What changed at Teach to Reach 16?
On 6 August 2026, at Teach to Reach 16, health workers from more than 50 countries joined the sixteenth edition of the world’s largest peer learning…
What’s new at The Geneva Learning Foundation
Featured
Malaria: nobody turns the tide alone
In online learning, 95 people out of a 100 quit. A network of health workers from malaria-endemic countries spent one summer proving that this is a…
What’s the buzz about new tools for malaria?
What do a rapid test, a preventive medicine, and a bed net have in common? Every one of them, somewhere, has met a parent who said…
Teach to Reach 17: Share your experience, find new ways to solve your challenges
You are stuck on a problem at work. A colleague in another country has already solved it. How can you connect? Request your invitation to join…
No child should die from malaria: Thierno Abdoulaye Baldé’s story
The Geneva Learning Foundation runs peer learning for the people who deliver health care where it is hardest to deliver. Its courses ask participants not for…
Teach to Reach 16 Replay: Defying distance to learn and lead change, from menopause to malaria
258 health workers. 1,534 real stories. One question: how do we turn the tide against malaria? In Teach to Reach 16, the Geneva Learning Foundation gives…
Latest
Choose your own adventure
This is my presentation at the Online Learning Summit in London on 16 June 2015. I asked participants to choose between a set of four questions:…
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.
The Design of a Learning System to Teach Analysis and Critical Thinking for Humanitarians
My presentation at the First International Forum on Humanitarian Online Training (IFHOLT) hosted by the University of Geneva on 12 June 2015. A more detailed version of…
Blame it on Plato
Even as computer-mediated communication is now embedded into nearly every aspect of life, the sentiment persists that written and therefore distance communication is intrinsically inferior. Here is the…
Publishing as learning
We are both consumers and producers of publications, whether in print or online. Publications are static containers for knowledge from the pre-Internet era. Even if they…
Why we secretly hate webinars
Webinars reproduce the structure and format of the formal training workshop in an online space. The sole positive distinction for participants is that they may now…
Why supposedly boring conference calls are actually amazing
Where phone and Skype remain the gold standard for one-to-one communication (and learning), many of us find value in conference calls, irrespective of the technology (phone,…
How do we use technology to embed learning into work?
Of the myriad technologies in use, we may find it useful to focus our attention on those that (1) are now widely used, to examine their…