For international NGOs working in multiple regions, the ties that bind are often virtual. “eLearning is the biggest component of our learning and development approach,” says Pauline Rooney, operations systems officer at GOAL Global, a humanitarian organization currently working in 17 countries. “And our learning management system is at the center of our eLearning, where we gather, measure, and share information.”
LINGOs, a learning consortium of 80+ international development, aid, and conservation organizations, and Principled Technologies, an award-winning provider of custom learning solutions and fact-based marketing, are excited to announce the release of several specialized elearning course templates for LINGOs members.
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|
Guest post by CEO Chris Proulx, about the expert panel he’ll be moderating at LINGOs’ Global Learning Forum!
Since their launch in 2012, massive open online courses (MOOCs) have generated lots of buzz, controversy, and investment. Much of the attention around MOOCs has been focused on their disruptive qualities – enormous scale, big data – against the landscape of higher education and other traditional educational models. I lived through that frothy discussion during my last couple of years as CEO at eCornell and have a few bruises to show for it.
As the debate around their role in learning continues, MOOCs and other higher-volume, higher-engagement online learning models have quietly been making inroads into private and social sector organizations. There, they’re being used to explore innovative solutions to complex problems, build broad-based skills for next generation workforces, develop leadership teams, and more.
At the LINGOs Global Learning Forum in October, we will be exploring MOOCs’ implications for learning and capacity building in the global development and humanitarian sectors. We’ve invited four experts who are leading the way in terms of innovation and application of MOOCs. Together, we’ll unpack several of the more vexing questions regarding what works and what doesn’t.
Probably the biggest knock on MOOCs has been low completion rates and mixed levels of learner engagement. But you will be surprised what you’ll hear from some of our panelists about what they are seeing in their metrics. Chris Pirie will talk about a MOOC at Microsoft that had an over 80% completion rate. Clint Korver from NovoEd and Nick Martin from Tech Change will share innovative approaches to technology and pedagogy that are driving social learner engagement in a range of courses: How does the design of successful MOOCs differ from that of traditional courses? Do we need high-charisma experts to lead them? What role can facilitated post-course networking play?
Taking advantage of the theory of cognitive surplus, MOOCs are potentially powerful tools for developing the wisdom of crowds into truly co-created new solutions. Sheila Jagannathan from the World Bank has been leading the Bank’s effort to develop open MOOCs on complex challenges related to climate change, citizen engagement, and the evolving role of public-private partnerships. How can we bring new ideas to our organizations for scaling up learning options for beneficiaries, donors, partners, and the engaged public?
The scale opportunities may be different between large and open public courses like the World Bank’s and smaller cohorts for internally-focused courses (aka the SPOC). So, what have we learned about the production and business models to make each model viable depending on the use case? There is a range of options available today for content development formats and delivery platforms, as the field has been expanded well beyond the better-known Coursera and EdX platforms. Microsoft, the World Bank, Stanford and others are leveraging different partners and platforms to deliver more courses and reach diverse audiences. Which will be the right choice for your organization?
In the Forum panel, you’ll get the information you’ll need to begin implementing your own MOOC at your organization: The panelists are prepared to share the inside story on their lessons learned as well as their aspirations for the future of this course format and how it can be applied in our sector. Through LINGOs alone, we can reach over 200,000 employees of international NGOs and hundreds of thousands more at local partnering organizations. Let’s brainstorm on how we can build increased engagement and highly scalable courses from our collective expertise that will benefit our broadest base of stakeholders.
On October 13, Dr. Sarah Steinberg (of Frogstone Strategies LLC) and Ariela Rosenstein (of Rare) are leading a Pre-Conference Workshop at LINGOs’ Global Learning Forum. Entitled “A Blueprint for an Online Learning Strategy,” this one-day workshop is designed to provide expert guidance as you develop or revamp your organization’s custom online learning strategy.
Accessible and highly adaptable, online learning can play a key role in engaging staff, driving innovation, and forging links between organizations, partners and stakeholders. The road leading to these positive outcomes, however, can be a confusing navigation of buzzwords (MOOC, social, or gamified, anyone?) –and a pyramid of decisions about technology and content sourcing.
So, you need a map. And if you’re already underway but know that your strategy isn’t maximizing reach or ROI, then it’s time to recalibrate the path that you’re on.
