I have written before about the direct influence of our environment on our behaviour. I think learning professionals can learn a lot from people like Hans Monderman. This traffic engineer looked with a fresh eye at how people and technology relate to each other. This led to some ground-breaking traffic concepts (quote from Wikipedia):

His most famous design approach is Shared Space, also known as designing for negotiation or Shared Streets. Monderman found that the traffic efficiency and safety of urban streets improved when the street and surrounding public space was redesigned to encourage each person to negotiate their movement directly with others. Shared Space designs typically call for removing regulatory traffic control features (such as kerbs, lane markings, signs and lights) and replacing intersections with roundabouts.

The Architecture of Happiness

Our surroundings change who we are. I was therefore delighted to learn that Alain de Botton has written a book about exactly this topic, applying it to the architectural domain: The Architecture of Happiness. In it he writes about one of my favourite architectural topics: Le Corbusier and his plans for the Radiant City:

By building upwards, two problems would be resolved at a stroke: overcrowding and urban sprawl. With room enough for everyone in towers, there would be no need for cities to spread outwards and devour the countryside in the process. ‘We must eliminate the suburbs,’ recommend Le Corbusier, whose objection was as much based on his hatred of what he took to be the narrow mental outlook of suburbanites as on the aesthetics of their picket-fenced villas. In the new kind of city, the pleasures of the town would be available to all. Despite a population density of 1,000 per hectare, everyone would be comfortably housed. Even the concierge would have his own study, added Le Corbusier.

There would be ample green space as well, as up to 50 per cent of urban land would be devoted to parks – for, as the architect put it, ‘the sports ground must be at the door of the house.’ What was more, the new city would not merely have parks; it would itself be a vast park, with large towers dotted among the trees. On the roofs of the apartment blocks, there would be games of tennis, and sunbathing on the shores of the artificial beaches.

Simultaneously, Le Corbusier planned to abolish the city street: ‘Our streets no longer work. Streets are an obsolete notion. There ought not to be such things as streets; we have to create something that will replace them.’ He witheringly pointed out that the design of Paris’s street plan dated from the middle of the sixteenth century, when ‘the only wheeled traffic consisted of two vehicles, the Queen’s coach and that of the Princess Diane.’ He resented the fact that the legitimate demands of both cars and people were constantly and needlessly compromised, and he therefore recommended that the two henceforth be separated. In the new city, people would have footpaths all to themselves, winding through woods and forests (‘No pedestrian will ever meet an automobile, ever!’), while cars would enjoy massive and dedicated motorways, with smooth, curving interchanges, thus guaranteeing that no driver would ever have to slow down for the sake of a pedestrian. [..]

The division of cars and people was but one element in Le Corbusier’s plan for a thoroughgoing reorganisation of the life in the new city. All functions would now be untangled. There would no longer be factories, for example, in the middle of residential areas, thus no more forging of iron while children were trying to sleep nearby.

This rational (at first sight) design for cities has an intuitive appeal. It is therefore not surprising that many municipalities have created whole neighbourhoods according to Le Corbusier’s principles. I have worked in one of these neighbourhoods for many years: the Bijlmer. The Bijlmer can be considered an urban design failure. Its giant apartment flats have mostly been demolished or rebuilt within the first 30 years of their existence.

Urban planners could (should?) have known better. Jane Jacobs wrote The Death and Life of Great American Cities in 1961, delivering a damning critique of Le Corbusier’s idea of separating the different functions of a city. De Botton writes it down very elegantly too (apologies for another long quote, I think they are worthwhile though!):

Ironically, what Le Corbusier’s dreams helped to generate were the dystopian housing estates that now ring historic Paris, the waste lands from which tourist avert their eyes in confused horror and disbelief on their way into the city. To take an overland train to the most violent and degraded of these places is to realise all that Le Corbusier forgot about architecture and, in a wider sense, about human nature.

