Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Learning in a VUCA world: IFRC FACT and ERU Global Meeting (Vienna, 31 May 2013)
1. LEARNING
IN A VUCA WORLD
Reda Sadki
Senior Officer, Learning systems
International Federation of Red Cross and Red Crescent Societies
FACT ERU Meeting, Vienna, 31 May 2013
16. Living in a VUCA world
✓Volatility
✓Uncertainty
✓Complexity
✓Ambiguity
= practical code for awareness and readiness
17. What happens when knowledge flows too
fast for processing or interpreting?
Siemens, G., 2006. Knowing knowledge.
18. 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.
19. The skills and processes that will make us
people of tomorrow are not yet embedded in
our educational structures
Siemens, G., 2006. Knowing knowledge.
20. % 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.
21. 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.
22. 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.
23. Que faire?
✓Learning is less and less about recalling
information
✓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
24. “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.
25. 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).
26. Learning system
Preparation
Formal training
Field school
Peer learning
Mentoring
Standby
Refresher
Lessons from the field
Academic research Informal
Network
Synchronous Live Learning Moments (open)
Asynchronous Mentoring
Self
Self-paced learning eBooks
Self-organized learning
Wikis
FedNet
Mailing lists
Deployment
Feedback loop
Field analysis
Experiential learning
Peer learning
Formal
Network
Synchronous Live Learning Moments (closed)
Asynchronous
GOAL
Scholar
Self
Self-paced Learning platform
Self-organized Personal learning network (PLN)
Post-deployment
Feedback loop
Reporting
Peer community
Assessment
FTF
Machine
Peers
Competencies
Google Hangouts
A learning system skeleton
27. Learning system
Preparation
Formal training
Field school
Peer learning
Mentoring
Standby
Refresher
Lessons from the field
Academic research Informal
Network
Self
Deployment
Feedback loop
Field analysis
Experiential learning
Peer learning
Formal
Network
Self
Post-deployment
Feedback loop
Reporting
Peer community
Assessment
FTF
Machine
Peers
Competencies
29. 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
30. 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
31. Scholar (2013)
Develop case studies, implementation plans,
lessons learned, etc.
✓Write – Peer review – Revise
✓Connect local and global knowledges
✓Evaluate, analyze, apply knowledge
