DRAFT
The World Bank Institute
Promoting Knowledge and Learning for a Better World
Launch of Somali Online Distance Learning
Nairobi, Kenya
November 30, 2005
1
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
2
Building Capacity on Three Levels
INDIVIDUAL
ORGANIZATIONAL
SOCIETAL
Offerings
Institution Building
Knowledge Economy

715

FY03
15
Twinning arrangements with 6
capacity-building institutions
(e.g., universities)
14
CD Initiatives focused on
building organizational capacity
Select examples
FY02
238
FY03
294
FY04


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
4
12
FY04
Training Days (000s)
214
13
3
4
Consulting
Projects
FY02
Completed
18
Assessments
560
Ongoing
Formed partnerships with 8
service delivery institutions (e.g.,
banks, government ministries)
9
Policy
Studies
1016
Governance

Country diagnostics completed
for 7 countries

Governance indicators tracked
for ~200 countries
3
Business Model
WBI leverages partners to increase reach & impact
Offerings with partners
518
335

336

FY02
FY03
FY04
WBI is increasing reach through technology
Offerings via VC & EL
285

219
166
Distance learning
accounted for 32% of
offerings and 49% of
training days in FY04
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)
Distance Learning
Centers

68
FY03
FY04
FY03
Technology is also
critical to reaching
change agents
858
579
61
FY02
Participant Days
(000s)
FY04
FY03
FY04
4
WBI Support to Distance Learning
1.
2.
3.
4.
5.
6.
Online Course Platform: Virtual Learning
Environment (VLE)
E-Community Space: DevForum
Self-paced Learning CD-ROMs
GDLN
GDLN Toolkit
Development Gateway: Open Resources
5
Online Course Platform:
Virtual Learning Environment
http://vle.worldbank.org/gdln-scripts/dlmanage.exe
6
E-community Spaces: DevForum
7
Self-paced Learning: CD-ROMs
8
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.
9
75 GDLN Affiliates - Worldwide Reach
Countries with GDLN Affiliates (as of November 2005)
Canada (2)
Washington, DC
Bosnia-Herzegovina,
Belgium, France (2) Bulgaria, Latvia,
Germany, Italy
Lithuania (2), Romania
Netherlands
Russia (3), Serbia &
Portugal, Spain
Montenegro, Slovenia
Turkey (2), Ukraine
Egypt, Jordan
Saudi Arabia
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
Afghanistan,
India, Sri Lanka
Australia,
China (4),
Japan
Korea,
Mongolia,
Papua New
Guinea,
Philippines,
Singapore,
Thailand
Timor Leste,
Vietnam
10
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
11
GDLN: An evolving way of doing
business for many agencies
Training Courses
Workshops and Seminars
Project
Supervision or
Management
Dialogues and
Consultations
12
GDLN Toolkit
13
Vietnam DLC: Marketing Plan
14
Business Planning: Stakeholder Analysis
15
Measuring Success
16
Managing and Facilitating Online
Learning 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.
17
Development Gateway: Open Resources
18
Thank You for Your Attention!
For more information:
Write to: Erik Johnson
[email protected]