The World Bank Institute Promoting Knowledge and Learning for a Better World Launch of Somali Online Distance Learning N

1. DRAFT The World Bank InstitutePromoting Knowledge and Learning for a Better WorldLaunch of Somali Online Distance LearningNairobi, KenyaNovember 30, 2005

2. WBI at a Glance • 1016 learning activities annually • 78,500 participants in some 124 countries • 236 formal and informal partner institutions • 360 scholarships awarded in 2003 by Joint Japan/World Bank Graduate Scholarship Program • 10 postgraduate fellowships awarded annually by Robert S. McNamara Fellowships Program • Country offices: Almaty, Beijing, Cairo, Marseilles, Moscow, Paris

3. Ongoing Completed Building Capacity on Three Levels ORGANIZATIONAL SOCIETAL INDIVIDUAL Institution Building Offerings Knowledge Economy • Formed partnerships with 8 service delivery institutions (e.g., banks, government ministries) • Twinning arrangements with 6 capacity-building institutions (e.g., universities) 18 15 13 FY02 FY03 FY04 CD Initiatives focused on building organizational capacity Training Days (000s) Select examples • Rapid results initiative in Kenya to enhance implementation capacity of government in areas of security, tourism, agriculture, water and HIV/AIDS • Cabinet level leadership event in Madagascar Governance • Country diagnostics completed for 7 countries • Governance indicators tracked for ~200 countries FY02 FY03 FY04

4. Business Model WBI leverages partners to increase reach & impact Offerings with partners • WBI effectively leverages external resources to reach a larger audience and to reduce claim on BB resources • 57% of offerings delivered with partners in FY04 vs. 49% in FY03 WBI supports a growing network of distance learning centers (GDLN) WBI is increasing reach through technology Offerings via VC & EL Participant Days (000s) Distance Learning Centers • Distance learning accounted for 32% of offerings and 49% of training days in FY04 • Technology is also critical to reaching change agents

5. WBI Support to Distance Learning • Online Course Platform: Virtual Learning Environment (VLE) • E-Community Space: DevForum • Self-paced Learning CD-ROMs • GDLN • GDLN Toolkit • Development Gateway: Open Resources

6. Online Course Platform: Virtual Learning Environment http://vle.worldbank.org/gdln-scripts/dlmanage.exe

7. E-community Spaces: DevForum

8. Self-paced Learning: CD-ROMs

9. Global Development Learning Network (GDLN) … a World Bank initiative that facilitates the cooperation between affiliated learning centers who offer their facilities, services and interactive distance learning techniques to the development community for knowledge sharing, training, consultation and dialogue events.

10. Bosnia-Herzegovina, Bulgaria, Latvia, Lithuania (2), Romania Russia (3), Serbia & Montenegro, Slovenia Turkey (2), Ukraine Belgium, France (2) Germany, Italy Netherlands Portugal, Spain Canada (2) Washington, DC Australia, China (4), Japan Korea, Mongolia, Papua New Guinea, Philippines, Singapore, Thailand Timor Leste, Vietnam Egypt, Jordan Saudi Arabia Afghanistan, India, Sri Lanka Argentina, Bolivia Brazil, Chile, Colombia, Costa Rica (2), Dominican Republic, Ecuador (2), El Salvador, Guatemala, Honduras, Jamaica, Mexico (3), Nicaragua, Panama Peru, Venezuela Benin, Côte d'Ivoire Ethiopia, Ghana, Mauritania, Mozambique, Senegal, Tanzania Uganda 75 GDLN Affiliates - Worldwide Reach Countries with GDLN Affiliates (as of November 2005)

11. GDLN Facilities: Designed for effective learning and communication Interactivity: use a variety of technologies and techniques Continuity: keep counterparts engaged over time Connectivity: engage people across countries/regions Reach: engage more of the right people at the right time

12. GDLN: An evolving way of doing business for many agencies Training Courses Workshops and Seminars Project Supervision or Management Dialogues and Consultations

13. GDLN Toolkit

14. Vietnam DLC: Marketing Plan

15. Business Planning: Stakeholder Analysis

16. Measuring Success

17. Managing and Facilitating OnlineLearning and Interactions: Lessons Learned • Think beyond content to interactivity. Don’t simply put reading materials on the Web, but instead create an environment in which the learner interacts with the content, facilitators, and peers to understand and apply what they are learning in their own contexts. • Limit class sizes and maintain good facilitator-learner ratios. Many people believe that one of the benefits of online learning is that class sizes can be much larger. But, successful online interactions occur when you have no more than 30–35 participants per instructor. So, for larger classes, be sure to maintain the facilitator/learner ratio. • Give learners time to acclimate to the online environment. Don’t delve right into the content of a learning activity before participants have had a chance to become familiar with their environment and the technology. This could lead to tension and frustration as they try to navigate through a new medium and focus on the subject of discourse. • Facilitating online is time-consuming. It is not true that teaching online takes less time than traditional forms of teaching. Since the online classroom is open 24-7, an instructor cannot simply post materials online and disappear for a week. Many instructors find that they spend 2-3 times more time to do an online class as they would for a traditional class.

18. Development Gateway: Open Resources

19. Thank You for Your Attention! For more information: Write to: Erik Johnson ejohnson1@worldbank.org