For example, he forgot how tricky it is when just a few of one’s 2,699 neighbours decide to throw a party or buy a handgun. He forgot how drab reinforced concrete can seem under a grey sky. He forgot how awkward it is when someone lights a fire in the lift and home is on the fourty-fourth floor. He forgot, too, that while there is much to have about slums, one things we don’t mind about them is their street plan. We appreciate buildings which form continuous lines around us and make us feel as safe in the open air as we do in a room. There is something enervating about a landscape neither predominantly free of buildings nor tightly compacted, but littered with towers distributed without respect for edges or lines, a landscape which denies us the true pleasures of both nature and urbanisation. And because such an environment is uncomfortable, there is always a greater risk that people will respond abusively to it, that they will come to the ragged patches of earth between their towers and urinate on tyres, burn cars, inject drugs – and express all the darkest sides of their nature against which the scenery can mount no protest.

In his haste to distinguish cars from pedestrians, Le Corbusier also lost sight of the curious codependence of these two apparently antithetical forces. He forgot that without pedestrians to slow them down, cars are apt to go too fast and kill their drivers, and that without the eyes of cars on them, pedestrians can feel vulnerable and isolated. We admire New York precisely because the traffic and crowds have been coerced into a difficult but fruitful alliance.

A city laid out on apparently rational grounds, where different specialised facilities (the houses, the shopping centre, the library) are separated from one another across a vast terrain connected by motorways, deprives its inhabitants of the pleasure of incidental discoveries and presupposes that we march from place to place with a sense of unflagging purpose. But whereas we may leave the house with the ostensible object of consulting a book in a library, we may nevertheless be delighted on the way by the sight of the fishmonger laying out his startled, bug-eyed catch on sheets of ice, by workmen, hoisting patterned sofas into apartment blocks, by leaves opening their tender green palms to the spring sunshine, or by a girl with chestnut hair and glasses reading a book at the bus stop.

The addition of shops and offices adds a degree of excitement to otherwise inert, dormitory areas. Contact, even of the most casual kind, with commercial enterprises gives us a transfusion of an energy we are not always capable of producing ourselves. Waking up isolated and confused at three in the morning, we can look out of the window and draw solace from the blinking neon signs in a storefront across the road, advertising bottled beer or twenty-four-hour pizza and, in their peculiar way, evoking a comforting human presence through the paranoid early hours.

All of this, Le Corbusier forgot – as architects often will.

This is a very long pre-amble to the topic at hand: how the workspace can affect performance.

Shell's Learning Centre in Rijswijk

Most of my time I work in an office in Rijswijk that has been designed by David Leon. The longer I work there, the more impressed I have become by the attention to detail of its indoor design. The designers obviously have a very deep understanding of how people work nowadays and have created a work environment that enables people to get the best out of their day. How is this done?

• The office space is open (no cubicles), but permanent storage areas and desks have been placed in such a way that privacy is ensured.
• There are a multitude of different flexible rooms available: cockpits for one person (ideal for when you need to concentrate on getting something done), small rooms with two low chairs (great for having an informal chat), rooms with a table and a cornered bench (excellent for small brainstorms) and bigger rooms with oval meeting tables (sometimes with video calling facility). We even have rooms with wacky furniture to get the creativity going.
• Connectivity in each room and at each desk. There are docking stations everywhere and each room has a speaker phone.
• There is a lot of transparency: doors are made of glass and most meeting rooms are like semi-fishbowls with one or more walls completely done in glass.
• The finishing is meticulous and natural. The orange colour is relaxing, cupboards have a wood finishing and in the heavy traffic areas (where carpeting can’t work) there are beautiful black natural stone tiles.
• The overall layout allows small work communities (10-20 people) to form naturally. These work communities then share elevators, toilets, kitchen areas, allowing for broader networking too.

There are many similarities with the post I wrote about planning your career. Many of the things that keep you in the “Hooray!” zone on a career (macro level) are also relevant on the micro level when it comes to doing day-to-day work. Transparency, flexibility, the opportunities for networking and the use of technology are what make my office great.

