Is technology a faster horse?

When the car was developed it was seen as a faster horse. What has actually happened is that the car (a new technology at the time!) has fundamentally changed the way we live and the way we work. Changes due to the car, include radical change to the way cities are designed, people can work miles away from where they live and leisure/travel has altered. Culture and communities are different due to the car.

In terms of learning, it is often said that technology is the “it” and not the “how” (ie. it is an enabler). I’ve said it myself! So too do many colleagues.

I am now thinking that I was wrong! We are witnessing fundamental change to the way we live and also how we learn. We are only at the start of the revolution.

I’m trading in my horse…………..

Web 2.0: “What research evidence is there that learners want web 2.0 to help them learn?”

This was the question posed to me after my presentation at a recent British Institute for Learning & Development (BILD) event. I gave an acceptable answer, but you know what it is like you always think of a much better answer later! Well, here is my second attempt.

Before, I attempt to answer the question, what is the definition of web 2.0? According to Wikipedia (http://en.wikipedia.org/wiki/Web_2) :

“Web 2.0 is a term describing the trend in the use of World Wide Web technology and web design that aims to enhance creativity, information sharing, and, most notably, collaboration among users. These concepts have led to the development and evolution of web-based communities and hosted services, such as social-networking sites, wikis, blogs, and folksonomies.”

Well back to the question about “what research evidence is there that learners want web 2.0 to help them learn”.

Now I used to be a researcher and speech writer to some UK Members of Parliament. So having this political training in mind (!!), I should tackle this by posing a different question and discussing the general issues (!!)………

“People are using web 2.0 in their everyday life and have embraced it. What evidence do you have that they do not want it to help them learn?”

There is a wealth of evidence to support the view that Web 2.0 has changed the way young people collaborate, socialise and create user generated content (eg. TGI surveys etc), and that these behaviours are starting to spread across different age groups. People are using web 2.0 in their everyday life. Why wouldn’t they want to use these tools for learning?

These web 2.0 behaviours are migrating into the world of learning. Universities are increasingly integrating web 2.0 stuff (particularly collaboration and user generated content) into the way they deliver learning. For example, many universities are hosting all copies of lectures on their website (Metropolitan University believe that podcasting lectures has increased grades), encouraging students to post self generated content, students are collaborating via social networking sites (Henley Management School are using a business networking site Linked In, while Cranfield uses You Tube), using mobile devices to access short guest lectures, using web 2.0 to replicate help bridge the gap between classroom theory and the workplace (eg. Warwick) and there is uproar when the campus wi-fi goes down for only a few minutes (students are that dependent!). (The FT elearning Supplement, March 2007)

I understand that if you ask many lower skilled learners or learners that are new to the web, they would look at you blankly if you asked them if they want web 2.0 to help them learn. Ufi is conducting some “action research” in a particular curriculum area which embeds many elements of web 2.0. We’ve had some focus groups demonstrating some of the features and getting feedback. What the focus groups show is that when lower skilled learners actually see materials which use web 2.0 tools they are very positive and believe it will help them learn. The trick is to get the right blend of web 2.0 stuff at the right time using good instructional design. This is the real learning curve for all training and learning providers out there (it is easier said then done! We are all only at the start of this journey…..). For more information see the PS at the end of this blog.

Web 2.0 is also changing the nature of informal learning (ie. formal learning covers training programmes, workshops, mentoring, while informal learning covers learning via network, on the job, manuals/instructions or through taking your own initiative). The barriers between formal and informal learning seem to be breaking down. People want information or training when they need it (“just in time”) not in long training courses. Behaviour on the web show that people are using google, You Tube, Wiki “How to…..” and various other sites to gain access to tips and solutions to their issue immediately. I believe this trend of using web 2.0 is changing the way we live and learn. Surely our learning institutions should keep up with their customers? Why wouldn’t people want schools, higher education and adult education to use web 2.0 to help them learn?

End of blog…………..but you can read on for the PS!!!

PS. Here is some more detail from Ufi’s Action Research in a particular curriculum area which embed many elements of web 2.0 (please bear in mind that this is from Focus groups so it highlights trends rather than facts!). At the usability stage of the action research, the focus groups were shown mock up resources and web frames. There was……..

*Strong endorsement for an interactive and engaging style of learning: “I especially like the downloads, video clips and visual aids, as this helps you see things more clearly and gives you a better understanding”
* Learners liked the short learning resources which utilised a mix of different media (Learners like the video style of learning – it is easier and preferable to just reading)
* Learners were happy to receive virtual support from their tutors as well as face-to-face support
* Learners wanted a site that was current, updated regularly and contained information/views from both experts and peers
* Wiki’s, communities/forums and rating resources were well received, but blogs were not. Oh dear (!!). But, perhaps this isn’t a criticism to all of us bloggers out there (!!). Learners said they didn’t feel they would have the time to contribute to their own blog.


