K4Health's Bangladesh Knowledge Management Initiative (BKMI) has rolled out an eHealth pilot in April in two low-performing districts. The pilot is aiming to normalize the use of digitized resources on netbook computers by community-based fieldworkers for the purpose aiding their client-based counseling and supplementing their own knowledge in three key technical areas: MNCH, family planning, and nutrition. USAID's Monica Bautista and Peggy D'Adamo visited Bangladesh in early April where they observed the launch of the pilot in Chittagong District.  In this recent post on USAID's Impact Blog, they reflect on the value of including fieldworkers in the vision of a Digital Bangladesh. 

With a population of 150 million, Bangladesh is a bustling country filled with vibrant people. On a recent trip to Dhaka and Chittagong we experienced first-hand the kindness and welcoming spirit of the country. The goal of our trip was to meet with various USAID implementing partners, and several units within theMinistry of Family Health and Welfareto find out more about their behavior change communication work. Developing high quality, evidence-based communication campaigns that promote healthy behaviors is quite a challenge for Bangladesh with their large population, numerous rural communities, and with so many health issues that need to be addressed. These health areas range from improved antenatal and postnatal care, family planning, nutrition, and child health. USAID implementing partners and the Ministry of Family Health and Welfare are now streamlining their health communications work, making sure their messages are in agreement, effective, and accessible to a range of people of all ages and educational backgrounds.

Community health workers receive training on the new netbooks.

Photo credit: Bangladesh Knowledge Management Initiative

A key part in this new effort was the launch of a three-month eHealth pilot program, developed by Johns Hopkins University – Center for Communication Programs in partner with Eminence, the Bangladesh Center for Communication Programs, and the Ministry of Health and Family Welfare, with funding from USAID. The pilot will take place in Sylhet and Chittagong where 300 community health workers have received a netbook computer loaded with several eToolkits that contain a digital library of communication materials in maternal and child health, family planning and nutrition, and eight eLearning courses. The eToolkit includes 116 materials and tools which were selected by a team after a detailed assessment and review. The eToolkit will improve the quality and effectiveness of counseling visits that the community health workers have with their clients, while replacing the heavy materials they previously carried from house to house. The eight eLearning courses on the netbooks are meant to supplement the training that community health workers currently receive. Each course also includes an assessment designed to measure changes in the knowledge and skills of community health workers.

At the KM Share Fair hosted by the Global Health Knowledge Collaborative (GHKC), I had the opportunity to sit in on the Mixology: Blending eLearning with other Learning approaches session presented by Sara Mazursky, JHU∙CCP, Leanne Wolff, JHU∙CCP and Terra Fretwell, USAID. The session was part lecture and part workshop where participants were split into groups to design a blended learning program for programs described in two case studies.

Blended learning can improve professional development experiences.

In her short presentation, Mazursky introduced a new blended learning guide (PDF) developed by K4Health to inform health program managers and trainers on approaches to integrate self-paced eLearning courses, also known as online courses, such as those hosted by the Global Health eLearning Center (GHeL),  with other capacity building activities to increase application of new knowledge in the workplace.

After a short presentation on when and where blended learning approaches are appropriate and how to design a blended program, the session transitioned to break out groups where participants were given one of two possible case studies: (1) an organization that needs to build skills to improve overall performance, and (2) an individual needing to gain technical knowledge for professional development.

USAID LearningLab

This post originally appeared on Lab Notes, the new space on USAID's LearningLab to share timely news, announcements, commentary, and updates. Okey Nwoke attended the Global Health Knowledge Collaborative (GHKC) Share Fair on April 16, and he shares his impressions on the participatory sessions, graphic facilitation, and storytelling.

On Tuesday, April 16th I had the opportunity to attend the Global Health Knowledge Management Share Fair, hosted by the Global Health Knowledge Collaborative (GHKC).  The aim of the Share Fair was to provide participants with an opportunity to share experiences, lessons learned, and acquire new skills and learning about knowledge management tools and techniques.  One of the benefits about attending these types of events is having the opportunity to meet other knowledge management (KM) practitioners who share common challenges within their organizations around knowledge sharing and learning.  Realizing that most organizations face similar challenges around knowledge sharing can spur a sense of comradery in addressing these challenges.  

Global Health Knowledge Management Share Fair: Challenges and Opportunities utilized graphic facilitation by The Value Web to capture the key points of conversations throughout the innovative, participatory one-day event.

Throughout the Share Fair, various methods were used to encourage collaboration and dialogue among participants.  Participatory methods such as World Cafe, Peer-Assists, breakout sessions, and scavenger hunts were used.  One really creative approach that was used to bring attention to key points made throughout the day was graphic facilitation.  Graphic facilitation is essentially using imagery to draw participants towards seeing interconnections and reaching their goal.  It was really impressive to see how this form of facilitation can stir dialogue and spark ideas.  

One big takeaway for me was realizing the importance of story when it comes to knowledge management.  With all the information we are bombarded with, it has become increasingly important for knowledge management professionals to become better storytellers.  Taking segmented bits of data, information, and knowledge and finding interconnections has become essential.  What do you feel are the big challenges when it comes to KM and what are some ways we can address them?       

Earlier this week I attended InterAction’s annual Forum in Arlington, Virginia, to connect with my colleagues in international development, learn what they are doing, and showcase K4Health’s recent accomplishments and offerings in eLearning.

Marie McNamee of InsideNGO brought together and moderated a panel on Harnessing the Power of E-Learning – What is on the Horizon.

As NGO workers, we’ve become adept over the years at training ourselves to meet the challenges of global relief and development work. But we continue to do so predominantly through face-to-face, classroom-based methods. Recent trends in aid - including the need for rapid scaling of operations, greater cost efficiencies, and expanded use of partnerships - are placing tremendous strain on these time-tested approaches to staff development. In order to achieve greater reach, timeliness, and cost-effectiveness, the NGO community is increasingly turning to e-learning and blended learning approaches to help complement existing training methods. This workshop will explore the emerging fields of e-learning and blended learning as illustrations of how technology is shaping the future of humanitarian and development action. Participants will not only learn about current directions in e-learning and blended learning - they will be invited to help shape its future development based on their own experiences and recommendations.

Eric Berg, Executive Director of LINGOs, delivered the first presentation and asked the audience if they had ever been on a conference call and learned something from it. When almost everyone raised their hands, he explained that their experience was a form eLearning.

Disaster Ready Initiative's web-based portal.

George Devendorf, Director of Disaster Ready Initiative, spoke next about his group’s new web-based portal. Devendorf described how they developed eLearning courses and what they hoped to achieve.When it was my turn, I discussed the value of delivering eLearning courses in the context of other types of training. The presentation, Blending Learning: Knowledge Acquisition to Application, was developed by MSH’s Liz Mclean as part of K4Health’s management of USAID’s Global Health eLearning Center and the associated Blended Learning Guide.

The definition of blended learning: a combination of learning media and learning environments that reinforce and accelerate mastery and application to the job.

Blended learning is a combination of learning media and learning environments that reinforce and accelerate mastery and application to the job. Examples of learning media include: face-to-face, online, print, social media and radio. Examples of learning environments include: instructor-led, group-work, peer-to-peer interaction and individual work.

A blended learning approach,  such as the one described in a previous post, can help learners move from knowledge acquisition to knowledge application, as defined in the infographic of Bloom’s Taxonomy.