geneva Learning Foundation’s first open access digital course in partnership with the University of Illinois College of Education and Learning Strategies International. The mission of the brand-new Geneva Learning Foundation is to connect learning leaders to research, invent, and trial breakthrough approaches for new learning, talent and leadership as a way…
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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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7 key questions when designing a learning system
In the design of a learning system for humanitarians, the following questions should be given careful consideration: Does each component of the system foster cross-cutting analysis and critical thinking competencies that are key to humanitarian leadership? Is the curriculum standardized across all components, with shared learning objectives and a common competency framework? Is the curriculum modular so that…
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