In October, Dr. Sarah Steinberg and Ariela Rosenstein are leading a Pre-Conference Workshop at LINGOs’ Global Learning Forum on developing a blueprint for an online learning strategy. We caught up with them earlier this month to discuss online organizational learning, and two “foundational” questions that serve as helpful starting points for Workshop participants – and for anyone charting a path for online learning in their own organization. Take a peek!
- Why Online?
Here’s the secret that’s too important to keep: As you consider online learning options, your answer to the question “Why are you going online?” will be your driving force, framing all of your other critical decision points – and your discussions with stakeholders. In a landscape as wide and intangible as the field of online learning, your reasons for steering your organization there in the first place can quickly get buried in conversations about how you’ll get there – and if you’re still gathering your thoughts, it’s probably too early to be talking technology, languages, and content.
So ask yourself: “Why should my organization take its learning online?” In doing so, you’ll start to analyze some of the tradeoffs, a critical move given the variety of options available. For example: Are you willing to forgo a certain amount of impact for the cost? Is your focus on low-bandwidth field solutions, or a high-resolution classroom environment? Who in your organization would benefit most from online learning? Chances are you’ll spark some ideas about your organization’s specific goals and potential blended solutions, which leads us into the next question:
- What are your best-case scenarios?
This runs close to the simpler question of “What are your organization’s needs online?” but it varies in one critical, theoretical sense. Framing your new strategy purely as a solution to your organization’s needs can ground you in the logistical everyday – and start you plodding forward based on the building blocks of your identified essentials, a slow process at best.
No, better here to wonder, “What are the ideal outcomes of online learning for my organization?” This can help you envision your strategy as a line of best fit between your current position and your ideal outcomes. Your answers to this question (there might be a few) provide goals from which you can trace direct lines back – as the crow flies – to your current drawing board.
In the Pre-Conference Workshop, your answers to these questions will become part of a larger toolkit designed to help achieve your organization’s ideal outcomes, not just its needs. Under Sarah and Ariela’s expert guidance, you’ll assess your baseline resources, identify key activities and decision gates in your strategic planning process, and discuss implementation with colleagues who share similar goals and contexts – before leaving the workshop with your own blueprint for an online learning strategy.
Register for the Workshop and find additional details on the Global Learning Forum here.
Questions? Contact Sarah and Ariela – we’re all looking forward to seeing you on October 13!
George Nyamao, an Operations Associate at Management Sciences for Health’s Kenya office, has completed a number of certificates in management and human resources through eCornell’s generous partnership with LINGOs. A self-described “family man” who loves people, music, nature, and his work, George also holds a Diploma in Management from the Technical University of Mombasa and an MBA in Finance from the University of Nairobi – a testament to eCornell’s versatility for learners of all educational backgrounds. George was kind enough to speak with us by email about his learning experience, the value of continuing education for his organization, and the colleagues he’s inspired along the way (our words, not his).
George, you’ve earned 5 separate certificates from eCornell through MSH’s program with LINGOs. What led you to seek these certificate programs?
It all started as a compliance effort in my first year at MSH, where it was a requirement for all employees to do the course “The Power of Managing Your Time and Personal Priorities”. I learned many practical approaches to increase my output by just thinking through how I could spend my time to achieve more and still maintain great working teams around me that are supportive and equally productive. Further navigation of this eCornell course showed me it was part of a series of other interesting courses leading to a certificate in Supervisory Skills. [Ed: more about the certificate here]. I discussed with my supervisor Peter about my interest and sought his approval, which he gave readily, and he pointed me to the fact that MSH offers great opportunities for quality personal development. The rest is where I am now!
How has your experience with the eCornell courses impacted you?
I have changed the way I work. It is evident. I have learned to listen more. I have learned to be more assertive and focused on what matters most on my priority list and also the team’s priority list. More importantly, I have gained satisfaction from having to execute my roles even in the midst of time and resource constraints. My interpersonal relations have greatly improved. I can team up with anybody and achieve great results, even the most difficult individuals. I now perceive challenges positively as opportunities for me to offer a solution. Solutions reside in the midst of challenges. Everyone can be enabled to lead in their locality and harness local resources to perform great work that improves the social wellbeing of the people.
