Power of Humanity, Power of Education


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Power of Humanity, Power of Education: IFRC presentation at the AIESEC Youth 2 Business Forum in Sharm El-Sheikh, Egypt, on 20 August 2013.

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Power of Humanity, Power of Education

  1. 1. Red Cross Red Crescent Learning network Learning and Organizational Development May 2012 AIESEC Youth 2 Business Forum Reda Sadki / 20 August 2013 Power of {humanity education
  2. 2. The power of humanity
  3. 3. $20,000,000,000 Non-emergency income, ongoing programming
  4. 4. 13,600,000Active community-based volunteers
  5. 5. 130,397,371 Number of people reached by 46 National Societies
  6. 6. 7 Humanity Impartiality Neutrality Independence Voluntary service Unity Universality
  7. 7. ✓Learning platform ✓Academic courses ✓World Disasters Report ✓Research coordination ✓Reference centers Red Cross Red Crescent Learning network
  8. 8. 17,000,000 Number of people trained to do first aid
  9. 9. 46,000,000 Number of people helped by first aiders
  10. 10. What is a university?
  11. 11. Which of these is a university?
  12. 12. The value of a degree
  13. 13. Progress?
  14. 14. Innovative? ✓ "The Role of Auditory Cues in Modulating the Perceived Crispness and Staleness of Potato Chips” ✓ "The Dignity of Living Beings With Regard to Plants. Moral Consideration of Plants for Their Own Sake" ✓ "The Role of Armadillos in the Movement of Archaeological Materials: An Experimental Approach” ✓ "Intelligence: Maze-Solving by an Amoeboid Organism” ✓ "Ovulatory Cycle Effects on Tip Earnings by Lap Dancers: Economic Evidence for Human Estrus?" ✓ "You Bastard: A Narrative Exploration of the Experience of Indignation within Organizations.”
  15. 15. Teaching? 1. hierarchy of teacher and student 2. credentialing, ranking 3. disciplinary divides 4. discrete disciplines 5. segregation of "high" versus "low" culture 6. restriction of admission to those considered worthy of admission 7. individual training, isolated achievement and accomplishment 8. peer review and institutionally ordained authority 9. passive, lecture driven, hierarchical 10.largely unidirectional from instructor to student
  16. 16. Relevant?
  17. 17. ✓modes of organization ✓structures of knowledge ✓relationships between and among groups of students, faculty, and others across campus or around the world Need to rethink
  18. 18. Activity #1 ✓What is learning? ✓What is a learning organization? ✓Is AIESEC a learning organization? Why or why not?
  19. 19. Distance learning vs. Face-to-face learning
  20. 20. 0.50 50
  21. 21. Question #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
  22. 22. Yes.Distance learning results in increasingly better learning outcomes since1991.
  23. 23. Question #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.
  24. 24. No.Positive effects associated with blended learning should not be attributed to the media, per se.
  25. 25. Learning {architecture context
  26. 26. Greece, 1983
  27. 27. Sri Lanka, 2006
  28. 28. Afghanistan, 2011
  29. 29. Kenya, 2013
  30. 30. Haiti, April 2010
  31. 31. Kenya, 2009
  32. 32. Portugal, 2013
  33. 33. Bangladesh, 2009
  34. 34. Jordan, 2013
  35. 35. Thailand, 2009
  36. 36. 7 fundamental principles An agenda for new learning and assessment Anywhere, anytime Ubiquitous learning Recursive feedback Formative assessment Text, image, video, audio Multimodal meaning Designing meanings Active knowledge-making Knowledge you can reach for and use Collaborative intelligence Thinking about thinking Metacognition Each according to their interest and need Differentiated learning Kalantzis and Cope. New Learning (2011).
  37. 37. What is a MOOC?
  38. 38. Massive Open Online Course
  39. 39. Massive participation
  40. 40. Open to all
  41. 41. What has changed? How much has changed? ✓how we teach ✓where we teach ✓who we teach ✓who teaches ✓who administers ✓who services
  42. 42. Activity #2 ✓As people get their degrees online, will AIESEC become obsolete? ✓What is the value of the residential experience in education? ✓Choose a topic for AIESEC’s first massive, open online course and define 3 learning objectives for it
  43. 43. Learning in a VUCA world ✓Volatility ✓Uncertainty ✓Complexity ✓Ambiguity = practical code for awareness and readiness
  44. 44. Knowledge has a half-life. Courses are fairly static. Knowledge is dynamic—changing hourly, daily. [This] requires an understanding of the nature of the half-life of knowledge in their field [to ensure] that they select the right tools to keep content current for the learners. Siemens, G., 2006. Knowing knowledge.
  45. 45. % knowledge stored in your brain needed to do your job 0% 20% 40% 60% 80% 100% 75% 20% 10% 1986 1997 2006 Robert Kelly, Carnegie-Mellon University.
  46. 46. What happens when knowledge flows too fast for processing or interpreting? Siemens, G., 2006. Knowing knowledge.
  47. 47. Traditional approaches won’t work ✓No classroom is large enough ✓No individual is smart enough ✓No response time is fast enough ✓No intervention is complete enough ✓No program lasts long enough ✓No solution is global enough Todd, A. MOOCs for business presentation, 14 May 2013. WEF/Corp U.
