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Ask before you watch: How to get the most out of learning videos

Tanya Gupta's picture
Welcome to the fourth blog of the technology aided gut (TAG) checks series. In our last post we showed you how to be reasonably confident that the information you find from an online resource is accurate, especially when you do not have the subject matter expertise to ascertain its correctness. In the next two blogs, we will take a closer look at educationational videos - arguably the “hottest” format for knowledge exchange.
 
This is a pragmatic blog for providing technical knowledge to adult professionals. So we are not going to address big questions like: The debate rages on while the trillion dollar online education industry blossoms.
 
No matter which side of the aisle you are on in this big debate, if you are in the need to learn something useful (quickly) and you are choosing a web source to learn from- remember these five critical factors - and then decide whether to use a video or some other source. These factors may not guarantee the success of a learning session but ignoring them will most likely ensure the session’s failure.

Free, French course on PPPs offers customized case studies, relevant regional perspectives

Olivier Fremond's picture



Cette page en Français.

This post was originally published on the Voices blog.

As a former country manager in Benin, my team and I advised the national administration on the Public-Private Partnerships (PPP) Project Law then under consideration and engaged in PPPs. This effort took place after the private sector, both domestic and international, made a strong commitment to finance large infrastructure programs. Timing is everything, of course, and the window for passing the legislation through parliament before legislative elections was tight – ultimately, too tight. A better understanding of PPPs and the options these partnerships can offer to a country like Benin, which needs substantial infrastructure investments, would have helped the process tremendously.

Free, French course on PPPs offers customized case studies, relevant regional perspectives

Olivier Fremond's picture
Free, French course on PPPs



As a former country manager in Benin, my team and I advised the national administration on the Public-Private Partnerships (PPP) Project Law then under consideration and engaged in PPPs. This effort took place after the private sector, both domestic and international, made a strong commitment to finance large infrastructure programs. Timing is everything, of course, and the window for passing the legislation through parliament before legislative elections was tight – ultimately, too tight. A better understanding of PPPs and the options these partnerships can offer to a country like Benin, which needs substantial infrastructure investments, would have helped the process tremendously.

At the time, however, PPP educational options for French speakers were scarce. Although plenty of PPP resources exist in English, many fewer tools are available for Francophone African countries. These tools are critical to understanding PPPs, creating and adopting legislation, applying PPPs when they may serve a need, and knowing when not to use them to secure infrastructure services.

New open online course: from climate science to action

James Close's picture
 From Climate Science to Action


Over the past two years, the World Bank’s flagship climate change report series Turn Down the Heat and its complementary free Massive Open Online Course (MOOC) have helped bring important climate related issues to policy makers and concerned citizens, reaching nearly 39,000 people in more than 180 countries worldwide.

Now, with the adoption of the Paris Agreement at COP 21, we are ready to launch a new and exciting MOOC: “From Climate Science to Action – Turn Down the Heat Series”. The MOOC is delivered in association with the World Bank’s Open Learning Campus – the one stop shop for development learning. This interactive course focuses on region-specific impacts and opportunities for climate action in the context of the Paris Agreement. With an overview of the submitted National Determined Contributions (NDCs), it lays out implementation challenges and opportunities of the Paris Agreement. 

MOOC? Engaging citizens: A game changer for development?

Utpal Misra's picture

MOOC posterOften it is the simple things that make major impacts, and engaging citizens for better development results is a very simple concept. However, at a time when participatory approaches such as crowdsourcing, feedback, transparency and citizen engagement are increasingly popular and seemingly effective, we are bound to ask if engaging citizens does in fact improve development results.  As simple as the concept of citizen engagement is, designing and implementing successful citizen engagement approaches and interventions in practice is especially complex.

Is citizen engagement a game changer for development? The World Bank, in partnership with London School of Economics (LSE), Oversees Development Institute (ODI), Participedia and CIVICUS, explores this question in a free 5-week course on Citizen Engagement, hosted by the World Bank Group Open Learning Campus, envisioned as a single destination for development learning.  

