A socio-constructivist #framework for tactical development in team sports: fostering critical thinking through collaborative #learning
▻https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1610750/full
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#criticalthinking #coordination #teamwork #collaboration #management
How and when artificial intelligence adoption promotes employee #knowledge #sharing? The role of #paradoxical #leadership and #technophilia
▻https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1573587/full
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Distorted #learning from local #metacognition supports transdiagnostic #underconfidence | Nature Communications
▻https://www.nature.com/articles/s41467-025-57040-0
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Why #YouTube is obsolete: From linear #video content to AI-mediated multimodal knowledge
▻https://redasadki.me/2025/04/06/why-youtube-is-obsolete-from-linear-video-content-to-ai-mediated-multimoda
Does the educational purpose of video change with AI? The purpose of video in education is undergoing a fundamental transformation in the age of #Artificial_Intelligence. This medium, long established in digital #Learning environments, is changing not just in how we consume it, but in its very role within the learning process. Video has always been a problem in education Video has always presented significant challenges in educational contexts. Its linear format makes it difficult to skim or scan content. Unlike text, which allows learners to quickly jump between sections, glance at headings, or scan for key information, video requires sequential consumption. This constraint has long been problematic for effective learning. Furthermore, in many regions where our learners are based, (...)
#Global_health #knowledge_construction #knowledge_consumption #knowledge_theory #learning_theory #linear_content
The synergy of #embodied #cognition and cognitive load theory for optimized #learning
▻https://www.nature.com/articles/s41562-025-02152-2
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Skip AI tools and learn for yourself - Simply Begin
▻https://simplybegin.co.uk/skip-ai-tools-and-learn-for-yourself
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#dev #copilot #softwareengineering #accountability #learning #cognition #ACS #technicaldebt #productivity #maintenance
Online #Learning #completion_rates in context: Rethinking success in digital learning networks
▻https://redasadki.me/2025/03/18/online-learning-completion-rates-in-context-rethinking-success-in-digital-
The comprehensive analysis of 221 Massive Open Online Courses (MOOCs) by Katy Jordan provides crucial insights for health professionals navigating the rapidly evolving landscape of digital learning. Her study, published in the International Review of Research in Open and Distributed Learning, examined completion rates across diverse platforms including Coursera, Open2Study, and others from 78 institutions. These findings reveal important patterns that can transform how we approach #professional_learning in #Global_health contexts. Beyond traditional completion metrics For global health epidemiologists accustomed to face-to-face training with financial incentives and dedicated time away from work, these completion rates might initially appear appalling. In traditional capacity building (...)
#learning_metrics #MOOCs #networked_learning #online_education #online_learning
What is #networked_learning ?
▻https://redasadki.me/2025/03/17/what-is-networked-learning
Networked learning happens when people learn through connections with others facing similar challenges. Think about how market traders learn their business – not through formal classes, but by connecting with other traders, sharing tips, and learning from each other’s experiences. This natural way of learning through relationships is what networked learning tries to support. 5 key features of networked learning: Why networked learning matters for health work: Health systems are full of isolated practitioners who could benefit from each other’s knowledge: Networked learning connects these isolated pockets of knowledge, allowing good ideas to spread and adapt across different contexts. Unlike traditional training that pulls people away from their work for workshops, networked learning (...)
What is #complex_learning ?
▻https://redasadki.me/2025/03/17/what-is-complex-learning
Complex #learning happens when people solve real problems instead of just memorizing facts. Think about the difference between reading about how to ride a bicycle and actually learning to ride one. You cannot learn to ride a bicycle just by reading about it – you need to practice, fall, adjust, and try again until your body understands how to balance. Health challenges work the same way. Reading about how to respond to a disease outbreak is very different from actually managing one. Complex learning recognizes this difference. 5 key features of complex learning: Why it matters for health work: Most health challenges are complex problems. Disease outbreaks, vaccination campaigns, and health system improvements all require more than just technical knowledge. They require the ability to: (...)
What is a complex problem?
▻https://redasadki.me/2025/03/15/what-is-a-complex-problem
What is a complex problem and what do we need to tackle it? Problems can be simple or complex. Simple problems have a clear first step, a known answer, and steps you can follow to get the answer. #complex_problems do not have a single right answer. They have many possible answers or no answer at all. What makes complex problems really hard is that they can change over time. They have lots of different pieces that connect in unexpected ways. When you try to solve them, one piece changes another piece, which changes another piece. It is hard to see all the effects of your actions. When you do something to help, later on the problem might get worse anyway. You have to keep adapting your ideas. To solve really hard problems, you need to be able to: The most important things are being (...)