People, Place, Process by David Leon

My company seems to understand this too. There is a reason why they hired David Leon, who write on their website:

Innovation depends on bright people. These people cost more and are far more valuable than the buildings they occupy… but it is a proven fact that the environment in which they work has a major impact on their effectiveness.

For that reason we design workplaces and buildings round the needs of people and the business aims of their organisations.

It is therefore stupefying that I am forced to use a locked down version of Microsoft Windows 2000 with Internet Explorer 6 as a primary workspace every single day of my working life (currently all employees are migrating to a locked down version MS Vista, this should be finished by the end of the first quarter). I think this is a big mistake and know that many people are not as productive as they could have been because of this.

I estimate that I am about 50% more productive on a laptop that is exactly configured to my specifications. The ability to use the applications that I want on the operating system that I prefer (that would be Ubuntu) would make a huge difference. It is the small details that make all the difference. I can’t use my normal keyboard shortcuts, I don’t have access to the command line to do things in batch, I don’t have a decent browser, I cannot edit images; I could go on much longer.

Many of the sites I need to look at don’t even work on IE6 anymore. The other day I browsed to drop.io from work and got the following message:

drop.io IE6 message (click to enlarge)

Embarrassing right?

So, here is my recommendation to all companies:

At all times allow your employees the freedom to use the technology they want

Yes, this means that you cannot standardise on hardware and software.

Yes, this means you have to allow access to your network from the device that your employee chooses.

Yes, this means you will have to support open standards so that people with a Mac or running Linux can access your applications.

Yes, you will need more bandwidth because you will have to allow YouTube and Facebook.

Yes, you will have extra costs because of all this.

But these extra costs will easily be offset by the extra productivity that your employees can deliver for you. In a couple of years it might actually become difficult to find employees that want to work for your company if you don’t heed to this recommendation.

Is your productivity affected by your workspace? Does your company allow you to choose your hardware? Can you install the software that you want and/or need? I look forward to any comments.

Writing about books that you like is one thing, writing about books that supposedly have changed your life is another. The influence of books on one’s life is very indirect. Books might change your beliefs, they can change your disposition, they might even influence your decisions and change the path of your life course. I found it hard to pinpoint books that really did any of this for me. However, I did try. In chronological order of when I first read them:

The Blind Watchmaker

The Blind Watchmaker – Richard Dawkins
Although this is not my favourite Dawkins book (that would be The Selfish Gene), it is the one that got me started on his writing and has instilled in me a love for popular science. This was the first time I read a science book that was written with such clarity and eloquence. Evolution theory is incredibly compelling, as it is capable of answering many questions about who we are today and why we are like this. Dawkins showed me the value of a good metaphor (“the blind watchmaker” is one of them). Many of his metaphors have stayed with me for years. His books are an excellent introduction into the scientific method: nobody is better at explaining how progress is achieved in the scientific enterprise. After reading this book I went on to read Dennett, Hofstadter, Pinker and others. Their books satisfy my personal curiousity, helping me understand how humans work in this world. I still read every book that he publishes, but get increasingly irritated by the presence of his arrogant personality in his writing.
First read: 1993

History of Western Philosophy

History of Western Philosophy – Bertrand Russell
This book is one of the reasons why I studied philosophy (an inspiring teacher being the other).  The full title of the book is History of Western Philosophy: and its Connection with Political and Social Circumstances from the Earliest Times to the Present Day. Russell manages to not only give a relatively objective and complete overview of western philosophy, he also infuses the book with historical anecdotes and his personal opinion. This is a big book (800+ pages) and the scope is immense. It is not just philosophy, it is also a history of the ancient Greeks, Christianity and the enlightenment. Here is his definition of philosophy from the introduction:

Philosophy, as I shall understand the word, is something intermediate between theology and science. Like theology, it consists of speculations on matters as to which definite knowledge has, so far, been unascertainable; but like science, it appeals to human reason rather than to authority, whether that of tradition or revelation.

