The following is excerpted from Watkins, K.E. and Marsick, V.J., 2023. Chapter 4. Learning informally at work: Reframing learning and development.

Two parallel lines look like they eventually converge at the horizon. Technology’s chase for digital convergence, say between television and the Internet, raises interesting questions of its own, starting with what happens at the ‘vanishing point’ – and how to get there. How about publishing and learning? Semantico has a blog post based on John Helmer’s lively chat with Toby Green, OECD’s head of publishing, and myself.

Humanitarian education is a huge undertaking. Each year, for example, 17 million trainees learn first-aid skills through face-to-face (FTF) training programmes run by the 189 National Red Cross and Red Crescent Societies worldwide.

First published in the World Disasters Report 2013: Focus on technology and the future of humanitarian action. Since the rise of the internet in the early 1990s, the most obvious benefit offered by educational technology has been its potential ubiquity or the ability to learn anywhere, anytime.

Part 1: Like clockwork | Part 2: Going Live 10:45 – The distribution of relief items starts At the far end of the camp, four volunteers led by Arturo, a logistics specialist from the French Red Cross, get basic relief items ready for distribution. The items are NFIs, as we call them, or non-food items. 11:00 – A clean bill of health for the camp’s youngest baby Omar is just 20 days old.

Part 1: Like clockwork | Part 2: Going Live 06:00 – Base camp wakes up Base camp wakes up. A cool breeze has risen along with the bright sun, whipping up sand and dust. The first crews of volunteers move out to the transit camp at Ras Jedir. Some of the volunteers, like 32-year-old Moaz, have spent the last four weeks installing tents that are now ready to provide shelter. “We learnt on the job,” he explains.