#learning_strategy

Health workforce development in the Age of Intelligence: a tragedy of the cognitive commons?
▻https://redasadki.me/2026/08/14/health-workforce-development-in-the-age-of-intelligence-a-tragedy-of-the-c

Two people, both of whom I have met versions of many times. The first is a national programme manager at Nigeria’s National Primary Health Care Development Agency (NPHCDA), or at the Ghana Health Service. She is formidable. She has been through in-service training with credit points that counted toward her career progression, mid-level management modules, […]

#Artificial_intelligence #Learning_strategy #AI4Health #Artificial_Intelligence

The integrity layer: using #assessment to scaffold peer #learning_at_scale
▻https://redasadki.me/2026/08/05/the-integrity-layer-using-assessment-to-scaffold-peer-learning-at-scale

Peer feedback is the engine of #The_Geneva_Learning_Foundation’s learning system. A new screening tool protects that engine, and its design answers three questions education specialists have been circling for decades: what peer assessment is for, how much verification a learning system can afford, and what a certificate can honestly claim. “Ok ok ok […]

#Learning_design #Learning_strategy #Artificial_Intelligence #certification #formative_assessment #peer_feedback #peer_learning #peer_review #summative_assessment

#OECD_Digital_Education_Outlook_2026: How can AI help human beings learn and grow?
▻https://redasadki.me/2026/03/24/oecd-digital-education-outlook-2026-how-can-ai-help-human-beings-learn-and

On the first day of the OECD Digital Education Outlook 2026 conference on “Exploring Effective Uses of Generative AI in Education,” we saw what happens when education system stakeholders ask not whether AI can improve performance, but whether it helps human beings learn and grow. The focus was K‑12, but the implications reach far beyond […]

#Artificial_intelligence #Andreas_Schleicher #Artificial_Intelligence #K-12_education #learning_strategy

What pre and post tests cannot tell you: A critical review of a widely-used but poorly-understood #assessment method
▻https://redasadki.me/2026/03/15/what-pre-and-post-tests-cannot-tell-you-a-critical-review-of-a-widely-used

This is the first of two articles about assessment, exploring the limitations and misuse of pre and post tests. The second article examines the framework used by The Geneva Learning Foundation to overcome the limitations described here. The reassuring illusion of the knowledge quiz Imagine a two-day workshop on menopause for healthcare providers. Before the […]

#Learning_strategy #assessment_design #assessment_validity #cognitive_levels #formative_assessment #knowledge_recall #learning_strategy #pre_and_post_test #response_shift_bias #summative_assessment

Investing in our shared future: learning, #equity, and solidarity
▻https://redasadki.me/2026/02/23/investing-in-our-shared-future-learning-equity-and-solidarity

For a decade, we have worked to transform how professionals learn, connect, and lead change. We have reached tens of thousands of participants in over 100 countries. If you have participated, you experienced the power of #peer_learning. When health and humanitarian workers support and learn from each other, they grow stronger. This speeds up […]

#The_Geneva_Learning_Foundation #certification #community #learning_strategy #open_access

Comparative analysis of #workforce_development models in the #global_malaria_elimination_agenda
▻https://redasadki.me/2026/02/08/comparative-analysis-of-workforce-development-models-in-the-global-malaria

The stagnation in global #malaria mortality reduction has forced a re-evaluation of the tools and strategies currently deployed in high-burden countries. While biological challenges such as insecticide resistance and parasite mutations are well-documented, a critical bottleneck remains the capacity of the human workforce to implement technical strategies with precision. The transition from control to elimination […]

#Global_health #global_health #HRH #learning_culture #learning_strategy

5 surprising insights from the science of successful learning
▻https://redasadki.me/2026/01/31/5-surprising-insights-from-the-science-of-successful-learning

The work of Reda Sadki offers a provocative, often counter-intuitive critique of how we learn, lead, and solve complex problems. Here are five surprising insights from his body of work. 1. Text is superior to video for learning In an era where educational technology is obsessed with video content, immersive simulations, and flashy multimedia, Sadki […]

#Learning_strategy #Artificial_Intelligence #completion_rates #gamification #global_health #learning_strategy #multimedia_learning #Richard_Mayer #The_Geneva_Learning_Foundation

The future of #hybrid_engagement: accelerated action to tackle #global_threats
▻https://redasadki.me/2026/01/21/the-future-of-hybrid-engagement-accelerated-action-to-tackle-global-threat

How can we use the new physics of digital connections to save lives? What is the future of hybrid engagement? The ultimate test of any #digital_architecture is whether it can deliver results in the real world. In the context of global health, the challenge is bridging the “know-do gap.” This is the chasm between high-level strategies written in Geneva or Seattle and the messy reality of a health clinic in a conflict zone. Traditional capacity-building often relies on the “transmission” of knowledge from experts to novices. This approach assumes that a lack of knowledge is the primary barrier to action. However, evidence suggests the binding constraint is often a lack of social scaffolding. Without the trust and shared context that physical presence historically provided, knowledge fails to (...)

