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Reda Sadki

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Learning StrategyThinking AloudWritingKnowledge ManagementCiencias de la EducaciónInglés
Publicado

Business gets done by groups in workshops and meetings and by individuals in private conversation. There is an undeniable cultural advantage for diplomacy that comes from looking your interlocutor in the eye. Emerging digital platforms are in the margins of this business. The pioneers are creaky in their infrastructure and, ironically, playing catch-up. They have long lost the initial burst of enthusiasm that led to their creation.

DigitalScholarInternational OrganizationsThe Geneva Learning FoundationThink And DoCiencias de la EducaciónInglés
Publicado

The assumption that countries have the capacity to take on recommendations from the best available knowledge, achieve understanding, and turn them into effective policy and action, leaves unanswered the mechanisms through which a publication, a series of meetings, or a policy comparison may lead to change.

Thinking AloudDigital TransformationLMSCiencias de la EducaciónInglés
Publicado

Question: “So what learning platform do you use?” Answer: “The Internet.” I first remember hearing the phrase “Everyone hates their LMS” from a defrocked priest of higher education. That made so much sense. At the time, I was wrestling with a stupid, clunky corporate learning management system designed for the most paranoid kind of HR department, touting its 10,000 features, none of which could do what we actually needed.

WritingCiencias de la EducaciónInglés
Publicado

Copenhagen. I chat with two “learning consultants”, whose job it is in their respective universities to help faculty improve how they teach. Much to my dismay, I understand that their role is perceived as being about the adoption of new tools (“Should I use Adobe Connect or Zoom?”). Yet they are a case in point that learning technologists provide a rare opportunity for university faculty to think through how they teach.

WritingCiencias de la EducaciónInglés
Publicado

We struggle with the measurement of learning. Elaborate frameworks compete for attention. The sophistication of complexity theory or fractals, the business speak of ROI, levels, pyramids, concentric circles… every learning guru peddles a model to describe and diagnose the effects of what we try to do – and what learners actually do most often on their own.

WritingCiencias de la EducaciónInglés
Publicado

I asked three questions, four years ago, as a sympathetic observer eager to see a learning organization – launched with much fanfare and 20 million British pounds of DFID support – help improve humanitarian work. Never really got an answer. Until today. It turns out that the Humanitarian Leadership Academy is being absorbed into the UK’s largest international NGO.

WritingCiencias de la EducaciónInglés
Publicado

Will it be virtual reality (VR)? The promise of immersive, experiential learning is tantalizing. What about artificial intelligence (AI), if only to relieve humans of the drudgery of the more trivial part of assessment and feedback? Will neuroscience lay bare cognitive process? What if the blockchain stored distributed learning records? How about building a successor to creaky Moodle? Predicting the future tends to be a losing bet.

DigitalScholarExpertiseNegative AttitudesPeer LearningCiencias de la EducaciónInglés
Publicado

The idea that adult learners have much to learn from each other is fairly consensual. The practice of peer learning, however, requires un-learning much of what has been ingrained over years of schooling. We have internalized the conviction that significant learning requires expert feedback.

DigitalScholarDemocratization Of EducationFiber OpticGlobal Health EquityMedical EducationCiencias de la EducaciónInglés
Publicado

“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.