What a brilliant writer and thinker! By the way, in the “atheist manifesto” category, I far prefer Russel’s Why I am Not a Christian over Dawkin’s The God Delusion.
First read: 1994

Catch-22

Catch-22 – Joseph Heller
No other book has shown the absurdity of war better than Catch-22. I couldn’t stop reading when I first read this and it is one of the only books that I have read twice. I barely ever remember the names and personalities of characters in novels, but Yossarian and Milo Minderbinder (“Everybody has a share”)  are still clear in my mind. As a critique of bureaucracy, Catch-22 is even more compelling than Kafka’s The Trial. Here is the explanation of the title:

There was only one catch and that was Catch-22, which specified that a concern for one’s safety in the face of dangers that were real and immediate was the process of a rational mind. ‘Orr’ was crazy and could be grounded. All he had to do was ask; and as soon as he did, he would no longer be crazy and would have to fly more missions. Orr would be crazy to fly more missions and sane if he didn’t, but if he was sane he had to fly them. If he flew them he was crazy and didn’t have to; but if he didn’t want to he was sane and had to.

This is probably the funniest book I have ever read, I can’t wait to read it again..
First read: 1994

If This Is a Man/The Truce

If This is A Man/The Truce – Primo Levi
If I was allowed to set the curriculum for all schools in this world and could only put one book on it, this would be it. Levi was an Italian chemist who got deported to Auschwitz and lived to tell the tale. For the rest of his life he struggled with his fate and self-perceived guilt (survival was only possible if you inhibited the gray area of collaboration in the camps). If This is A Man was written right after the war and describes his time in Auschwithz. The Truce is a book about his months long travel home after liberation. Both these books show humanity in its most naked form. I read these books in complete shock. They give an insight into the darker side of the human psyche, while at the same time proving that human dignity can prevail in the harshest of circumstances. This is as close to understanding the human condition as you can get.
First read: 1995

Charley Dancey's Encyclopædia of Ball Juggling

Charlie Dancey’s Encyclopædia of Ball Juggling – Charlie Dancey
I taught myself how to juggle one holiday in Prague. I believe juggling is a very healthy activity. The symmetry of the movement and the required concentration provide for a liberating workout (see The Zen of Juggling and Lessons from the Art of Juggling). Charlie Dancey’s book brought my juggling to the next level. Dancey is an excellent writer, illustrator and juggler. His goal was to provide an encyclopædic overview of all ball juggling tricks. The form of the book is very suitable for jugglers: it is wide enough to stay open by itself. Not only did this book teach me a lot of new tricks (e.g. Mill’s mess, blind juggling, the box, orangutan, juggling with children, eating the apple, etc.), it also gave me a firm understanding of the mathematical underpinnings of juggling (e.g. measuring difficulty, siteswap and ladder notation) and it served as an introduction into the juggling community. I still cannot juggle five balls, but have recently picked up the book again and am sure I will eventually get there with Dancey’s humourus advice!
First read: 1996

Le Ton Beau de Marot

Le Ton Beau de Marot: In Praise of the Music of Language – Douglas Hofstadter
This book is unlike any other. Hofstadter set out to write a book that could convey his passion for language. While writing the book his wife died of cancer. Parts of the book were turned into an eulogy for his wife, giving the book an emotional depth that it would not have had before. This book had to compete with Metamagical Themas to be included on this list. Metamagical Themas is collection of incredibly diverse essays, including my favourite essay about the nuclear arms race. Le Ton Beau de Marot wins out, because of the unity of its message: language is fascinating and translation is not just about function, but also about form. The core of the book is 72 different translations of a poem by Marot from French into English. Hofstadter comments on each of these and encapsulates them in an exploration of literary language. On the journey we encounter an immense amount of word-play, Eugene Onegin, machine translation and much more. He vigorously argues for giving due attention to the non-semantic aspects of the written word. This is masterful book in both its form and function (or medium and message if you will).
First read: 1998

