Personal Learning Environments for Humanitarian Learning and Development
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Case study in progress of an initiative designed to balance the needs of learner and organization. Powered by Open Badges. A project of Médecins sans frontières presented at the ePortfolio and Identity Conference 2015.
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Personal Learning Environments for Humanitarian Learning and Development
- 1. Personal Learning Environments for Humanitarian Learning & Development KEYNOTE ePortfolio and Identity Conference Barcelona June 10, 2015
- 2. • 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?
- 3. Types of Mission • Armed conflicts (>50%) • Malnutrition • Infectious diseases, vaccinations, epidemic response • Primary health clinics, hospital support
- 4. 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
- 6. ©Jean-PIerreAmigo 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
- 8. 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.”
- 9. MSF: a federated structure
- 10. 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
- 11. 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)
- 12. 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
- 13. EMERGING TRENDS Technology, workplace development
- 14. Not all learning takes place in the classroom deakinprime.com wikipedia.org
- 15. Corporate Training Has Changed Source: Canadian Chamber of Commerce
- 17. Personal Learning Environments Conventional 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 systems Wilson et al, 2007
- 18. PLE: Individualized learning & performance support Alec Couros 2010
- 19. Tools evolving Peers with common interests Info mgt & comm tools Personal Learning Networks Info & Resources Learning Communities Peers with common interests Expert Sources Online Tutoring Guided Courses MSF Worker Personal Learning Environment Social Learning Environment Learner-centred /Socio-Constructivism
- 20. BUT: Organizations also have needs LMS Strengths LMS Weaknesses Simple, 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 Weaknesses Almost 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
- 21. BUT: Organizations also have needs LMS Strengths LMS Weaknesses Controllable, trackable Teacher/institution centred, “siloed” PLE Strengths PLE Weaknesses Learner 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
- 22. Progressive relaxation of organizational control http://www.els.qut.edu.au/innovation/vler/docs/VLEReview_Report_FIN_20140623.pdf
- 23. VISION: INTEGRATED EXPERIENCE FROM DIVERSE TECHNOLOGIES
- 24. 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)
- 25. QUESTIONS?
- 26. Personal Learning Environment (PLE) Initiative WORKSHOP SESSION ePortfolio and Identity Conference Barcelona June 10, 2015
- 27. 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)
- 28. 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
- 29. I use these technologies...desktop laptop tablet smartphone Facebook Pinterest LinkedIn Slideshare/Prezi YouTube Twitter Socialbookmark Dropbox,etc. Gmail+GDocs SocialGroups Blog
- 30. Balancing individual and organizational needs Learner > Org Org = Learner Org > Learner
- 31. 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)
- 32. OCB Career Management Portal career.msf.be (video tour)
- 33. OCB: Technical skills, transversal competencies
- 35. Google + PinterestFacebook Instagram Ning/Google Groups/ Yahoo Groups LinkedIn LinkedIn Groups Blogger Wordpress.com MOOCs NetlogPrezi TwitterDropbox YouTube WikipediaSlideshare Google Drive (Docs, etc.) Skype Hangouts Medical Databases Newsfeeds Webinars Wiki?Diigo MSF CoPs ePortfolio Skills Passport LMS ERP/HRDocument Management Intranet Talent Management Resource Repositories Open Badges Layered control and support
- 36. 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
- 37. 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
- 38. Digital Credentials for Humanitarian Logistics JeroenBreman_Badges2#/
- 39. Career Pathways Humanitarian PLE - across the career lifecycle Talent Pipeline Recruitment Induction Formative Assessment Gap Training Team Building Performance Management Talent Management Experience Achievements Professional Development Career Development Leadership Development SME Specialization Career Change Outplacement External Performance Support Google, YouTube External repositories Coaching and Mentoring Other External Learning MOOCs, Open Ed Resources, Personal Learning Network, Communities of Practice OCBA OCG Academic recognition? New Career? OCB Other MSF LMSs such as: HRIS/ERP Systems Performance Management System Talent Management System Skills Marketplace Demand Supply Badge Passport/ ePortfolio Digital Credentials External Recognition Other Humanitarian LMSs such as: Workplace Assessments & Achievements New Mission? New MSF role?
