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This is my presentation at the First International Forum on Humanitarian Online Training (IFHOLT) organized by the University of Geneva on 12 June 2015. I describe some…
This is the first in a series of five blog posts reflecting on what is at stake in how we learn lessons from the Ebola crisis that…
This is the fourth in a series of five blog posts reflecting on what is at stake in how we learn lessons from the Ebola crisis that erupted in 2014…
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On Monday, July 3rd 2017, an expanded course team from three continents, supported by LSi’s Scholar Apprentices, began to trial a completely new approach to the development…
(Please do share this announcement with promising learning leaders in your network. Your support is much appreciated. – Reda) The Geneva Learning Foundation, together with LSi and the University…
This came up in one of the Live Learning Moments in the first week of the Geneva Learning Foundation’s #DigitalScholar course: This is for Reda: I’m…
This is the final in a series of five blog posts reflecting on what is at stake in how we learn lessons from the Ebola crisis that erupted in 2014…
This is the fourth in a series of five blog posts reflecting on what is at stake in how we learn lessons from the Ebola crisis that erupted in 2014…
This is the third in a series of five blog posts reflecting on what is at stake in how we learn lessons from the Ebola crisis that erupted in 2014…
This is the second in a series of five blog posts reflecting on what is at stake in how we learn lessons from the Ebola crisis that erupted in 2014…
This is the first in a series of five blog posts reflecting on what is at stake in how we learn lessons from the Ebola crisis that…
This is my presentation at the First International Forum on Humanitarian Online Training (IFHOLT) organized by the University of Geneva on 12 June 2015. I describe some…
Experience is the best teacher, we say. This is a testament to our lack of applicable quality standards for training and its professionalization, our inability to act on what has consequently become the fairly empty mantra of 70-20-10, and the blinders that keep the economics (low-volume, high-cost face-to-face training with no measurable outcomes pays the bills of many humanitarian workers, and per diem feeds many trainees…) of humanitarian education out of the picture.
