Collaboration in Learning Technologies

It seems to me that we get pretty carried away sometimes with what we loosely call 'content' and we forget about those all important tools that make the difference between the worldwide web as it was and Web 2.0 as it is.  For those of you not in the know the real difference between the early days of the web, cloud or internet (yes, pretty much the same thing depending on how old/trendy you are) and the cloud we now know and love is the collaboration - or at least the ability to.

Once upon a time there existed something called the world wide web that we colloquially called the internet.  It was a place of worship where we went to find all the answers to the universe.  Where the smart people went and put information so the rest of us could go and get it.  Nowadays that all seems pretty daft, who would want a cloud system where everything was one-way, where you couldn't leave an opinion, contribute or simply host your own site (not to mention prattle on in a blog like this)?  But ironically enough it reminds me of the old-school methodology of education and training, in that the teacher was the god-like form and fountain of all knowledge with the students attending like a dial-up modem to get information from the all-knowing virtual Deity.

So the strange thing is we've come a long way haven't we?  We now know that learning is not a one way (or even two-way) street but a multi-connection where everyone can contribute.  Modern education features far more student-centric learning, we design 'pull' elearning rather than force-feeding hours of video (and if you don't please drop me a line) and in face to face classes we encourage interaction and group work so that learners can learn from each other.  Great.  So how come when I see elearning courses all the money, design and thought seems to go into the module type activity and so little seems channeled into the collaborative tools that define good learning, good teaching, good course design and ultimately good use of the web?

The daft thing is that good elearning design with more interaction between learners is as easy to achieve and less hard-work than single source of knowledge based learning. This is true of classroom based learning too if you think about it; back when I was a teacher (wow.. good memory) I loved getting the class to work together on tasks and dropping into that facilitator role.  It's the same with elearning design; it's very difficult to design a course that is all things to all people, but by adding those collaborative tools you take the pressure off.

So what are these collaborative tools?  They're really simple and most LMSs will have them; start with the single most important one; forums.  Don't sigh, this may be the best weapon in your tool-kit to get learners actively working with each other.  You just have to put a little thought in beyond the 'News' or 'General Discussion' to take it to the next level.  Try posing questions that will draw a controversial discussion or question and answers forums where learners can not only ask the questions but respond and give the answers too - and then sit back and feel the weight lift :)  I like tools as simple as voting, or using feedback tools in a way that shows the consensus of opinion and then use that as a starting discussion.  If there's a tough part of the course, how about rather than trying to make a complex widget to do it you set up a synchronous session, a webinar or even a simple chat.  Record it and attach a forum to answer questions from those not there or expansion on what was asked and answered.

Want to know more?  In New Zealand we're running the eLearning Essentials Programme and the next webinar (13 Aug 13) is on Collaboration in elearning.  Ira from the Kineo Pacific team will be going into details on these and more!  If you want to subscribe to it go here: https://attendee.gotowebinar.com/register/6685322419231894016 or pitch me an email at nigel.young@kineo.co.nz

What's bigger than a MOOC?

If you've not been caught up in the trending world of MOOC (technically standing for Massive Open Online Course - nope it's Online Open excuse me) then you may be falling behind the curve.  MOOCs in human terms mean big courses that anyone can go and take part in.  Great concept and some really good stuff out there… but we're here today to take it further (some would say too much so)...

What's bigger than massive - well… bigger of course!  Let me introduce to the next big think in learning… the BOOC - it stands for Bigger Open Offline Course and pronounced "book".  

The sharp amongst you may notice the letter O is used twice, the first O is for Open; this is necessary as a closed BOOC is generally useless and unreadable.  The second O is for Offline and distinguishes MOOCs and BOOCs, BOOCs are a notable improvement not only by being bigger but also by being physical (rather than virtual) so really they're much bigger (MBOOC?).  Writing a BOOC takes quite a skill-set (not that this dissuades everyone).  Many lower level BOOCs are largely illustrated for younger audiences, but more serious learning is usually covered in a text-based BOOC or Txt-BOOC as it's commonly known.  The subject matter can vary greatly, some are even being published on the subject of MOOCs or a MOOCBOOC.  There's also a recent trend in Learning in BOOCs that's giving rise to an underground movement of BOLOCs.  You can now read BOLOCs on almost every subject.