The Naked Corporation

In March 2007 I read an article in Wired magazine titled The See -Through CEO. It introduced me to the concept of radical transparency. Ever since then, I have seen transparency as a business value that should be able to provide significant competitive advantages in this digital world. Wired obviously thinks along similar lines. Quite recently, for example, they wrote about how transparency could have prevented and might solve some of the problems that we are encountering in our financial systems: Road Map for Financial Recovery: Radical Transparency Now!

A couple of weeks ago I decided to try and find some books that might explore these concepts further. To my surprise I couldn’t really find much. The most interesting book that I could find was The Naked Corporation: How the Age of Transparency Will Revolutionize Business. Tapscott and Ticoll’s wrote this book in 2003. They tried to create a conceptual framework for transparency in the corporate world. In the book they build a rationale for companies to embrace transparency as the basis for a couple of new business integrity values.

To build trusting relationships and succeed in a transparent economy, growing numbers of firms in all parts of the globe now behave more responsibly than ever. Disgraced firms represent the old model – a dying breed. Business integrity is on the rise, not just for legal or purely ethical reasons but because it makes economic sense. Firms that exhibit ethical values, openness, and candor have discovered that they can better compete and profit. [...] Today’s winners increasingly undress for success.

[...]

Today’s economy depends on knowledge, human intelligence, agility and relationships inside and outside the firm. The fuel is information, and the lubricant is trust. The revolution in information and communication technologies is at the heart of these changes. The Internet and other technologies enable thinking, communication, and collaboration like never before.

They define transparency as the accessibility of information to stakeholders of institutions, regarding matters that affect their interests. The book is chock full of examples of how companies can be successful by being open and transparent. It will help you attract the best employees for example, or can take inefficiencies out of the supply chain preventing overstocking. My employer, Shell, is mentioned in complimentary terms many times in this book (I didn’t realise this when I bought the book…):

Shell’s brand has always stood for reliability [...] and consideration [...]. Today, Shell places integrity at the center of its brand. Shell is now asking consumers to trust it not only to provide good gas but also to steward the environment and be socially responsible. It positions itself as an honest, transparent corporate citizen. Some critics allege that this is pure window dressing and that Shell’s commitment to advertising how well it behaves is greater than its commitment to behaving well. But there is no comparison between the genuine shift in thinking and behavior at Shell and the thinking at other companies such as Exxon that have just begun to make the turn.

(Look here for a slightly more neutral point of view on Shell’s corporate responsibility. Also check Shell’s values, especially the General Business Principles are an inspiring read.)

The book could have used some heavy editing (honestly: typos??), but still the authors manage to build a convincing case for more transparency and integrity in the corporate world. In short form: a firm should always try to do the decent thing. Doing the decent thing is not always easy and means you have to weigh options and make choices. Only by being clear about why certain choices are made can a company win the trust of all stakeholders: employees, business partners, customers, communities and shareholders/owners.

So back to the title of this post: Why Isn’t There a Wealth of Business Transparency Literature? I think this thinking is still ahead of the curve. Tapscott seems to have a talent for catching on very early (he wrote The Digital Economy in 1996, Growing Up Digital in 1998 and Who Knows: Safeguarding Your Privacy in a Networked World in 1996). When will we get a clear discourse on this topic? I predict it won’t take much longer: expect to hear more!

I would be very happy with any good reading tips on this topic in the comments.

Some transparency from my side: If you click the link to the book you will be taken to The Book Depository. If you then decide to buy something there, I will receive a 5% commission through their affiliate programme.

The Book Depository is a great online book store that has free shipping worldwide and a giant selection (bigger than Amazon as it will allow you to buy Amazon’s collection through its site). Try it…

The Twitter Book

I just finished reading Tim O’Reilly and Sarah Milstein’s excellent The Twitter Book. My copy is now completely dog-eared, prompting me to follow up on many Twitter related services I didn’t yet know about.