PPS. Thank you to Sara Bingham and Kelly Golding Smith for their comments on the draft blog

The future is Moodle

I must have a craze about Learning Management Systems at the moment. Last blog for a while on LMS! All the research reports show that the one dodgy area of learning and technology relates to sales of LMSs. They have been steady or declining for a while. Many organisations are moving over to FREE open source LMS. By many accounts, an open source LMS (called Moodle) is now number two worldwide (after blackboard). Over 100,000 organisations use Moodle. The Open University has invested £4.5M and it’s worldwide reputation in Moodle.

On a whole range of functionality, evaluators have rated Moodle as good or better than proprietary LMSs. It’s number 1 with Colleges and universities. With companies or some training providers (eg. work based learning providers), it requires some adapting. Even so, I believe Moodle must be seriously considered. I’ve heard some arguments against adapting Moodle, here’s my reply………..
1) Moodle is best to create a learning environment around traditional classroom style delivery. This is changing quickly. The Open University has invested loads to widen the functionality. It’s better than investing in a proprietary system which you may need to change again! The whole world can help improve Moodle – you don’t have to do it all yourself or tie yourself into a proprietary system.
2) I can develop Moodle or get an elearning company to develop it for me, but the Moodle editorial board could delete it. You do need buy in from the editorial board. I don’t think this should bother organisations as you do need some governance otherwise it is like a football match without a referee! Editorial boards are common on the internet, especially as tools become more professional (eg. see Wikipedia)

The one mistake I hear repeated from training providers is that if they use open source as part of their service, they won’t be able to make money. Rubbish. We now have the first £1 billion open source company.

I love open source stuff. Let’s all use open source as much as possible.

Learner Management System vs Google personalised learning environment poll result

Well, last weeks blog certainly got some interest going! The question was “Would learners learn more & interact more using everyday tools (eg. Google applications) or a proprietary LMS?"

Everyone who answered agreed!!

Though it is great to see that the web is more democratic than an election!

A number of people emailed me saying they thought the question was slightly one sided (……never!!!) and therefore didn’t answer. Well, I thought that was what politicians do all the time!!!! The actual answer is something like………….

“Too right individuals want to use Google tools (or similar tools) and not a proprietary LMS. But if you are a company or a training provider, you need to host the content somewhere and
you need to ensure that learners complete their course. So you need a LMS for the basics of content and tracking, but your LMS must allow the learner to use Google tools (or similar applications!)”

Best of both worlds! ……….Still this has major implications for LMS developers who for some reason continue to think that they want everything in their secret “walled garden”!!!

In actual fact, what the LMS developer is really saying is that it will take me 1 or 2 years to develop the application in my walled garden. Then the application won’t be as user friendly as a google application. Oh yes, plus we have just spent £'000s of our companies budget!!

Please don’t tell me that I have to use your Learner Management System - I won’t!

Do I have to learn to use another Learner Management System (LMS) to gain access to my elearning courses?
If I do I will use it for the minimum. You won’t get me interacting.
Why do companies and learning providers waste money on elaborate
proprietary LMSs?
Why not use google applications or something similar? (like NetVibes)
I hear you say that you are a public body or a sensitive plc!

Hey, the district of Columbia are using google applications for all their staff. All their staff use google email, docs, communities and use it to learn. Even their police force is using google maps and iPhones to catch muggers and murderers!

OK! You need to store the content (elearning courses) somewhere and track progress. Plus, if you are a public funded learning organisation, you need to meet Government audit rules. But keep the LMS to the basics and use google for the rest!! It will save you time and money, and you will get better results!

It can be done. A Chief Technical Officer has confirmed it. But, hey you may not want to save millions and you many not want to help your learners learn even better than now?

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Here is my "iGoogle". It is my homepage for work, for life and for learning. one page contains my email, calender, RSS feeds, blogs, You Tube fav’s, bookmarks, photo’s, news and much, much more. All my hobbies (running, Springsteen, Spurs etc) are all there.

It contains all my work stuff - all the info on the web I ever need for my job. I also belong to lots of education & learning technology groups & communities. Plus it has my word docs, presentations and automatically lists all the relevant UKs Conference or training events. I can share it all with work colleagues or friends. All through a single login.

It all takes 2 minutes to set up. My 85 year old granny (on the web for the first time) set it up in 90 seconds and loves it. She is still learning. It is her personal learning environment.