The most commendable is that staff in MSH have appreciated that it is possible to grow their skills while working and impact the delivery of service. During my studentship at eCornell, I encouraged my colleagues Martin Githungo (driver), Brian Ayugi (Office Assistant), Irene Kihara (Administrative Assistant), Roseline Wandera (Operations Associate) and Rosemary Njue (Procurement Officer) to enrol with eCornell. I am aware that most of them have achieved certification and others are at various stages of their certificate series program. The MSH model with LINGOs is an open cheque to all MSHers to put their names on at total benefit to them and no cost to them. I commend MSH and encourage it to keep offering these courses to employees.
Any thoughts you want to share with LINGOs and other LINGOs member organizations (80+ international development/humanitarian organizations)?
There is growing demand for skills in monitoring and evaluation, program evaluation and assessment/audit. This is an area to target for course offerings to improve skills in the NGO sector for setting realisable targets/goals.
To existing and potential LINGOs members, eCornell courses are great models for leveraging value, by spreading the benefit of staff development programs over a big team. eCornell offers high quality courses at unbelievably low budget costs per staff member compared to conventional individual staff sponsorship programs.
Anything you want to express to eCornell?
The quality of training materials and faculty is commendable. The print course materials offer great reference. The animated presentations and videos are great learning aids, as are the array of multicultural Teaching Assistants and students who enrich the courses with global cases and experiences shared during discussions and forums. I am glad to remain an active Alumni of Cornell University.
George, thank you!
And to all LINGOs members: it’s always great to hear how member benefits have made a difference for your organization, whether they’re LINGOs learning programs or products donated by our corporate partners. If you have a story you’d like to share, please email email@example.com
LINGOs member organizations have access to an unlimited number of subsidized seats for their staff in eCornell’s award-winning courses and certificate programs. For more information on eCornell, please visit www.ecornell.com and reach out to your organization’s designated contact to LINGOs.
A 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.
Final stages of the second annual eLearning Global Giveback Competition are underway. The courses that eLearning designers and developers created for LINGOs member agencies are now with a panel of judges, finalists will be announced shortly and winners will be announced on Thursday March 24 at the eLearning Guild’s Learning Solutions Conference and Expo in Orlando, Florida.
The eLearning Guild (www.eLearningGuild.com) and LINGOs (www.lingos.org) created the eLearning Global Giveback Competition to provide the e-Learning community with an opportunity to help change the world. International non-profits that do great work in relief, development, conservation and social justice use eLearning to build the capacity of their global staff on the frontlines in Africa, Asia, Latin America and the former Soviet Union.
Instructional designers, e-Learning Developers and other e-Learning experts come together in the Global Giveback to make a real difference in the world by volunteering their expertise in developing state-of-the-art e-Learning to help build the capacity of LINGOs member organizations such as ACCION, ACDI-VOCA, Catholic Relief Services, CARE, Habitat for Humanity, Heifer International, PSI, Save the Children, The Nature Conservancy, and World Vision.
Win or not, participating in the eLearning Global Giveback is a great experience. For LINGOs member agencies, the eLearning community has contributed a huge win and windfall by developing customized, high-quality learning resources for their staff in the far reaches of the world. Staff in developing countries in Africa, Asia and Latin America rarely have the opportunity to access state-of-the-art learning resources, given the costs of time and travel to regional and international training courses. The contribution made by volunteers means that these agencies can both invest in their staff’s development and use the precious financial resources contributed by generous donors to achieve their organizational missions, in responding to crises, such as last year’s devastating earthquake in Haiti, building democratic institutions, fighting corruption, protecting natural resources, and promoting health and human rights around the globe.
For the volunteers, the experience offers an opportunity to give back in meaningful ways, to learn about a new field, try out a new authoring tool, and build a portfolio. “The experience was just awesome,” said Alfredo Leone of Quicklessons who developed a course for LINGOs member ACDI-VOCA. “It’s a great initiative, a great way to get involved and create real value for the community,” he said of the Global Giveback initiative. “John Leary, at ACDI-VOCA picked a topic that meets an underlying need, and we were glad to be able to collaborate.”
To our volunteers, sponsors and partners, the eLearning Guild, LINGOs, and LINGOs member agencies say thank you! And … to help us do a better job, have a request:
If you posted a course for development, if you offered to develop a course, if you did develop a course, if you sponsored the competition by making your learning resources available to volunteers and LINGOs agencies, please take a few minutes and respond to our survey .
We want to learn from the experience and make it even better next time.