The course provides a holistic overview of citizen engagement through interactive videos, resources, and activities. It explores underlying theories and concepts of citizen engagement, examines the role it can play in improving policymaking and public service delivery, and investigates the impact of new technologies, particularly in developing countries.

Global learning about financing development – MOOC available

Bertrand Badré's picture


​As previous readers know, I am a strong believer in the critical role the private sector has to play in financing the recently adopted Sustainable Development Goals (SDGs). This new global framework with its ambitious post-2015 development agenda will need a different magnitude of financing, one that will surpass the current capacities of governments and international donors. I have highlighted, in previous posts, the need to leverage the “billions” in Official Development Assistance (ODA) to attract and mobilize “trillions” in investments of all kinds: public and private, national and global, in both capital and capacity.

Climate change and e-Learning: a virtual success story

Neeraj Prasad's picture
Computer class at ENA school for distance learning in Cocody, Abidjan.
Photo: Ami Vitale / World Bank


The past month was full of climate-related stories in the media, including speeches by the Pope in Washington DC and New York, the joint China-US statement, and the announcement of China’s cap-and-trade scheme starting 2017.

We may still hear about differences of opinion on what is causing climate change and what needs to be done and by whom, but it is happening, and that efforts to resolve these differences are made in conventions and meetings, in houses of Congress, in media or public debate.

MOOCs and e-learning for higher education in developing countries: the case of Tajikistan

Saori Imaizumi's picture
There has been a lot of talk and research on massive open online courses (MOOCs) and their potential impact, but is it really applicable to developing countries? How can universities take advantage of online content? And what kind of regulations and quality assurance mechanisms do we need? 

Last year, as a part of the “Tajikistan: Higher Education Sector Study,” I led a team to conduct pilot activities to assess the feasibility of using MOOCs and other e-learning content in higher education institutions (HEIs) in Tajikistan.

Recently the Government of Tajikistan has decided to discontinue existing correspondence-based programs for part-time students and shift to a “distance learning” system using computers and Internet technology. Thus, this study was conducted to assess the possibility of using information and communication technologies (ICT) to improve access, quality and relevance of higher education in Tajikistan. In addition, the study supported a mini-project to pilot a number of ICT-based solution models to tackle challenges identified in the country’s National Education Development Strategy.

Recently, we interviewed pilot participants about their experience participating in MOOCs, e-learning and distance education, and then produced a series of short video clips. These videos showcase the impact of potential use of online learning and distance education for improving access, quality and relevance of education as well as reduction of the gender gap. One of the female students in the video mentioned that distance education allows her to continue studying after having kids.

Here is the overview video that we produced:
 
ICT for Higher Education? The Case of Tajikistan

​A PPP Manifesto: Getting where we need to go

Jeff Delmon's picture
Some PPPs succeed. Some don’t. And many of these partnerships stake their ground somewhere in-between: they are effective but still fall short of a result or two; they deliver but with less efficiency than intentioned; they innovate but not at the scale envisioned.  In other words, PPPs’ potential is being fulfilled, but certain changes need to be made – urgently, and at the highest levels – so these partnerships can achieve their true potential. 

How?

I’m glad you asked. Many decades of PPP experience and many conversations over cocktails with colleagues on the public and the private side of these deals has prompted this call to create partnerships that can do an even better job serving people around the world. Here are four areas that must be addressed:

Preparation
A well-prepared project is a successful one; yet, we need more. More funding to prepare projects and to prepare governments for the demands of PPP from start to finish. More time to get things right, especially identifying the right partner and agreeing on how the partnership will work. More technical support for governments, since PPP is a huge leap from their usual business of public service and they therefore need extra help and advice.

There are some technical assistance funds available, but too few, too far between, and providing too little capacity. One interesting approach is to provide funding to existing entities with capacity, with a financial interest in the relevant project. This links the project preparation funding with a clear incentive to bring the project to fruition, and for this reason has achieved some important success in helping to prepare projects.

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