The International Monetary Fund has announced
that in the virtual classroom of tomorrow, central bank and government officials
will be able to supplement what they learn in physical IMF classrooms by tapping
into an online network of economics and financial training courses. And courses
that have thus far been restricted to IMF member country officials will be
available to students, bankers—anyone who’s interested and has an internet
Through the new partnership with
edX, the nonprofit online learning initiative founded by Harvard University
and the Massachusetts Institute of Technology, the IMF will soon start offering
economics courses online to officials from around the world to complement its
traditional training delivery. Free public access, through so-called massive
open online courses (MOOCs), will follow in 2014.
“Taking our training online opens up a whole world of possibilities,” said
Sharmini Coorey, director of the IMF’s Institute for Capacity Development,
which runs training courses in economics and finance for officials from the
IMF’s 188 member countries—mostly those working at central banks and finance
ministries. Topics range widely, from economic policy and forecasting to
financial stability, legal frameworks, and compiling official statistics.
“Online learning not only means we can train our member countries officials
better—it also means everyone can join in.”
Better understanding of key economic policy issues raises the level of public
debate and can help positive policy reforms gain traction and support. Last year
the IMF trained 7,800 officials from around the world to help them make better
policies. But the same analytical skills are in demand in a host of other walks
of life: academics, journalists, financial sector workers, legislators, civil
society and labor organizations, to name but a few.
“In terms of the number of people we can reach, this is a game-changer,” Coorey
Learning by doing: The IMF says it has successfully experimented with
e-learning on partial segments of courses in recent months. The modules
developed thus far have been used to ensure participants are fully prepared
before traveling for a face-to-face course at the institution’s Washington
headquarters or one of its seven regional training centres around the world.
“It brings participants up to the same level, and saves precious time in the
classroom,” said Ales Bulir, a Czech economist who lectures full-time for the
IMF. “Time saved explaining the basic facts can be used for policy
Courses containing segments on designing fiscal frameworks for natural
resource-rich countries, techniques to calculate the output gap, and the effects
of monetary policy on the economy have already gone partly online, and more are
set to follow. The online course segments include recorded clips of lectures and
slideshows of data and graphics, interspersed with interactive multiple-choice
quizzes and hands-on workshops. Participants download datasets and crunch the
numbers themselves to ensure they have understood the macroeconomic analysis
tools and to help them commit the lesson to memory. Their understanding is
therefore tested more frequently and systematically than would be possible in a
classroom setting. Wrong answers trigger a helpful hint, while correct answers
prompt an explanatory phrase to reinforce the lesson.
“E-learning is really a mixture of lecture and workshop—learning becomes much
more interactive and effective than in a straight lecture format,” Bulir said.
Hour-long classroom lectures are broken down into 10-minute segments for
e-learning, since people’s attention spans online are significantly shorter than
they are in the physical classroom. As a result, the segments tend to be more
focused and structured than a conventional face-to-face lecture format.
“It’s a true disciplining device for the instructor,” Bulir said. “I cannot
assume someone will be watching it in one block—someone will be knocking on the
door, a phone may be ringing, kids may be calling dad for dinner, so I have to
assume that each of these individual 5-10-minute videos is watched in
Building blocks: Some subjects lend themselves more easily to online
learning than others: for example, manipulating data to estimate the output
gap—that is, the difference between what an economy could produce and what it is
producing—can be broken down into step-by-step lessons more easily than a
broader debate on finding the right policy mix to achieve a set of economic
objectives. E-learning doesn’t spell the end of classroom-based training, but it
opens up training in certain key economics skills to a mass audience.
“We are creating building blocks that can be dovetailed with other sections of
training,” said Bulir, the lecturer.
Ray Brooks, head of the Europe and Middle East Division of the IMF’s
Institute for Capacity Development, has experimented this year with
e-learning modules within a physical classroom context.
“With e-learning, people are able to go at their own pace—and the counselors are
still there to handle questions,” said Brooks, previously the IMF’s
representative in China, as he scrolled through a course on an iPad. So far,
feedback is positive: participants like the online format and the mix of
tutorial and practical sessions. Many participants repeat online exercises until
they achieve a higher score, reinforcing the learning experience through
What’s more, once they have online access, they dip back into the course weeks
or months afterwards, refreshing their memories on specific sections of courses
as they crop up in their real-life jobs. E-learning becomes more than a one-off
course, Brooks said; it becomes almost a virtual coach.
“This innovative approach changes the way people learn,” he said.
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