#Learning_strategy #Full_Learning_Cycle #propinquity #remote_work #social_presence #Social_Presence_Theory #Teach_to_Reach #The_Geneva_Learning_Foundation

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 (...)

#Global_health #global_health #learning_strategy

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

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

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

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_

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 (...)

#Theory #global_health #learning_strategy #learning_styles

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

The capability trap: Nobody ever gets credit for fixing problems that never happened
▻https://redasadki.me/2024/02/23/the-capability-trap-nobody-ever-gets-credit-for-fixing-problems-that-never

Here is a summary of the key points from the article “Nobody ever gets credit for fixing problems that never happened: creating and sustaining #process_improvement”. Overview Core causal loops The capability trap The “capability trap” refers to the downward spiral organizations can get caught in, where attempting to boost performance by pressuring people to “work harder” actually erodes process capability over time. This trap works through a few key mechanisms: Key takeaway for learning leaders Learning leaders must understand the systemic traps identified in the article that underly failed improvement initiatives and facilitate mental model shifts. This help build sustainable, effective learning programs to be realized through productive capability-enhancing cycles. Key takeaway for (...)

#Leadership #Learning_strategy #capability_development #HR #Total_Quality_Management

Credible knowers
▻https://redasadki.me/2023/03/21/credible-knowers

“Some individuals are acknowledged as credible knowers within #Global_health, while the knowledge held by others may be given less credibility.” – (Himani Bhakuni and Seye Abimbola in The Lancet, 2021) “Immunization Agenda 2030” or “IA2030” is a strategy that was unanimously adopted at the World Health Assembly in 2020. The global community that funds and supports vaccination globally is now exploring what it needs to do differently to transform the Agenda’s goal of saving 50 million lives by the end of the decade into reality. Last year, over 10,000 national and sub-national health staff from 99 countries pledged to achieve this goal when they joined #The_Geneva_Learning_Foundation’s first #IA2030 learning and action research programme. Discover what we learned in Year 1… Learn more about the (...)

#Thinking_aloud #Immunization_Agenda_2030 #learning_culture #learning_strategy #Primary_Health_Care_PHC_ #Teach_to_Reach #The_Double_Loop #Universal_Health_Care_UHC_

Reinventing the path from #knowledge to #action in #Global_health
▻https://redasadki.me/2022/10/12/reinventing-the-path-from-knowledge-to-action-in-global-health

At #The_Geneva_Learning_Foundation (TGLF), we have just begun to share a publication like no other. It is titled Overcoming barriers to vaccine acceptance in the community: Key learning from the experiences of 734 frontline health workers. You can access the full report here in French and in English. Short summaries are also available in three special issues of The Double Loop, the Foundation’s free Insights newsletter, now available in both English and French. The report, prefaced by Heidi Larson who leads the Vaccine Confidence Project, includes DOI to facilitate citation in academic research. (The Foundation uses a repository established and maintained by the Geneva-based CERN for this purpose.) However, knowing that academic papers have (arguably) an average of three readers, we have (...)

#Learning_strategy #Chris_Argyris #continuous_learning #double-loop_learning #Immunization_Agenda_2030 #knowledge_management #repositories

Pandemic preparedness through connected transnational #digital_networks of local actors
▻https://redasadki.me/2022/10/13/epidemic-preparedness-through-connected-transnational-digital-networks-of-

In the Geneva Learning Foundation’s approach to effective humanitarian learning, knowledge acquisition and competency development are both necessary but insufficient. This is why, in July 2019, we built the first #Impact_Accelerator, to support local practitioners beyond learning outcomes all the way to achieving actual health outcomes. What we now call the #Full_Learning_Cycle has become a mature package of interventions that covers the full spectrum from knowledge acquisition to implementation and continuous improvement. This package has produced the same effects in every area of work where we have been able to test it: self-motivated groups manifesting remarkable, emergent leadership, connected laterally to each other in each country and between countries, with a remarkable ability to (...)

#Global_health #Learning_strategy #epidemic_preparedness #humanitarian_health #localization #scale