Three things I have learned in the last three years of “rolling-out” the Introduction to Child Centered Community Development (CCCD) Module

This post was originally published on Plan Academy and written by Pedrito Sandy M. Fortuna, Regional CCCD Specialist, Plan International in Asia Region.

I have been facilitating and co-facilitating, both online and blended face-to-face, one of the Plan Academy’s flagship modules on Introduction to Child Centered Community Development. Although the list of things I have learned over the past three years can go on and on, there are three important lessons that stand out when looking at Plan’s development approach.

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Designing eLearning Courses with Localization in Mind

A guest post by Ingenuiti, a LINGOs partner.

Do you design or create training content or eLearning courses for an organization that operates globally? If you think your content will reach a global audience, you should consider integrating localization as part of your development process. Training has its greatest impact when it is provided in the learner’s native language. If you are a writer or instructional designer and have never considered localization in the planning and creation phase of content development, while it might seem daunting at first, this once dreaded task can be simplified with proper preparation and strategy.

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Partner Spotlight: Bridging the Language Divide with Speexx

Like other multinational organizations, NGOs working in multiple countries face a major challenge to their productivity and success: the language divide between staff in various national offices. Take ChildFund for instance, which works to support vulnerable children worldwide: “English is the great unifying language of our business,” says Leslie Crudele, ChildFund’s International HR Business Partner. “We have staff around the world that are non-native English speakers, and they’re asked to use English in their business communications.”

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16 Days of Activism Against Gender-Based Violence

Today kicks off 16 Days of Activism against Gender-Based Violence, a campaign to educate citizens and lawmakers alike about gender-based violence, human rights, and “the intersections of political, economic, and social realities.”

The uncommon timespan is no accident. Beginning on November 25 (the International Day for the Elimination of Violence Against Women), and ending on December 10 (International Human Rights Day), the 16 Days campaign delivers gender equality to the doorstep of human rights – one inextricable from the other.

With thousands of organizations around the world participating in activities, sharing resources, and calling for change, the 16 Days campaign founds a sustained conversation about gender-based violence and human rights.

How are you joining in 16 Days?

Get the newly updated “Guidelines for Integrating Gender-Based Violence Interventions in Humanitarian Action.” Explore the resources and community action supported by the Center for Women’s Global Leadership and UN Women.

Take an online course from UNFPA on managing gender-based violence programs in emergencies. And LINGOs members, the following courses are available to you through the LINGOs Learning Platform:

Course Title LINGOs Learning Platform Course Code
Inter-Agency Standing Committee – Different Needs – Equal Opportunities (Gender Equality in Programming) IASC-IASC-GenderEquality
InterAction – Managing Sexual Exploitation and Abuse Investigations IA00-managing-SEA
InterAction – SEA101: Introduction to Sexual Exploitation and Abuse IA00-SEA101
InterAction – SEA201: Mainstreaming of Sexual Exploitation and Abuse IA00-SEA201
Headington Institute – Coping with Traumatic Stress (EN) HI00-traumaticstress-EN-HI
Headington Institute – Coping with Traumatic Stress (ES) HI00-traumaticstress-SP-HI
Headington Institute – Coping with Traumatic Stress (FR) HI00-traumaticstress-FR-HI
Headington Institute – Coping with Traumatic Stress (PT) HI00-traumaticstress-PT-HI

 

Take the Survey: How Does Your Organization Learn at Work?

LINGOs logoA recent survey by Jane Hart asked her blog readers to rate 10 different ways they learn at work.   As you can see here, the results of the survey are provocative, and challenging to Learning and Development (L&D) teams.  However, her results likely don’t represent the reality of the learners we serve in the development, relief and conservation sectors.  While 3,500 readers responded to the survey, very few were from the global South and over 50% of the respondents worked in HR/L&D.

So, let’s explore the different ways that development, relief and conservation workers learn!

Please share the link to this brief survey with your learners around the world.  We want to know how learners in your organization rate 10 different ways they learn at work.  We will keep the survey open for one month, and results will be published in the next LINGOs newsletter.  We will then use the data to:

  • inform a series of articles that outline the challenges of the new world of learning
  • identify models to evolve the traditional role of L&D teams, and
  • introduce LINGOs resources that help address the new realities of learning in the workplace.

Please share the link to the survey widely and often!  The URL is:  https://www.surveymonkey.com/s/CYNVVSK

If you’re interested in learning more about the resources available to NGOs through LINGOs, sign up for our monthly newsletter here.

Social Learning: A Case Study from Syria

Mike Culligan

By Mike Culligan, Director of Last Mile Learning

In his book The Future of Work, Jacob Morgan observes that “the traditional way to learn and teach was largely guided and dictated by organizations who set out training programs, manuals, and set courses. Technology has connected employees and information together anywhere, anytime, and on any device. This means that learning and teaching can happen between employees without official corporate training programs or manuals. Have a question? Tap into the collective intelligence of your company.”

Morgan’s observations underscore a fundamental shift in the way organizations interpret the concept of “workplace learning.” Nowhere is this shift more apparent than in the work that LINGOs is doing with its partners in the Last Mile Learning initiative. In Syria, for example, we are working with the Syrian NGO Forum to set up a learning platform that supports the staff of over 90 NGOs (local and international) responding to the crisis in that country.  While the platform will serve as a channel to distribute a collection of Arabic-language eCourses, the NGO Forum is equally excited about using the platform’s front-end to establish a system of social/networked learning that helps emergency responders to connect and share knowledge via groups, discussion threads, blogs, wikis and  document repositories.  The Syria context is especially challenging for learning because relief workers  are located in three countries, do not have free passage between the areas in which they work, and often are unable to attend coordination meetings and trainings.  To remedy these constraints, the platform will provide users access to “just in time learning”, but will also provide the “just in time information” that is critical to supporting the people they serve.

Jane Hart recently reviewed Morgan’s book in her excellent Learning in the Social Marketplace blog and concluded by asking ‘How is your organization supporting the ‘learning worker”?’  LINGOs’ work in Syria provides a window into the new opportunities organizations have to promote both formal learning and social/networked learning through the new LINGOs learning platform.

Interested in learning more? Join Mike for a one-hour webinar on Thursday, May 14 as he shares 7 lessons from the social platform launch in Syria. Details and registration here.