Retention and completion in online learning: recommended strategies for improvement
Why learner support is the heart of an effective program If you are designing an online or blended program for busy professionals, the single most powerful…
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Taking the pulse: why and how we change everything in response to learner signals
The ability to analyze and respond to learner behavior as it happens is crucial for educators. In complex learning that takes place in digital spaces, task…
What lies beyond the event horizon of the ‘webinar’?
It is very hard to convey to learners and newcomers to digital learning alike that asynchronous modes of learning are proven to be far more effective.…
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Retention and completion in online learning: recommended strategies for improvement
Why learner support is the heart of an effective program If you are designing an online or blended program for busy professionals, the single most powerful…
Trust in remote work: what is the psychology of social presence?
Why does a video call feel empty compared to a handshake? How does physical absence break the social contract? What happens to trust in remote work?…
Richard Mayer’s research on multimedia for learning actually proves text works better
Educational technology professionals cite Richard Mayer’s 2008 study more than any other research on multimedia instruction. They are citing the wrong conclusion. Mayer did not prove…
Taking the pulse: why and how we change everything in response to learner signals
The ability to analyze and respond to learner behavior as it happens is crucial for educators. In complex learning that takes place in digital spaces, task…
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…
How we work
We achieve operational excellence to provide a high-quality, personalized and transformative learning experience for each learner – no matter how many are in the cohort. We…
What lies beyond the event horizon of the ‘webinar’?
It is very hard to convey to learners and newcomers to digital learning alike that asynchronous modes of learning are proven to be far more effective.…
New learning and leadership for front-line community health workers facing danger
This presentation was prepared for the second global meeting of the Health Care in Danger (HCiD) project in Geneva, Switzerland (17–18 May 2017). In October 2016,…
Can analysis and critical thinking be taught online in the humanitarian context?
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 and blended learning: two heads of the humanitarian training chimera
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.