What is the pedagogy of Teach to Reach?
In a rural health center in Kenya, a community health worker develops an innovative approach to reaching families who have been hesitant about vaccination. Meanwhile, in…
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Making learning strategic in development and humanitarian organizations
This is the third in a three-part presentation about learning strategy for development and humanitarian organizations. It was first presented to the People In Aid Learning…
5 surprising insights from the science of successful learning
The work of Reda Sadki offers a provocative, often counter-intuitive critique of how we learn, lead, and solve complex problems. Here are five surprising insights about…
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Why does cascade training fail?
Cascade training remains widely used in global health. Cascade training can look great on paper: an expert trains a small group who, in turn, train others,…
The capability trap: Nobody ever gets credit for fixing problems that never happened
Here is a summary of the key points about the capability trap, from the article “Nobody ever gets credit for fixing problems that never happened: creating…
Making sense of sensemaking
In her article “A Shared Lens for Sensemaking in Learning Analytics”, Sasha Poquet argues that the field of learning analytics lacks a shared conceptual language to…
Education as a system of systems: rethinking learning theory to tackle complex threats to our societies
In their 2014 article, Jacobson, Kapur, and Reimann propose shifting the paradigm of learning theory towards the conceptual framework of complexity science. They argue that the…
The design of intelligent environments for education
Warren M. Brodey, writing in 1967, advocated for “intelligent environments” that evolve in tandem with inhabitants rather than rigidly conditioning behaviors. The vision described deeply interweaves…
How do we reframe health performance management within complex adaptive systems?
We need a conceptual framework that situates health performance management within complex adaptive systems. This is a summary of an important paper by Tom Newton-Lewis et…
What is a “rubric” and why use rubrics in global health education?
Rubrics are well-established, evidence-based tools in education, but largely unknown in global health. At the Geneva Learning Foundation (TGLF), the rubric is a key tool that…
Pandemic preparedness through connected transnational digital networks of local actors
What is the link between pandemic preparedness, digital networks, and local action? In the Geneva Learning Foundation’s approach to effective humanitarian learning, knowledge acquisition and competency…
Reinventing the path from knowledge to action in global health
At the Geneva Learning Foundation (TGLF), we have just begun to share a publication like no other. It is titled Overcoming barriers to vaccine acceptance in the…
Which is better for global health: online, blended, or face-to-face learning?
Question 1. Does supplementing face-to-face instruction with online instruction enhance learning? No. Positive effects associated with blended learning should not be attributed to the media, per…