- 40. 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: Skills Passport LMS Profiles: Informal and Non-formal Workshops, CoPs Formal PSE/PD e-Campus Logistics Roles Awards & Recognition Experiences (debriefed) HAITI 2010 Functional Skills Trainer WatSan Skills Passport
- 41. EXPLORING TECHNOLOGIES & THE HUMANITARIAN COMMUNITY
- 42. Current status • Concept paper • Survey, outreach • Framework • High level vendor engagement, short listing • Formal technology selection • Piloting • Full implementation
- 43. 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)
- 44. 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
- 45. Common needs, converging solutions
- 46. UNICEF Agora – an innovative model https://agora.unicef.org
- 47. Engaging vendors - questionnaire
- 48. ePortfolio and Identity Conference (ePIC)
Hinweis der Redaktion
- MSF is the acronym for MÉDECINS SANS FRONTIÈRES MSF is a leading international, non-governmental humanitarian organization for emergency medical aid. MSF provides independent medical relief to people in approximately 60 countries around the world. MSF has a reputation for being the first amongst aid organizations to respond to emergency situations. It is also often the last to leave places that become forgotten by other agencies or organizations. We ensure that aid targets the most vulnerable people and we focus on groups that are likely to fall outside mainstream relief efforts. These may include but are not limited to women, refugees and internally displaced people, ethnic minorities and prisoners. “independence from all political, economic, or religious powers” Compared to many other NGOs, MSF is lucky to have many private donors: the large majority of international revenue comes from private sources This allows MSF to remain independent of government funding. We are thus independent in assessing medical needs. MSF decides where MSF works, not a government donor, who often have geo-political interests. Example: In the Northwest Frontier Province of Pakistan, near the Afghan border, MSF is providing health care to people who have had to flee violence. VERY politically sensitive area. MSF does not accept any government funding for programs in Pakistan. Because it is important that we are not seen as carrying a political agenda. Neutrality: MSF doesn’t take sides in a conflict MSF may work on both sides of a combat line, as in the North Kivu region of the Democratic Republic of Congo Impartiality: MSF bases assistance solely on medical needs - regardless of religion, politics or race. Those in the most serious and immediate danger will receive our priority, unrelated to geo-political agenda’s or the preferences of institutional donors. Yes, we treat civilian or soldiers – just ask them to leave their gun at the door Medical ethics - Every day providing the best possible care we can. Constantly asking what is and is not medically possible in the field. Always pushing forward – and pushing other international actors to adopt better approaches. WHO changed their protocols more than once due to our advocacy. Several governments changed the protocol for malaria treatment.
- MSF’s programs, a short overview: More than 50% of MSF programs are responding to armed conflict E.g. Sri Lanka – treating the war wounded who fled the conflict zone Don’t think immediately war wound surgery. We mostly provide basic health care to people fleeing violence Epidemic response is another reason for MSF to start a new program. In all countries where we work, MSF monitors crude morbidity & mortality rates. This enables us to quickly respond to start of epidemics. We are able to do this well due to our logistic capacity and established protocols. We have kits to respond to the first phase of the emergency. Other epidemics we often see are measles and meningitis. MSF provided 1,330,000 meningitis vaccinations in 2010 alone Since the beginning of the cholera epidemic in Haiti in October 2010, MSF has treated more than 160,000 patients for cholera, about 35 per cent of total cases reported nationwide. Likewise, MSF responds to ebola, measles, marburg, malaria, in countries such as Uganda, Congo, Angola, etc. Many of our projects provide basic primary care in the form of health clinics that usually provide basic care for: Malaria Upper respiratory infections Minor trauma Malnutrition, and Diarrhea/Gastrointestinal issues MSF provides temporary additional care to existing hospitals, e.g. during a crisis or when the health care system is in ruins or non existent. MSF can work in a ward or alongside the MoH, or takes the whole hospital. (examples – TB ward, maternity ward) Surgery is an important part of many MSF projects we have more advanced orthopedic surgical programs in places like Nigeria and Haiti (both before and after earthquake) Question: What would you guess is the most frequently performed surgery in MSF programs? (answer is c-section) Malnutrition is another reason for MSF to get involved Armed conflicts, epidemics and malnutrition are