How do you make a BOOC?  Whilst a MOOC regularly seems to be made using tools which are little more than an HTML editor and largely online text editors, BOOCs rely on existing technology making them incredibly easy to start up.  The most common form is to use a word-processor to print out a manuscript that gets send to a publishing house, but some stand by the true and trusted art of typography using type-of-writers or typewriters for short.  P&P is also an option but opinions vary on which P is which.

Yes, okay you got me… BOOCs are just books and I don't have breaking news here and I'm just being a bit silly.  It may be a bit tongue in cheek but there are so many MOOCs that really are just reading materials they might as well be called BOOC or books because they're really just plenty of pages of information.  The worry here is that the market will swamp full of MOOCs (if this hasn't already happened).  That doesn't concern me so much, but if the MOOCs are more like BOOCs then all we succeed in doing is swamping the market with more paper (albeit virtually) and suddenly separating the valuable learning from the resource becomes as much of a chore as across the internet itself (next thing you know they'll let anyone blog…).

So converting books to BOOCs to MOOCs may be the latest trend we see but it certainly would be a step back in learning if we don't put more into the learning design process.  It definitely reminds me of many early Moodle courses which were resources and a forum (I say early…).  I'm not even saying there's not a place for that, just it's not the solution that fits every need.

As an afterthought (generally the only type of thought I have) I should be keen to note I'm still a big fan of books (although I'm a fan of fiction in my paper); in fact whenever I take off or land on a  plane I reach for the comforting paperback - of course if the airlines ever finally admit that a Kindle can't bring down your Airbus I guess even that may fade out).

What's bigger than a MOOC?

If you've not been caught up in the trending world of MOOC (technically standing for Massive Open Online Course - nope it's Online Open excuse me) then you may be falling behind the curve.  MOOCs in human terms mean big courses that anyone can go and take part in.  Great concept and some really good stuff out there… but we're here today to take it further (some would say too much so)...

What's bigger than massive - well… bigger of course!  Let me introduce to the next big think in learning… the BOOC - it stands for Bigger Open Offline Course and pronounced "book".  

The sharp amongst you may notice the letter O is used twice, the first O is for Open; this is necessary as a closed BOOC is generally useless and unreadable.  The second O is for Offline and distinguishes MOOCs and BOOCs, BOOCs are a notable improvement not only by being bigger but also by being physical (rather than virtual) so really they're much bigger (MBOOC?).  Writing a BOOC takes quite a skill-set (not that this dissuades everyone).  Many lower level BOOCs are largely illustrated for younger audiences, but more serious learning is usually covered in a text-based BOOC or Txt-BOOC as it's commonly known.  The subject matter can vary greatly, some are even being published on the subject of MOOCs or a MOOCBOOC.  There's also a recent trend in Learning in BOOCs that's giving rise to an underground movement of BOLOCs.  You can now read BOLOCs on almost every subject.

How do you make a BOOC?  Whilst a MOOC regularly seems to be made using tools which are little more than an HTML editor and largely online text editors, BOOCs rely on existing technology making them incredibly easy to start up.  The most common form is to use a word-processor to print out a manuscript that gets send to a publishing house, but some stand by the true and trusted art of typography using type-of-writers or typewriters for short.  P&P is also an option but opinions vary on which P is which.

Yes, okay you got me… BOOCs are just books and I don't have breaking news here and I'm just being a bit silly.  It may be a bit tongue in cheek but there are so many MOOCs that really are just reading materials they might as well be called BOOC or books because they're really just plenty of pages of information.  The worry here is that the market will swamp full of MOOCs (if this hasn't already happened).  That doesn't concern me so much, but if the MOOCs are more like BOOCs then all we succeed in doing is swamping the market with more paper (albeit virtually) and suddenly separating the valuable learning from the resource becomes as much of a chore as across the internet itself (next thing you know they'll let anyone blog…).