#Global_health #complex_learning #learning_strategy #pedagogy #wicked_problems
Three mechanisms of #language comprehension are revealed through cluster analysis of individuals with language deficits
▻https://www.nature.com/articles/s41539-024-00284-0
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#AI_podcast explores surprising insights from health workers about HPV vaccination
▻https://redasadki.me/2025/02/26/ai-podcast-explores-surprising-insights-from-health-workers-about-hpv-vacc
This is an AI podcast featuring two hosts discussing an article by Reda Sadki titled “New Ways to Learn and Lead HPV Vaccination: Bridging Planning and Implementation Gaps.” The conversational format involves the AI hosts taking turns explaining key points and sharing insights about Sadki’s work on HPV vaccination strategies. While the conversation is AI-generated, everything is based on the published article and insights from the experiences of thousands of health workers participating in #Teach_to_Reach. #The_Geneva_Learning_Foundation’s approach Throughout the podcast, the hosts explore how the Geneva Learning Foundation (TGLF) has developed a five-step process to improve HPV vaccination implementation through their “Teach to Reach” program. This process involves: The hosts emphasize that (...)
#Global_health #Immunization_Agenda_2030 #India #ISAI #learning_culture #peer_learning
Performing like a #learning Machine: The Emphasis on #performance Goals Results in Self-Objectification
▻https://journals.sagepub.com/doi/10.1177/01461672241287817
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Who is serving whom? Exploring the mechanisms linking #technology dependence to #work #engagement
▻https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1494173/full
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A #Global_health framework for #Artificial_Intelligence as co-worker to support networked learning and #local_action
▻https://redasadki.me/2025/01/24/a-global-health-framework-for-artificial-intelligence-as-co-worker-to-supp
The theme of International Education Day 2025, “AI and education: Preserving human agency in a world of automation,” invites critical examination of how artificial intelligence might enhance rather than replace human capabilities in learning and leadership. #global_health education offers a compelling context for exploring this question, as mounting challenges from climate change to persistent inequities demand new approaches to building collective capability. The promise of connected communities Recent experiences like the Teach to Reach initiative demonstrate the potential of structured peer learning networks. The platform has connected over 60,000 health workers, primarily government workers from districts and facilities across 82 countries, including those serving in conflict zones, (...)
#AI_agents #climate_change_and_health #immunization #learning_strategy #neglected_tropical_diseases #NTDs
Why participate in #Teach_to_Reach 11 ?
▻https://redasadki.me/2024/10/03/why-participate-in-teach-to-reach-11
In #Global_health, where challenges are as diverse as they are complex, we need new ways for health professionals to connect, learn, and drive change. Imagine a digital space where a nurse from rural Nigeria, a policymaker from India, and a WHO expert can share experiences, learn from each other, and collectively tackle global health challenges. That’s the essence of Teach to Reach. Welcome to Teach to Reach, a #peer_learning initiative launched in January 2021 by a collection of over 300 health professionals from Africa, Asia, and Latin America as they were getting ready to introduce COVID-19 vaccination. Four years later, the tenth edition of Teach to Reach on 20-21 June 2024 brought together an astounding 21,389 health professionals from over 70 countries. Discussion has expanded (...)
#continuous_learning #learning_culture #partnerships #The_Geneva_Learning_Foundation
Brevity’s burden: The executive summary trap in #Global_health
▻https://redasadki.me/2024/08/27/brevitys-burden-the-executive-summary-trap-in-global-health
It was #James_Gleick who noted in his book “Faster: The Acceleration of Just About Everything” the societal shift towards valuing speed over depth: “We have become a quick-reflexed, multitasking, channel-flipping, fast-forwarding species. We don’t completely understand it, and we’re not altogether happy about it.” In #global_health, there’s a growing tendency to demand ever-shorter summaries of complex information. “Can you condense this into four pages?” “Is there an executive summary?” These requests, while stemming from real time constraints, reveal fundamental misunderstandings about the #nature_of_knowledge and learning. Worse, they contribute to perpetuating existing global health inequities. Here is why – and a few ideas of what we can do about it. The drive for brevity The push for shortened (...)
#Learning_strategy #decolonization #learning_culture #learning_strategy
The #Nigeria Immunization #Collaborative: what happened after just two weeks?
▻https://redasadki.me/2024/08/07/the-nigeria-immunization-collaborative-what-happened-after-just-two-weeks
Less than three weeks after its launch, the Nigeria Immunization Collaborative – a partnership between #The_Geneva_Learning_Foundation, the National Primary Health Care Development Agency (NPHCDA), and UNICEF – has already connected over 4,000 participants from all 36 states and more than 300 Local Government Areas (LGAs). The Collaborative is part of the Movement for #Immunization_Agenda_2030 (IA2030). In the Collaborative’s first #peer_learning exercise that concluded on 6 August 2024, over 600 participants conducted root cause analyses of immunization barriers in their communities. Participants engaged in a two-week intensive process of analyzing immunization challenges, conducting root cause analyses, and developing actionable plans to address these issues. They did this without having (...)