The introduction is great. It answers the question that I get asked often and that I sometimes struggle to answer: What’s Twitter good for? O’Reilly and Milstein give the following five persuasive reasons:

• Ambient intimacy. When a lot of my colleagues at Stoas Learning (when I was still there) started using Twitter it immediately led to a different relationship between many of us. Without investing much, you keep in touch with what people are doing in their professional and private lives.
• Sharing news and commentary. If I was a different person it would be perfectly easy to keep up with what are the most important developments in the learning technology solely through other people’s Twitter updates.
• Breaking news and shared experiences. Twitter seems to have taken the role that CNN had during the first Gulf war: the place with the most recent news updates. There are many examples of this. The Iranian non-election being the most recent one. It is also a great way to communicate in realtime with people you don’t know sharing the same experience as you. My most recent experience of this was the UK Moodlemoot.
• Mind reading. Using Twitter’s search engine you can instantly get a feel for how (a group of) people are thinking about a certain issue or company. What makes it different from anything else is the fact that it is in realtime.
• Business conversations. More and more companies are realising they can get real value from using Twitter properly. It facilitates a two way conversation that simply wasn’t possible before. My one critique of this book for example has already been acknowledged by one of its authors.

If, after this, you are still a Twitter nay-sayer, I would suggest you take a look at this Tony Stubblebine post, where he explains that one of the things that he has learnt from Twitter is to assume that a social networking service has value as soon as people are really using it.

My favourite quote in the book is about communities and value:

Funnily enough, the more value you create for the community, the more value it will create for you.

By the way, I am still waiting for a working federated microblogging solution that is less dependent on the whims of a single company!

How Wikipedia Works

Kevin Kelly has written:

The Wikipedia is impossible, but here it is. It is one of those things impossible in theory, but possible in practice.

I couldn’t agree more: the scope of Wikipedia’s success is stupefying to me. The project can teach us many things about how we can utilise small inputs from many to create something grand.

Ayers, Matthews and Yates have written How Wikipedia Works: And How You Can Be a Part of It and made it a free cultural work by licensing it under the GNU Free Documentation License. The complete book is freely available online at http://howwikipediaworks.com/.

They have managed to truly deliver on both meanings of the title. The book gives an in-depth explanation of how Wikipedia literally works (i.e. the syntax, the software, categories, templates and more) and how it can work as a community based collaborative effort (through philosophies, guidelines, processes and policies).

After reading it, I now have a much better understanding of the project as a whole, including the other Wikimedia projects, while also understanding that there is much more to learn about the five pillars of Wikipedia which summarise Wikipedia as a website, a mission and a community:

• Wikipedia is an encyclopedia (not anything else).
• Wikipedia has a neutral point of view.
• Wikipedia is free content that anyone may edit. (All Wikipedia content is freely licensed and free of charge, and content is freely editable.)
• Wikipedia had a code of conduct. (Editors should behave civilly toward each other, this includes my favourite: Assume good faith)
• Wikipedia does not have firm rules. (The editing community can change the rules, this is also known as Ignore all rules).

The book is very valuable for educators. One of the best chapters outlines how to evaluate the quality of an article. By using different techniques, including looking at the history of a page, checking the backlinks to an article, taking account of the warning messages and verifying the sources, you can quickly judge the value of the information (for more on this see Researching with Wikipedia). Teaching students how to do this could push the discussion about allowing students to use Wikipedia as a source for research to another level. Even more interesting is make working on Wikipedia an assignment for your students. If I was teaching in tertiary education right now, I would be sure to do this. It will teach students more valuable skills than an essay only written for the professor’s eyes could ever do. There is group of Wikipedians happy to help and set up these kind of projects.

In short: read this book!

