personal learning environments for humanitarian learning and development
TRANSCRIPT
Personal Learning Environments for Humanitarian Learning & Development
KEYNOTEePortfolio and Identity Conference
BarcelonaJune 10, 2015
• International humanitarian aid organization
• Provides emergency medical relief to those who need it most in approximately 60 countries worldwide
• ‘First in’ and ‘last out’
• Treats most vulnerable
• VALUES: Independence, neutrality, impartiality, medical ethics
What is MSF?
Types of Mission
• Armed conflicts (>50%)• Malnutrition• Infectious diseases, vaccinations, epidemic
response• Primary health clinics, hospital support
MSF missions around the world
• Medical programs in more than 60 countries• More than 25,000 field positions: only 8% is international staff• More than 7.3 million patient consultations in 2010• More then 9.4 million measles & meningitis vaccinations in 2009
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Operations: Logistics, Finance, HR
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When I went on my first assignment with MSF to Angola in the summer of 2002, I put all my things in a storage locker thinking that I would be coming back home afterward.
Now, eight assignments and six years later, I am still going to the field with MSF.”
Maggie Wideau, NP
International Staff
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National Staff
National Staff
• Ratio of national to international staff is 10 to 1
• Training of national staff important for long-term sustainability
• International staff also learn from their local colleagues– “I learned more in one year in Afghanistan than I would
have in decades at home.”
MSF: a federated structure
MSF: People Management Report (2014)
• FINDINGS– Inconsistent recruitment and rotation– Low development skills of many line managers– Under-utilization of national staff
• RECOMMENDATIONS– An online portfolio– Online mentoring and coaching;– JIT Online resources – e.g. quick tip sheets
Changes in progress
• Modernized Learning & Development Policies– Values: inclusivity, accessibility, flexibility, learner-
centredness• Increased sharing and collaboration
– eCampus (LMS): OCBA and OCG– Intersectional working committees (e.g. KM)
MSF Canada – Program Unit
Unit created in support of field operations, across the movement:
Learning Strategies (one of three pillars) providing: Instructional design, project management, innovation, consulting
Sample projects:eBriefings: Ebola, Cholera, HR…Full courses: HIV / TB Pilot projects: Gaming, PLE
EMERGING TRENDSTechnology, workplace development
Not all learning takes place in the classroom
deakinprime.com
wikipedia.org
Corporate Training Has Changed
Source: Canadian Chamber of Commerce
Personal Learning EnvironmentsConventional Design (LMS) Alternative Design (PLE)
Focus on integration of tools and data within a course context
Focus on coordinating connections between the user and services
Asymmetric relationships Symmetric relationships
Homogenous experience of context Individualized context
Use of open e-learning standards Open Internet standards and lightweight proprietary APIs
Access control and rights management Open content and remix culture
Organizational scope (orientation) Personal orientation, global scope
Personal Learning Environments: Challenging the dominant design of educational systemsWilson et al, 2007
PLE: Individualized learning & performance support
Alec Couros 2010
Tools evolving
Peers with common interests
Info mgt& commtools
Personal LearningNetworks
Info &Resources
Learning Communities
Peers with common interests
ExpertSources
Online Tutoring
GuidedCourses
MSF Worker
Personal Learning Environment
Social Learning Environment
Learner-centred /Socio-Constructivism
BUT: Organizations also have needsLMS Strengths LMS WeaknessesSimple, consistent, and structured As widely implemented, time-bound (courses disappear at the end of the
semester)
Integration with student information systems (SISs), with student rosters automatically populated in courses
Teacher, rather than student, centric
Private and secure (FERPA compliant) Courses walled off from each other and from the wider web, negating the potential of the network effect
Simple and inexpensive to train and support (compared to supporting multiple tools)
Limited opportunities for students to "own" and manage their learning experiences within and across courses
Tight tool integration (such as quiz scores populated in gradebooks) Rigid, non-modular tools
Supports sophisticated content structuring (sequencing, branching, adaptive release)
Interoperability challenges and difficulties
PLE Strengths PLE WeaknessesAlmost limitless variety and functionality of tools, customizable and adaptable in multiple configurations and variations
Complex and difficult to create for inexperienced students and faculty members
Inexpensive — often composed of free and open source tools Potential security and data exposure problems (FERPA issues abound)
No artificial time boundaries: remains "on" before, during, and after matriculation
Limited institutional control over data
Open to interaction, sharing, and connection without regard to official registration in programs or courses or particular institutions
Absent or unenforceable service-level agreements; no ability to predict or resolve web application performance issues, outages, or even disappearance
Student-centric (each student selects and uses the tools that make sense for their particular needs and circumstances)
Lacks centrally managed and aggregated group rosters (such as class rolls)
Learning content and conversations are compilable via simple technologies like RSS
Difficult and potentially expensive to provide support for multiple tools and their integrations with each other and with institutional systems
Mott 2010 http://www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-network
BUT: Organizations also have needs
LMS Strengths LMS WeaknessesControllable, trackable Teacher/institution centred, “siloed”
PLE Strengths PLE WeaknessesLearner centred, “boundary-less”, flexible, inexpensive
Difficult to control, track, support
Mott 2010 http://www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-network
Progressive relaxation of organizational control
http://www.els.qut.edu.au/innovation/vler/docs/VLEReview_Report_FIN_20140623.pdf
VISION: INTEGRATED EXPERIENCE FROM DIVERSE TECHNOLOGIES
Principles
• Balance needs of organization and individual
• Support the career lifecycle
• Recognize all authentic learning
• Interoperate with other MSF systems
• Interoperate with external systems
(OCB)
QUESTIONS?
