Epidemic preparedness through connected transnational digital networks of local actors-small

Pandemic preparedness through connected transnational digital networks of local actors

Global health, Learning strategy

In the Geneva Learning Foundation’s approach to effective humanitarian learning, knowledge acquisition and competency development are both necessary but insufficient. This is why, in July 2019, we built the first Impact Accelerator, to support local practitioners beyond learning outcomes all the way to achieving actual health outcomes. What we now call the Full Learning Cycle has become a mature package of interventions that covers the full spectrum from knowledge acquisition to implementation and continuous improvement. This package has produced the same effects in every area of work where we have been able to test it: self-motivated groups manifesting remarkable, emergent leadership, connected laterally to each other in each country and between countries, with a remarkable ability to quickly learn and adapt in the face of the unknown. In 2020, we got to test this package during the COVID-19 pandemic, co-creating the COVID-19 Peer Hub with over 6,000 frontline health professionals, …

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

#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 …

MAVEN Atlas V Launch

A question of such immense and worldwide importance

Thinking aloud

Scale: Predictions over the impact of climate change and globalization suggest that we will see more frequent disasters in a greater number of countries, along with more civil unrest in those states less able to cope with this rapidly changing environment, all generating a greater demand for humanitarian and development assistance (cf. Walker, P., Russ, C., 2012. Fit for purpose: the role of modern professionalism in evolving the humanitarian endeavour. International Review of the Red Cross 93, 1193–1210.) Complexity: The world’s problems are characterized by volatility, uncertainty, and complexity in a knowledge society. The industry to tackle these growing challenges has expanded rapidly to become increasingly professionalized, with a concentrated number of global players increasingly focused on the professionalization of more than 600,000 paid aid workers and over 17 million volunteers active worldwide in UN agencies, the Red Cross and Red Crescent Movement, and the main international non governmental organizations (INGOs). …

There is no spoon

There is no scale

Thinking aloud

So, you are unhappy with a five percent completion rate. Hire tutors (lots of them, if it is massive). Try to get machines to tutor. Use learners as tutors (never mind the pedagogical affordances, you only care about scale and completion). Set up automated phone calls to remind people to turn in their homework. Ring the (behaviorist) bell. Or not. Google’s Coursebuilder team has an interesting take on completion rates. Let’s start by asking learners what they want to achieve. Then examine their behavior against their own expectations, rather than against fixed criteria. Surprise, surprise: take learner agency into consideration, and it turns out that most folks finish… what they wanted to. Bill Cope has an interesting take on scale. He says: there is no scale. It is not only that face-to-face/online is a false dichotomy. The intimacy of learning can be recreated, irregardless of how many people are learning. …