Moodle muddle

As mentioned in an earlier post, my organisation is implementing Moodle as its learning platform.

Early days yet, but a big success so far. However, while pleased with the platform, I have been surprised by the limitations of Moodle’s course authoring capability. These limitations fall into two categories:

1. There are limited options for course layout and navigation. We’ve tried using the “topics” format and adding the “Book Module” plug-in, but neither is entirely satisfactory. The book module offers better menu options (although not the choice to show or hide the left-hand menu), navigation arrows on every page, and the option to print each book or chapter. However…

2. The book module doesn’t allow features like activities or questions to be included in a book – as it says on the Moodle website, “the book module is not interactive”. We’d like to keep our build as simple as possible, and with as few plug-ins as possible, but if we’re to persist with any version of Moodle’s own authoring capability, that will mean adding in small apps to offer conceal-and-reveal features, mouse-over options, and other added extras.

So we’re looking at alternatives. Top of the list at the moment is Udutu (which, a little to my surprise, seems to be pronounced “you do too” – there was me thinking it was Swahili or something). The alternative doesn’t have to be open source or free – although that helps – but definitely has to be easily compatible with Moodle.

If anyone has any suggestions, I’d love to hear them.

Communities of practice

I was surprised recently to hear a senior colleague refer to communities of practice as though they are a passing fad. The language may have been around for less than twenty years, but communities of practice are as old as human society itself. So what made my colleague think they are a passing fad, and – implicitly – something new?

I think the answer lies in digital technology, the growth of which has empowered communities of practice on a global scale, given them greater prominence, and provided them with lots of new tools and resources. As the tools and resources improve, I think we can expect to see further growth in communities of practice – they’ve become easier to get involved in, easier to manage, and more sustainable.

Communities of practice, as Etienne Wenger explains, are groups of people with not just shared interests, but a shared stake in applying those interests to both practical and theoretical activity. They have a big emphasis on learning, and on sharing the results of learning.

Websites featuring resource sharing and collaborative tools, such as Wikis, blogs, discussion forums, live chat and virtual classrooms, are the new things. Some people – perhaps my colleague – confuse these tools and resources with the community itself, and of course we can expect the tools and resources to change. But as long as the purpose for a community existing remains, its members will keep in touch, stick together, and find new ways to collaborate and share learning.

Some applications of digital technology are fads, and will pass. I happen to believe Twitter is one of them (a subject for another post, if ever there was one), but I’m confident that communities of practice will continue to go from strength to strength.

Emotional metadata

I took part in a workshop last week where the facilitator made reference, en passim, to “emotional metadata”. I immediately thought of Daniel Goleman’s ground-breaking Emotional Intelligence, but there’s no reference to it in Goleman’s book, and I haven’t come across any reference to metadata in this context before. (For those unfamiliar with the concept of metadata, it’s basically data about data, or, crudely, how we label data on the Web to enable searches using those terms.)

I was surprised to find emotional metadata is quite a common phrase, yielding 391 Google hits – or 161,000 if you take away the quotation marks. But on browsing those, I’m not sure what all the fuss is about. In essence, the idea seems to be about developing search routes based on how people feel about stuff, rather than more information-based definitions. This sounds potentially useful, in that we can use it to find related information that makes users feel happy, or nostalgic, or anxious – or whatever. But I’ve yet to see a demonstrably useful application.


In principle, I’m open to any tools that help us gain deeper understanding based on emotional rather than intellectual responses. By coincidence the day after the workshop where this came up, I participated in another, where the facilitator showed a variant of the diagram (left). He was making the point that our feelings influence our thinking, which in turn influences our behaviour. But I think the diagram is flawed, and the point may be made more strongly – sometimes thinking doesn’t come into it at all, and our behaviour is driven purely (even passionately) by our feelings.

This suggests to me we should all be paying more attention to the concept of emotional metadata, and what we can learn from it.

Mind games

We know surprisingly little about how the brain works, so I’ve been even more surprised by advertised claims for handheld devices with software applications that “train the brain”. And it’s no surprise at all that recent research reports have rubbished these claims.*

As this article in Scientific American, for example, reports, repetition of ‘brain training’ activities improves performance in those specific activities themselves, but nothing more (UK reports say the same). In particular, there is no evidence of transfer of learning to other activities.