So converting books to BOOCs to MOOCs may be the latest trend we see but it certainly would be a step back in learning if we don't put more into the learning design process.  It definitely reminds me of many early Moodle courses which were resources and a forum (I say early…).  I'm not even saying there's not a place for that, just it's not the solution that fits every need.

As an afterthought (generally the only type of thought I have) I should be keen to note I'm still a big fan of books (although I'm a fan of fiction in my paper); in fact whenever I take off or land on a  plane I reach for the comforting paperback - of course if the airlines ever finally admit that a Kindle can't bring down your Airbus I guess even that may fade out).

You don't need support for your LMS...

Carrying on the latest series of blogs on framing a positive in a negative, I thought I'd compile all the reasons why you really don't need support with your Learning Management System or LMS.  After all some people buy a car and fix it themselves don't they?  You can do your own car service, your own basic fault finding, even checking out before you buy, you can do it all!  Fact of the matter is I have - and I've managed to get transmission and lubrication oil confused, ended up with more spare parts than when I started, paid someone else a lot more money afterwards to fix my mess up and still managed to buy lemons (don't ask me how long my latest car lasted!)... of course that's me and one car for personal use.  If my car was a super-highway learning system with thousands of users of course...

You know it all.  Probably the most common reason for never requiring help in the minefield world of learning systems is that you already know everything about just about everything.  Not just L&D, or elearning but the whole everything about the particular LMS you've gone for.  If I knew everything I simply would not need anyone's help or support ever.  Pat yourself on the back and remember how much your rock :)

The system is fool proof.  I almost don't need an explanation here; just remember to never underestimate the ingenuity of fools when claiming something to be fool proof.  If there's a way to mess with your system someone will find a way and it really helps if someone is on your side with a clue about how to help.  Of course if point one applies as well you're sorted :)

The system manages itself.  See the above point.  An LMS is a system to help you to manage learning, if it was fully automated it would be called Bob, Steve or Jill and wear snappy clothes to work.  Any system that has a level of automation to it also has a level of human input too - in an LMS that level is high if you want to get the most out of the system.

I have a great system's administrator! That's great you are very lucky and they are worth their weight in gold so value them.  At some point in the future when they decide to leave you may want to revisit your support options (especially when you get very little or no notice and their replacement isn't quite so good in the system.  Even if you are lucky enough to have resources to succession plan you may find skill-fade and other issues that mean your administrators need to sharpen the sword just like everyone else.

We've had a bit of training and used the help.  A great place to start; a bit like being taught maths in high-school and applying it ten years later to complex algebra without your BFF (smart maths geek) next to you any more.  Unless you're practicing all the time you can expect some level of skill fade and since very few users use an LMS to its full extent you will be limiting what you can get out of the system to what you know on day one... at best.

I'll use the online support forums thanks.  Again you deserve some level of congratulations for buying or using a system (like Totara or Moodle) with a great support community and forums etc.  I think this is a great way ahead for you and sometimes you get great advice.  But it's very similar to relying on Wikipedia for the absolute truth.  Anyone offering advice is just trying to help; that can be great or they can lead you off on rabbit holes that can waste enormous amounts of time and effort - not to mention potential costs if they suggest customisations that aren't necessary.

I'm not the owner.  Ah yes, we bought in a system but it's not ours, it belongs to IT or someone else we just try and use it.  The major issue with an LMS is often ownership... someone needs to take ownership (with a learning function please) and they need help and support.  Otherwise it will be another IT system that gets infrequent use or niche use only and never expands across the organisation.

We just want to use the core functionality.  Assuming the second and third points are pretty much okay you're probably okay if you never want to get the most out of your learning (and LMS) for your organisation.

We bought per user licensing - I think we're covered!  Firstly my condolences on buying a system on that old model (anyone for a more Open solution?).  Secondly you need to understand where and what your money is going on; usually very little (if any) is on support beyond simple how-to functions.

Of course if you tick all of the above you really only worry about something else because learning is clearly taken care of in your organisation!  Finally if no-one is servicing your fleet of vehicles and no-one is helping maintain them, don't be too surprised if one day you get let down... and then it happens again... and again... public transport is always an option.