often inter-related in places like Darfur or DRC. Here is a picture from Niger, where we implemented a revolutionary new therapeutic feeding protocol – Ready To Use Foods (RUFs) MSF is a leader on the issue – putting pressure on WHO and others to change the protocol Good example of how we are always striving to provide the best possible care Programs specializing in the treatment of infectious diseases. In 2010 MSF substantially increased the number of HIV patients in its care receiving antiretroviral therapy (ART), from 164,509 to more than 183,000. Fewer than two per cent of the patients receiving ART are receiving second-line treatment. In total, MSF provided care for more than 210,000 people living with HIV/AIDS, and during this period of expansion, the quality of care remained high. In response to the kala azar crisis in Southern Sudan, MSF expanded its program from three to nine treatment sites in 2010, treating a total of more than 2,600 patients and supporting other agencies with drugs and technical assistance. MSF thus became the leading aid organization in the fight against the epidemic. In 2010 MSF continued its sleeping sickness project in Central African Republic (CAR), the country with the second highest number of patients worldwide. Whereas MSF treated more than 1,000 patients in 2009, in 2010 only 50 were diagnosed and treated in the program in Maitikoulou. MSF regards this as a success, demonstrating that a treatment program can drastically curtail the disease. At the end of 2008, MSF had tested over 60,000 people for Chagas, treating 3,100 patients, of whom 2,800 successfully completed their treatment. Vaccination campaigns are clear and efficient. Involves the entire team – each person may do thousands of kids a day A lot of logistics to it – e.g. keeping the vaccines cold throughout the travel process and the campaign, etc. In 2010 MSF provided measles vaccinations to more than 4,500,000 people in response to outbreaks of the illness. MSF vaccinated more than 1,330,000 people against meningitis in 2010, also participating in a campaign introducing a new vaccine in Mali and Niger.
- MSF works in approximately 60 countries worldwide (all the dark grey countries). Map is constantly changing. Most of our work is in sub-Saharan Africa, southeast Asia, and Haiti. But we also have projects in S. America and Europe. Medical programs in approximately 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
- MSF’s logistic strength, which makes us more effective then other NGO’s We have kits ready at our warehouses in Europe that can get a program up and running in 48 hours we are prepared beforehand – like E-prep - and this gives us speed and quality control so where do we work?
- Quoting Maggie Wideau; “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
- More than 90% of MSF positions are filled by locally hired staff, like this medical assistant in Papua New Guinea. Besides medical staff, like doctors and nurses, many local staff function as drivers, logisticians, mechanics, translators, hospital cleaners, guards, and other essential roles that keep MSF’s medical programs running. National staff work along side international, or ex-pat staff, and in the process there is a lot of sharing of expertise, both medical and non-medical. Having locally hired staff ensures continuity in our programs and provides a link to the local community. National staff hired by MSF are increasingly being sent to other programs and becoming ex-pat staff on other projects.
- MSF international volunteers work closely with thousands of national staff. Indeed, most project staff are recruited locally – on average, the ratio of national to international staff is ten to one. Training of national staff often forms a key component of MSF’s work in the field in the post-emergency phase, with the aim of building a sustainable health care capacity able to continue long after MSF’s involvement ends. However, international volunteers learn from their local colleagues at least as much as they teach them, so cultural awareness and an open mind are crucial components of a successful international assignment. One MSF nurse and midwife who spent a year with MSF in Afghanistan said ‘What I gave, I got back 20-fold, on a personal and professional level. It was incredibly difficult, but wonderful – I learned more in one year in Afghanistan than I would have in decades at home’.
- Remember to keep using photos from your personal gallery and continue to discuss your experience to keep the audience engaged.
- “…primarily a pattern concerned with the practices of users in learning with diverse technologies, rather than a category of software” “…concerned with enabling a wide range of contexts to be coordinated to support the goals of the user” “…more consistent with a competence-oriented approach to learning, and explicitly recognizes the need to integrate experiences in a range of environments”
- Other humanitarian learning systems, e.g.: -RCRC -CDC -UNHCR Global Learning Center