Learning is the acquisition of knowledge, skills and competencies (behaviors) through experience and study. We all want to learn, so why is it so difficult to stop work to make time for learning, despite our best intentions? In exploring possible solutions to this question, learning strategy emerges from the existing practices and strengths of the organization – together with a diagnosis of where it needs to improve knowledge performance.

Is the CLO really the ‘fifth wheel’ in the organizational strategy wagon? Learning leaders tend to roll their eyes upward in sour-faced agreement about ending up as an after thought – after strategic alignment has been completed everywhere else in the organization, or being considered as a support service to enable and implement rather than a partner. So, what to wish for?

The Institute for Technology and Social Change is a private company based in Washington, D.C. Its web site offers a course catalogue focused on technological innovation. Timo Luege is a communication specialist who has spent the last seven years working for the humanitarian and development sector, a period during which large-scale disasters intersected with the rapid rise in mobile communication.

The industry to tackle growing humanitarian and development challenges has expanded rapidly since the mid 1990s, but not nearly as fast as the scope and scale of the problems have spiraled. Professionalization was therefore correctly identified as a major challenge of its own, with over a decade of research led by Catherine Russ and others clearing the rubble to allow the sector to make sense of what needs to be done.

Having presented three online learning approaches, here are three aspects to consider together: What is the cost of developing an online course based on each approach? What is the cost of delivering the course, per learner or per hour? What is the learning efficacy (outcome) that can be expected?

There are myriad approaches to online learning. I’ve selected three. One of them should no longer be recommended. This is the production of information modules that test information recall. In some cases, aware of the limited outcomes using this approach, attempts have been made to encourage reflection or analysis, but then the limitation of the approach leaves the learner with limited or no formative feedback and reductive forms of assessment.

My LSi.io presentation on the foundational knowledge about online learning in the humanitarian context could provide fodder for… an online course. And here are some of the learning objectives that would be included in such a course, together with a mind map showing some of the items addressed by the presentation.

The table below summarizes criteria that you should consider to identify the appropriate approach for your online learning needs.

I’ve just posted on LSi.io a comprehensive (65-minute) presentation intended for humanitarian managers and decision makers working in organizations without prior experience in online or distance learning. It includes numerous practical examples and case studies, as well as a description of the best available learning theory and best practice approaches most appropriate for the humanitarian learning context.

Toby Mundy on books as thick knowledge: “[…] Books have a unique place in our civilisation […] because they are the only medium for thick descriptions of the world that human beings possess. By ‘thick’ description, I mean an extended, detailed, evidence-based, written interpretation of a subject. If you want to write a feature or blog or wikipedia entry, be it about the origins of the first world war; the authoritarian turn in Russia;