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

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. The power of humanity

3. $20,000,000,000
Non-emergency income, ongoing programming

4. 13,600,000Active community-based volunteers

5. 130,397,371
Number of people reached by 46 National Societies

6. 7
Humanity
Impartiality
Neutrality
Independence
Voluntary service
Unity
Universality

8. ✓Learning platform
✓Academic courses
✓World Disasters Report
✓Research coordination
✓Reference centers
Red Cross Red Crescent
Learning network

9. 17,000,000
Number of people trained to do first aid

10. 46,000,000
Number of people helped by first aiders

14. What is a university?

15. Which of these is a university?

16. The value of a degree

17. Progress?

30. 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.”

31. 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

32. Relevant?

33. ✓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

35. Activity #1
✓What is learning?
✓What is a learning organization?
✓Is AIESEC a learning organization? Why or why
not?

36. Distance learning vs.
Face-to-face learning

37. 0.50
50

38. 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

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

40. 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.

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

42. Learning
{architecture
context

48. Greece, 1983

49. Sri Lanka, 2006

50. Afghanistan, 2011

51. Kenya, 2013

52. Haiti, April 2010

53. Kenya, 2009

54. Portugal, 2013

55. Bangladesh, 2009

56. Jordan, 2013

57. Thailand, 2009

58. 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).

59. What is a MOOC?

60. Massive
Open
Online
Course

61. Massive participation

62. Open to all

63. What has changed?
How much has changed?
✓how we teach
✓where we teach
✓who we teach
✓who teaches
✓who administers
✓who services

64. 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

65. Learning in a VUCA world
✓Volatility
✓Uncertainty
✓Complexity
✓Ambiguity
= practical code for awareness and readiness

66. 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.

67. % 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.

68. What happens when knowledge flows too
fast for processing or interpreting?
Siemens, G., 2006. Knowing knowledge.

69. 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.

70. 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.

71. The skills and processes that will make us
people of tomorrow are not yet embedded in
our educational structures
Siemens, G., 2006. Knowing knowledge.

72. 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

73. “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.

74. Global Youth Conference
RedTalk #13

75. 155

76. www.ifrc.org Video gallery Image gallery
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Learning Opportunities

77. 775

78. 1. Youth Promoting Humanitarian Values and Life
Skills
2. Youth as Innovators
3. Youth as Beneficiaries
4. You(th) as Leaders
Missions

82. Live Learning Moments

83. 88%

84. 58%

85. Activity #3
✓Science fiction: AIESEC 2025

86. 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

87. 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

88. Scholar (2013)
Develop case studies, implementation plans,
lessons learned, etc.
✓Write – Peer review – Revise
✓Connect local and global knowledges
✓Evaluate, analyze, apply knowledge

89. 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