1. 1 The World Bank Institute Promoting Knowledge and Learning for a Better World Launch of Somali Online Distance Learning Nairobi, Kenya November 30, 2005 DRAFT

2. 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. 3 INDIVIDUAL ORGANIZATIONALSOCIETAL Institution Building CD Initiatives focused on building organizational capacity Formed partnerships with 8 service delivery institutions (e.g., banks, government ministries) Twinning arrangements with 6 capacity-building institutions (e.g., universities) 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 Knowledge Economy Governance Country diagnostics completed for 7 countries Governance indicators tracked for ~200 countries 15 18 13 Completed Ongoing Offerings FY03FY04FY02 FY03FY04FY02 Training Days (000s) Building Capacity on Three Levels

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

5. 5 WBI Support to Distance Learning 1. Online Course Platform: Virtual Learning Environment (VLE) 2. E-Community Space: DevForum 3. Self-paced Learning CD-ROMs 4. GDLN 5. GDLN Toolkit 6. Development Gateway: Open Resources

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

7. 7 E-community Spaces: DevForum

8. 8 Self-paced Learning: CD-ROMs

9. 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. 10 75 GDLN Affiliates - Worldwide Reach Countries with GDLN Affiliates (as of November 2005) Argentina, Bolivia Brazil, Chile, Colombia, Costa Rica (2), Dominican Republic, Ecuador (2), El Salvador, Guatemala, Honduras, Jamaica, Mexico (3), Nicaragua, Panama Peru, Venezuela Canada (2) Washington, DC Belgium, France (2) Germany, Italy Netherlands Portugal, Spain Egypt, Jordan Saudi Arabia Benin, Côte d'Ivoire Ethiopia, Ghana, Mauritania, Mozambique, Senegal, Tanzania Uganda Bosnia-Herzegovina, Bulgaria, Latvia, Lithuania (2), Romania Russia (3), Serbia & Montenegro, Slovenia Turkey (2), Ukraine Afghanistan, India, Sri Lanka Australia, China (4), Japan Korea, Mongolia, Papua New Guinea, Philippines, Singapore, Thailand Timor Leste, Vietnam

11. 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. 12 Workshops and Seminars GDLN: An evolving way of doing business for many agencies Dialogues and Consultations Training Courses Project Supervision or Management

13. 13 GDLN Toolkit

14. 14 Vietnam DLC: Marketing Plan

15. 15 Business Planning: Stakeholder Analysis

16. 16 Measuring Success

17. 17 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.

18. 18 Development Gateway: Open Resources

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