Finally two random (but Wikipedia related) links that I enjoyed and want to share with you:

• Pediapress. A print on demand service for selections of Wikipedia articles. Create your own books by picking the articles you like to have in it and have it shipped to you for a very reasonable price. Selections by others are available through their catalogue. Try Educational Technology for example.
• An interesting essay, found through the book, about avoiding instructional creep:
  

  The fundamental fallacy of instruction creep is thinking that people read extremely long, detailed instructions. What’s more, many bureaucracies also arise with the deliberate intent to be alternatives to regulations; this is almost always noticed by the other side, and tends to antagonize.

  Something to always stay aware of!

Managing Online Forums

I have been a moderator inside the Dutch Moodle user community for quite a while now. It doesn’t require a lot of work from me: everybody is completely civil and all I occasionally do is make sure that no questions stay unanswered.

Very soon I will be responsible for moderating a group of learning professionals inside a large multinational company. The community is brand new and is currently in a start up phase. I decided to spend some time this weekend reading Patrick O’Keefe’s Managing Online Forums: Everything You Need to Know to Create and Run Successful Community Discussion Boards, to see whether I could get some advice that would be useful for that new task.

O’Keefe apparently has a wealth of experience running forums like KarateForums.com and phpBBHacks.com through his iFroggy network. The book has a companion website and he writes a blog about managing communities.

His community forums are out in the open and probably require a different kind of maintenance than an internal corporate network. He spends a lot of time talking about how to develop guidelines for members and staff (he includes useful templates) and about how to ban members. His advice is eminently practical, but it isn’t the type of information I am looking for.

The two (smallish) chapters that were more interesting to me were: Creating a Good Environment and Keeping It Interesting. Both chapters have some useful tips like:

• Always personally welcome new users.
• Don’t link users to general (unhelpful) sites when they ask a question. Instead take some time and link to the page they really need.
• Members will get a sense of ownership of the community: do not make drastic changes without getting them involved in advance.
• Share your successes: when you reach a milestone (like a certain amount of posts in the community), make an announcement and thank your users for their support.
• If you have enough resources you could run a newsletter as something to add value to the community and keep people involved.
• O’Keefe writes about a couple of games you can play in the forums. Survivor and Who Want to be a Millionaire? are explained in detail.
• You could start a member of the month program or hold yearly award ceremonies.

All of this advice is very sensible, but doesn’t reach the depth that I had hoped for. The questions I would have like to seen answered are:

• What steps should you take to grow a community out of little or nothing?
• What is the right balance between seeding a community with (staff) posts and waiting for the wider community to create some content?
• What is the right moment to close out a discussion?
• What are the critical factors that make a community successful? Does it work very well for a particular group of users? How should your approach be different inside a sports based community in comparison to being inside a tech based community?
• Can any topic be central to a community? Where do you do draw the lines of being in scope and being off topic?

It would have been nice if he had tried to tackle these questions too. Do you have any answers to these questions? I would love to hear them in the comments.

Let me finish by quoting O’Keefe on whether it is important to be an expert in the subject of the community:

Have a passion for the community. If you have it, you can succeed. If you have passion for the subject, but no passion for the community or for running the community, you really don’t have very much at all and you’re in  for a struggle.

I think that is probably very true!

So what does one expect from a Moodle book? I think the spectrum that these book try to cover runs from technology to pedagogy. You want to know how to install Moodle on a server and make it run well, but you also want to know how best to use the tools in Moodle to achieve your teaching/learning goals. The easiest way for me to decide whether a book on Moodle is any good is to look at the topics that are notoriously hard for new Moodle users to understand: roles, the gradebook, groups/groupings and metacourses. I will look at each book in turn and give a short description of the book and what audience it is for, then look at each of the difficult Moodle topics and how they are covered in the book. Finally I will look at the pedagogical/didactical ideas in each book.