This is pretty damning, since many scientists believe the capacity to transfer learning is “hard-wired” into the brain, as we constantly seek ways to take ideas from one sphere and apply them to another. This suggests there are plenty of better ways to prepare your brain – or, more accurately, your mind – to adapt to new challenges.

Transfer of learning is an important issue for learning and development professionals: we are constantly seeking ways to promote learning off-the-job that may be successfully applied on-the-job. These reports could be interpreted as evidence that software applications are unlikely to support learning transfer. However we should be wary of leaping to false conclusions: brain training applications are really just simple games, and worlds apart from software applications, such as simulations, designed to impact on performance at work. Many software applications can help – but brain training is not among them.






* Victoria Coren, in her Observer column yesterday, tried to claim the research is insufficient to substantiate its conclusions. Her argument seems to rest on effects of brain training, unseen for six weeks, having a longer term effect. Coren, usually so incisive and witty, is wrong, as comparison with any other form of learning proves – the key point is that there is no transfer of learning.

Another book review

I am indebted to Professor Martyn Sloman for his generous review of Delivering E-Learning, which appeared in the April edition of Training Journal.


(Time-limited link expired - copy available by personal request to the author.)

Obliquity

Those who’ve read my published work will know I’m a great admirer of John Kay, the Edinburgh-born economist, business strategist and Financial Times columnist. I especially enjoyed his two eminently readable short books collected from his FT columns, Everlasting Lightbulbs (on economics) and The Hare and the Tortoise (great case study material on business strategy). Kay is one of the best exponents of the ‘distinctive capabilities’ view of strategy, and has been further endeared to me by his habit of writing while walking in Provence, one of my favourite parts of the world.So I’m approaching his latest book with great interest. I confess I have yet to read Obliquity: why our goals are best pursued indirectly, but I’ve read his introductory article on the subject in Management Today, and I’ve warmed to his themes of maintaining a flexible approach, thinking laterally, always looking out for new knowledge, and taking a roundabout route to success.

These themes ought to resonate with anyone who has ever tried to facilitate learning, as simply reciting a litany of facts and figures is rarely the best way to help people absorb and apply new ideas. People learn better by tackling subjects in different ways, via discussions, reflection and activities, and by interchanging ideas with the facilitators of their learning. It makes sense that the same approach should work in pursuing business goals. Perhaps learning and development professionals have been pioneers in the new science of obliquity?

Why e-learning DOES work

A response to Mark Walsh

Among the headline-grabbing claims made by Mark Walsh in his trainingzone article published on 19 February are that e-learning “isn’t really learning” and “it doesn’t really work”. Absurd? I think so. Extreme? Certainly, but it soon transpires that that’s what Mark was setting out to do.

Later in the article, he modifies the red-top sensationalism of his headlines and makes the caveat that “much of what I have said is also not fair to all e-learning providers”, and even concludes “perhaps blended learning solutions are the future - bringing together the best of e-learning and traditional training?”

What Mark (or his editor) has done is single out some of the worst practice in e-learning and use it to attack all e-learning. As he concedes himself, he could have done a similar hatchet job on classroom-based training (or any other approach to learning, for that matter).

Mark claims that e-learning can’t train people to do things. He correctly spots that e-learning is good at helping people acquire knowledge, but its limitations in transferring that to behavioural change at work are equally true of every kind of off-the-job learning. I would argue (and did so in my book Delivering E-Learning) that e-learning is one of the best of such approaches when it comes to transfer of learning.

The problem with Mark’s sort of critique of e-learning is that it sets out to attack, rather than to understand. In its rush to dismiss, it ignores the interactivity of cleverly-designed e-learning, it’s huge advantages over old-style open and distance learning, the speed of delivery and unprecedented scalability of e-learning; ignores its capacity to be carried into the workplace via smartphones or handhelds, ignores the power of digital simulations to practice real work scenarios safely and securely, ignores the new approaches to learning digital technology has opened up, and much more; worst of all, it ignores the countless success stories from e-learning implementations all over the world. In short, it ignores the fact that e-learning demonstrably does work.

Mark needs to set aside his prejudice and attention-seeking, and look again at what’s to be learned from e-learning.