Red Cross Red Crescent Learning network

Learning systems
Red Cross Red Crescent Learning network
Reda Sadki, Senior ofﬁcer for Learning systems
International Federation of Red Cross and Red Crescent Societies

Thursday, June 21, 12

The black hole

Black Hole Outburst in Spiral Galaxy M83 (NASA, Chandra, Hubble, 04/30/12)


23,682,000

5,166,000

ifrc.org/learning-platform


Rumble
in the (learning) jungle:
Distance learning vs.
Face-to-face learning


Hallowed or
demonized #1
Is the ﬁnal academic performance of
students in distance learning programs better
than that of those enrolled in traditional FTF
programs, in the last twenty-year period?
(Mickey Shachar and Yoram Nuemann. Twenty years of research on the academic performance
differences between traditional and distance learning: summative meta-analysis and trend
examination. Merlot Journal of Online Learning and Teaching.Vol 6, No. 2, June 2010


Yes.
Distance learning results in increasingly
better learning outcomes since1991.


Hallowed or
demonized #2
Does supplementing face-to-face
instruction with online
instruction enhance learning?
U.S. Department of Education. Evaluation of evidence-based practices
in online learning: a meta-analysis and review of online learning
studies. September 2010.


No.
Positive effects associated with blended
learning should not be attributed to the
media, per se.


Building online learning
for the Red Cross Red Crescent


11 IFRC-designed
courses
Code of Conduct 30m

Effective writing in English 40h

H2P - Humanitarian pandemic preparedness programme 45m

IDRL - International Disaster Response Laws - Introduction 30m

Inﬂuenza pandemic preparedness 45m

Introduction to cash transfer programming 2h

Project/programme planning (PPP) course 2h

Stay safe - personal security 3h

Stay safe - security management 3h

Strategy 2020 30m

WORC - the world of Red Cross and Red Crescent 16h


In development

• Sphere humanitarian standards
• CBHFA
• Volunteering induction
• VCA


Pillars of online learning

• Pedagogy
• Content
• Technology


A Red Cross
Red Crescent pedagogy?
• Learning continuum (academic partnerships)
• Global learning (“productive diversity”)
• Informal learning
• Experience-based knowledge transmission
• Social network dependent
• Research and learning agenda

Old learning

Here we are, in a village school in Greece, in 1983.

The teacher sits at his desk, on a little stage at the front of the classroom.
‘Look this way’, he says. ‘Listen to what I tell you.’.
‘Answer my questions, hands up, only one person speaks at a time.’

‘Now, everyone read chapter 7, and answer the questions at the end.
No talking, silent work please.’

One student
looks up for a
moment. Is
she thinking
about her
work?
Or is she
daydreaming?


Then she turns. ‘Turn around, Soula,’ says the teacher.
‘Don’t disturb the girls behind you’

The classroom is a communications and
knowledge architecture.
Here is the pedagogical design of this
classroom in Greece in 1983, and tens of
thousands others like it before and since:

Some typical discursive ﬂows:
✓Teacher talks -> students listen.
✓Teacher Q. -> students A. (‘hands up!’, ‘one at a time!’).
✓Teacher says ‘read chapter 7’ -> students read and
memorize.
✓Teacher sets test -> students respond with correctly
memorized answers.


Here, by contrast is the communication and
knowledge architecture of the online classroom
we want.

Some typical discursive ﬂows:
• Teacher scaffolds peer <-> peer feedback.
• All students involved simultaneously in constructive
peer <-> peer learning dialogue.
• An active, knowledge producing community.
• Continuous formative assessment, supplementing
teacher assessments with structured self and peer
assessments.


Online learning changes role of the teacher
and the responsibilities of learners.

Teaching and learning will never be the
same again.

But how?

What
do we want?


Collaborative
Learners create together, giving each other
feedback (and even feedback on feedback),
sharing their inspirations and discoveries.
Within their knowledge communities,
learners are connected through individual
learner proﬁles.


Flexible
Learners work at their own pace, according
to their own interests and capabilities, while
teachers track their progress easily through
multiple views and match progress against
learning standards.