  48. 48. 21st century knowledge skills Anchoring Staying focused on important tasks while undergoing a deluge of distractions. Anchoring Managing knowledge flow and extracting important elements. Connecting with each other Building networks in order to continue to stay current and informed. Being human together Interacting at a human, not only utilitarian, level...to form social spaces. Creating and deriving meaning Understanding implications, comprehending meaning and impact. Evaluation and authentication Determining the value of knowledge... and ensuring authenticity. Altered processes of validation Validating people and ideas within appropriate context. Critical and creative thinking Question and dreaming. Pattern recognition Recognizing patterns and trends. Navigate knowledge landscape Navigating between repositories, people, technology, and ideas while achieving intended purposes. Acceptance of uncertainty Balancing what is known with the unknown... to see how existing knowledge relates to what we do not know. Contextualizing Understanding the prominence of context... seeing continuums...ensuring key contextual issues are not overlooked in context-games. Siemens, G., 2006. Knowing knowledge.
  49. 49. The skills and processes that will make us people of tomorrow are not yet embedded in our educational structures Siemens, G., 2006. Knowing knowledge.
  50. 50. Que faire? ✓Learning is less and less about recalling information ✓Learning is more and more about know-where ✓Most of what people need to do cannot be learned through formal training ✓Improving the structure and quality of formal training therefore won’t get the job done
  51. 51. “Attempting to do more of what has been done in the past is not the answer. We need to do new things in new ways.” Siemens, G., 2006. Knowing knowledge.
  52. 52. Global Youth Conference RedTalk #13
  53. 53. 155
  54. 54. www.ifrc.org Video gallery Image gallery Enroll in RedTalk #13, a short course in global youth empowerment – OCTOBER 26, 2012 (EDIT POST) POSTED IN: LEARNING, REDTALK RedTalk #13 is an opportunity to learn about global youth empowerment, running as a weekly interactive online learning experience in the lead up to the 2012 IFRC Global Youth Conference in Vienna on 9-12 December. Accepting RedTalk #13 Share missions will give you an opportunity to engage in real-time conversations with other participants from around the world. Every Monday, you will receive an email outlining your mission for the week, which will be based around one of the four themes from the Global Youth Conference. Once a week, meet other RedTalkers online to share what you are learning. Each week’s mission should take no more than 30 minutes to complete. Those who wish to deepen their learning may spend additional time on optional learning activities. Get involved – become a RedTalker to share, understand and act. After you’ve signed up, please tell your friends about RedTalk #13 on Twitter and Facebook. Enroll in RedTalk #13, a short course in global youth empowerment Enrollment is super-simple. Type your e-mail address and check the boxes that apply. *Obligatoire Your e-mail address * Search... Tweets from @RCRCLearning Belgian #RedCross CEO describes support 2 design of Africa #FirstAid manual; evidence- based success story #evaidconf2012 via @matzschmale 3 hours ago RT @HFitzke: @IFRCRedTalk @RCRCLearning I have enrolled! Forget #halloween, bring on the 29th of October... #youth #leadership #GYC2012 23 hours ago @PieraViCattaneo Please try again, you will improve -- and let us know what you think of this course about the #RedCross and #RedCrescent 23 hours ago RT @PieraViCattaneo: Just took #WORC final test @RCRCLearning, I obtained a 71% score. I know it sucks. Gotta study n take the test agai Navigation Learning Opportunities
  55. 55. 775
  56. 56. 1. Youth Promoting Humanitarian Values and Life Skills 2. Youth as Innovators 3. Youth as Beneficiaries 4. You(th) as Leaders Missions
  57. 57. Live Learning Moments
  58. 58. 88%
  59. 59. 58%
  60. 60. Activity #3 ✓Science fiction: AIESEC 2025
  61. 61. Learning platform (2009) ✓Self-learning, doesn’t require tutoring ✓Scales up (100x cheaper than FTF) ✓Can do more than transmit information ✓Massive, open, online learning
  62. 62. GOAL (2013) Mentoring, leadership development, 21st century knowledge skills ✓Practical case-based problem-solving courses on critical thinking and solving unstructured problems ✓Affordances (benefits) of online learning ✓Learning together, across borders (social, peer- to-peer) ✓Red Cross Red Crescent contexts and cases
  63. 63. Scholar (2013) Develop case studies, implementation plans, lessons learned, etc. ✓Write – Peer review – Revise ✓Connect local and global knowledges ✓Evaluate, analyze, apply knowledge
  64. 64. www.ifrc.org/learning Acknowledgement, credits, gratitude, and inspiration: Bill Cope, Mary Kalantzis, Robert Kelly, Doug Lynch, Michael Moe, Gabriel Pictet, George Siemens, Alan Todd @RedaLearning reda.sadki@ifrc.org