Personal Learning Environment (PLE) Initiative
WORKSHOP SESSIONePortfolio and Identity Conference
BarcelonaJune 10, 2015
Principles
• Balance needs of organization and individual
• Support the career lifecycle
• Recognize all authentic learning
• Interoperate with other MSF systems
• Interoperate with external systems
(OCB)
Survey: “the way I like to learn is by...”
Print publications - 37
Newsletters, websites - 33
Email mailing lists, web forums- 32
Conferences, workshops - 28
Webinars - 27
E-learning - 25
Classroom - 22
Networking - 18
Coach - 7
Explore -5
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Balancing individual and organizational needs
Learner > Org
Org = Learner
Org > Learner
Learner >> OrgOrg >> Learner
Learner > Org
MSF Outreach (follow-up interviews)
BARRIERS TO PLE• Historically: emergency mindset, lack of focus on staff development• Intersectional politics, “triangular reporting”, competition for staff• Not another information system (i.e. silo)....• Lack of Internet access, bandwidth
DRIVERS• Increasing support for staff development in recent years• Network improvements for other projects (Symphony)• Growth of mobile technology• Synergy with Knowledge Management initiatives• Desire for distributed production/delivery of learning• National Staff’s desire for recognition (credentialing)
OCB: Technical skills, transversal competencies
OCB: Career Pathing
RECOGNIZED
RECOMMENDED
ARRANGED
C O R E
Google + PinterestFacebook Instagram
Ning/Google Groups/ Yahoo GroupsLinkedIn
LinkedIn GroupsBlogger
Wordpress.com MOOCsNetlogPrezi
TwitterDropbox YouTube
WikipediaSlideshare
Google Drive(Docs, etc.)
SkypeHangouts
MedicalDatabases
Newsfeeds WebinarsWiki?Diigo
MSF CoPsePortfolio Skills Passport
LMS ERP/HRDocument Management
Intranet
Talent Management
Resource Repositories
Open Badges
Layered control and support
Standards to support interconnectivity
Mott 2010 http://www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-network
Others:• SCORM• XCRI• LRMI• xAPI (TinCan)• Open Badges• HR-XML
A digital representation of an accomplishment, interest or affiliation that is visual, available online and contains metadata including trusted links that help explain the context, meaning, process and result of an activity.
As an open artefact, the earner can present the badge in different contexts from which it was earned.
Portable digital credentials (Mozilla Open Badges)
• Clear progress markers– motivating learners,
supporting advisors• Flexible learning pathways
– granular, incremental, multi-source, laddered, remixable
• Visual branding– issuers and earners
• Online trust system– demonstrate skills &
capabilities– proof of performance– backed by issuer
Digital Credentials for Humanitarian Logistics
JeroenBreman_Badges2#/
Career Pathways
Humanitarian PLE - across the career lifecycle
Talent Pipelin
e
RecruitmentInductionFormative
AssessmentGap Training
Team BuildingPerformance Management
Talent Management
ExperienceAchievementsProfessional Development
Career Development
Leadership Development
SME SpecializationCareer Change
Outplacement
External Performance
SupportGoogle, YouTube
External repositories
Coaching and
Mentoring
Other External Learning MOOCs, Open Ed Resources, Personal Learning Network,
Communities ofPractice
OCBA OCG
Academic recognition?
New Career?
OCB
Other MSF LMSssuch as:
HRIS/ERPSystems
PerformanceManagement
System Talent Management
System
Skills Marketplace
Dem
andSupp
ly
BadgePassport/ePortfolio
DigitalCredentials
ExternalRecognitio
n
Other Humanitarian
LMSs such as:
WorkplaceAssessments
&Achievements
New Mission?
New MSF role?
Small pieces, loosely joined
Role change,Promotion
Academic Recognition
New Career
New Mission
TYPES OF LEARNING AND RECOGNITION
RECORD OF LEARNING
DISPLAY OF LEARNING
TRANSFER OF LEARNING
Websites:
Online Communities:
ePortfolios:
SkillsPassport
LMS Profiles:
Informal andNon-formal
Workshops, CoPs
Formal PSE/PD
e-CampusLogistics
Roles
Awards & Recognition
Experiences(debriefed)
HAITI
2010
Functional Skills
Trainer
WatSan
Skills Passport
EXPLORING TECHNOLOGIES & THE HUMANITARIAN COMMUNITY
Current status
• Concept paper• Survey, outreach• Framework• High level vendor engagement, short listing• Formal technology selection• Piloting• Full implementation
Development Framework – Key Sources
• MSF:– Learning & Development Policies– People Management Skills Development Report
• JISC ePortfolio Implementation Toolkit• Design Principles Documentation Project (DPD)• Europortfolio Learning, ePortfolio & Open Badge
Maturity Matrix (Level 4)• Eight Principles for Educational Technology Change
(Buchan PhD, 2014)
Development Framework – Some Highlights
• Stage 0: R&D– Internal practices, values, goals; external trends
• Stage 1a: Planning, Acquisition, Installation – Balance, openness, flexibility,
• Stage 1b: Pilot Design– Small, low-risk, low hanging fruit, badge system design
• Stage 2: Early Adoption– Training, support, accessibility, evaluation
• Stage 3: Embedding– Tinkering, addressing culture, change management issues
• Stage 4: Sustaining– QA, technical sustainability, policy adjustment
Common needs, converging solutions
Engaging vendors - questionnaire
ePortfolio and Identity Conference (ePIC)
DISCUSSION