Motivating
Learners are inspired to create through
embedding sound, image, and video within
their texts for digital storytelling, lab reports
with recorded experiments, local oral history
projects, and more. They receive immediate
feedback from other learners and from a
range of computer-assisted tools in time to
improve their work. Learner successes are
shared with classmates, parents, and other
classes in a web portfolio.

Participatory
Learners can join and lead project groups,
post and share ﬁles, and start and engage in
discussions at the assignment- and
knowledge community-levels.


Supportive
Learners have access to tools that not only
help them to improve their work, but also
their knowledge of the writing process and
mastery of written forms, from grammar to
structure to genre, within English Language
Arts and across other disciplines that require
extended written or multimedia reports,
such as Science and Social Studies.


Assessment
A rich learning information environment,
supporting:
• diagnostic assessment – ﬁnding out
what students already know and still need to
learn
• formative assessment – rich, rapidly
responsive feedback that directly supports
student learning


Learning should be:

• Collaborative
• Flexible
• Motivating
• Participatory
• Supportive


Why
do we want it?

a time of disruptive change
...in society, education


Seven fundamental principles

1.Ubiquitous learning

• students using social media, Web. 2.0
• learn anywhere, anytime
• cloud computing


2. Recursive feedback

• recursive feedback
• “Work and dialogue about the work”


Feedback tools

• Review (against a rubric)
• Annotations (in-text commentary)
• Checker (by the software, natural language
processing)
• Survey (knowledge assessments)


3. Multimodal meaning

• adding image, video, audio and any other
dataﬁle
• a fully multimodal workspace


4. Active knowledge
making

• students as knowledge makers,
• not just knowledge consumers
• supplementing heritage hierarchical
knowledge ﬂows with lateral knowledge
ﬂows


Balance of agency shifts

• readers <=> writers (e.g. in the social
media)
• producers <=> consumers (e.g.
‘prosumers’)


5. Collaborative
intelligence


Social learning

• not ‘friends’ or ‘followers’ but ‘peers’
working in ‘knowledge communities’
• teacher builds peer-to-peer learning
scaffolds (projects, review formats)
• ﬁnished works are shared knowledge in the
community’s ‘bookstore’


6. Metacognition

• “Learners thinking about their thinking”
• Semantic tagging
• Designing information architecture
• Making and explaining change suggestions


7. Differentiated learning

• not every learner on the same page at the
same time
• making space for learner differences
• students work at their own pace, even do
different things at the same time
• multiple learning pathways


if we are all learners
now


a teaching environment
that is
a learning environment


machine learning
supporting student learning
supporting teacher learning
supporting…


learning
is the new teaching


teaching
is the new learning


things we have always
aspired to do in
education


but now


a new
economy of effort
(the seven affordances)


Learning about learning

www.NewLearningOnline.com
Scholar, a new tool for online learning
learning.cgscholar.com
Kalantzis, Mary and Bill Cope. 2008. New
Learning: Elements of a Science of Education.
Cambridge UK: Cambridge University Press.


Trends in
online learning

ﬂipped classroom


Open access


MOOC
Massive Open Online Course


Post-campus


reda.sadki@ifrc.org
International Federation of Red Cross and Red Crescent Societies
Red Cross Red Crescent Learning network
www.ifrc.org/learning


So you want to
build a course...?


Learning content
development
• Needs assessment
• Procurement (RFP/CBA)
• Instructional design
• Content development
• Quality assurance (testing)
• Delivery and promotion

Procurement tools

• Request for proposal (RFP) template
• Evaluation criteria
• Roster of external partners
• Comparative bid assessment


Instructional design
tools

• Pedagogy (how we teach/learn) and
knowledge sharing (PKS) framework
• Interaction toolkit
• Script and storyboard templates


QA and testing

• Quality standards
• Testing suite (pedagogy, content,
technology)
• Usability testing


Delivery and
promotion
• Discovery and metadata
• Multiple entry points
• Learning Network blog (ifrc.org/learning)
• Tutoring as promotion


Red Cross Red Crescent Learning network

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