#Global_health #learning_culture #NPHCDA #root_cause_analysis #social_learning
Taking the pulse: why and how we change everything in response to learner signals
▻https://redasadki.me/2024/07/18/taking-the-pulse-why-and-how-we-change-everything-in-response-to-learner-s
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 separation between the design of instruction and its delivery does not make sense. Here is the practical approach we use in The Geneva Learning Foundation’s learning-to-action model to implement responsive learning environments by listening to learner signals and adapting design, activities, and feedback accordingly. Listening for and interpreting learner signals Educators must pay close attention to various signals that learners emit throughout their learning journey. These signals appear in several key ways: Making sense of learner signals Once these signals are identified, a nuanced approach to analysis is necessary: Adapting (...)
#Learning_design #Theory #digital_learning #facilitation #learning_design
Integrating #community-based_monitoring (CBM) into a comprehensive learning-to-action model
▻https://redasadki.me/2024/07/14/integrating-community-based-monitoring-cbm-into-a-comprehensive-learning-t
According to Gavi, “community-based monitoring” or “CBM” is a process where service users collect data on various aspects of health service provision to monitor program implementation, identify gaps, and collaboratively develop solutions with providers. By engaging service users, CBM aims to foster greater accountability and responsiveness to local needs. #The_Geneva_Learning_Foundation’s innovative learning-to-action model offers a compelling framework within which CBM could be applied to #immunization challenges. The model’s comprehensive design creates an enabling environment for effectively integrating diverse monitoring data sources – and this could include community perspectives. #health_workers as trusted community advisers… and members of the community A distinctive feature of TGLF’s (...)
#Global_health #continuous_learning #global_health #HRH #Human_resources_for_health #Immunization_Agenda_2030 #learning_strategy #zero-dose_children #Zero-Dose_Learning_Hub_ZDLH_
Shoshin College
▻https://shoshincollege.org
Shoshin College is an experimental learning co-operative that’s positioning itself outside of the existing way of how learning and teaching works.
UNIVERSAL. We embrace all domains and disciplines and invite everyone to teach and learn, regardless of background.
INCLUSIVE. We believe in high quality work but also that anyone can do high quality work. We do not exclude people because of the quality of their work. We include them because we want them to improve.
IN-PERSON. There is tons of online learning material. What’s missing is humane interactions in a community of people.
EVER-FLUCTUATING. We embrace iteration and invite change alongside experimentation and impermanence.
UNACCREDITED. We are trying something new and in order to explore it, we need not be tied down by the existing ways of how learning works today.
HIGH QUALITY. We could succeed in starting a learning institution but what’s interesting is to make it high quality and more importantly: higher quality than the current way of learning institutions.
LOW-COST. Wealth inequality contributes to a decreasing average quality of life for the Western resident. We are not interested in adding to this.
Why asking learners what they want is a recipe for confusion
▻https://redasadki.me/2024/06/30/why-asking-learners-what-they-want-is-a-recipe-for-confusion
A survey of learners on a large, authoritative #Global_health learning platform has me pondering once again the perils of relying too heavily on learner preferences when designing educational experiences. One survey question intended to ask learners for their preferred learning method. The list of options provided includes a range of items. (Some would make the point that the list conflates learning resources and #learning_methods, but let us leave that aside for now.) Respondents’ top choices were videos, slides, and downloadable documents. At first glance, this seems perfectly reasonable. After all, should we not give learners what they want? As it happens, the main resources offered by this platform are videos, slides, and other downloadable documents. (If we asked learners who (...)
Learn health, but beware of the behaviorist trap
▻https://redasadki.me/2024/06/30/learn-health-but-beware-of-the-behaviorist-trap
The #Global_health community has long grappled with the challenge of providing effective, scalable training to health workers, particularly in resource-constrained settings. In recent years, digital learning platforms have emerged as a potential solution, promising to deliver accessible, engaging, and impactful training at scale. Imagine a digital platform intended to train health workers at scale. Their #Theory of change rests on a few key assumptions: On the surface, this seems sensible. Mobile optimization recognizes health workers’ technological realities. Multimedia content seems more engaging than pure text. Assessments appear to verify learning. Incentives promise to drive uptake. Scale feels synonymous with success. While well-intentioned, such a platform risks falling into the (...)
#behaviorism #e-learning #health_training #HealthLearn #HRH #Human_resources_for_health #learning_culture #learning_strategy #workforce_development
8 things we know about learning across the lifespan in a complex world
▻https://redasadki.me/2024/06/30/8-things-we-know-about-learning-across-the-lifespan-in-a-complex-world
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#Theory #learning_strategy #lifelong_learning #memory #metacognition #retrieval #self-managed_learning #self-regulated_learning #transfer