Moodle 1.9 E-Learning Course Development

Moodle 1.9 E-Learning Course Development by William Rice is an update for Moodle 1.9 to his earlier book on Moodle written in 2006. It is written for beginners and advanced Moodle users. It quickly runs you through how to set up your own Moodle site, looks at most of the configuration options and then tries to cover all of the course functionalities that a teacher can use. It tries to do this quite extensively (covering all options) which sometimes does not help making it an engaging read. The chapters on creating course content are split into three: adding static course material, adding interactive course material and adding social course material. This makes it easy to find certain information, but doesn’t make it easy to imagine how you could use Moodle in a real life course. When you read the book it is obvious that Rice has actually taught with Moodle. He manages to cover quite a bit of standard problems that first time Moodle user run into, although his solutions sometimes feel a bit idiosyncratic (e.g. using javascript to solve the problem of not being allowed to put a single course in multiple categories).

Roles are explained in the last chapter of the book. Rice does a decent job and does explain how you can override permissions for a single activity. Everybody should heed to his recommendations for working with roles (basically: start with the default system and only tweak when you actually want to change the default behaviour).  I wish he would have put a chapter on roles in the beginning of the book so that he could have explained later on how you can allow students to rate each others forum posts for example. Currently the explanation on how to let students rate posts is not correct, the screenshot seems to come from an earlier version of Moodle.

Rice used a beta version of Moodle 1.9 for writing this book. Apparently the current 1.9 gradebook wasn’t there yet, because the functionality that he describes only fits Moodle 1.8. This is a big omission: don’t expect to get any help on grading in the current version of Moodle from this book.

Groups are only mentioned when the course settings are explained (I couldn’t find groups in the index of the book). The concept is explained properly, but Rice does not go into the technicalities. Groupings are not discussed anywhere.

The concept of a metacourse is explained with a useful example making it clear for the reader for what it can be used. Rice only explains the first scenario from the Meta Course page on MoodleDocs. The second scenario, which can be genuinely useful too, is not explained.

Finally, the book gives scant pedagogical support. It has headings like “Why Use a Directory?”, “When to Use Uploaded Files” and “When to Use the Different Types of Surveys”; but these are few and short. It will not be easy for a new Moodle teacher to grasp the larger concepts on how he/she could use Moodle.

Moodle Administration

Moodle Administration by Moodle partner Synergy Learning’s Alex Büchner is for “technicians, systems administrators, as well as academic staff, that is, basically for anyone who has to administer a Moodle system”. It is a big book (350 pages or so) trying to systematically cover all the relevant topics for an administrator using Moodle 1.9 (using the Moodle Admin menu as a guide). The depth of this book is actually quite amazing and I think there is no quicker way for a person with a technical (meaning non-teaching) Moodle related role to get up to speed. For example: Nowhere else can you find information on Moodle networking that is this extensive.

My favourite chapter is Appendix A, the Moodle Health Check. This is a set of over 120 tests related the performance, functionality, security and the system. Each test is linked back to the chapter which describes the actions you should take in more detail. If you follow all the advice you should end up with a healthy Moodle installation.

Roles (and permissions) have their own chapter in this book. It clearly describes the different contexts and permissions. It explains how permission conflicts are resolved and has an example of the non-standard parent or mentor role. The paragraph on best practice is a must read for anybody wanting to touch the role system.

Unfortunately the gradebook, groups and groupings are not discussed in this book. Even though strictly speaking it is not administration, I think it is important that any administrator really knows these topics so that he/she can help their teachers. Maybe something for a next version of the book?

The concept of metacourses is explained properly and describes both ways of sharing enrolment across courses. The book has no pedagogical support, simply because it isn’t aimed at a teaching audience.

Moodle Teaching Techniques

Moodle Teaching Techniques is a slightly older book by William Rice (2007). The subtitle “Creative Ways to Use Moodle for Constructing Online Learning Solutions” conveys the aim of the book: provide the reader with solutions that help you make the most of the many features found in a standard Moodle installation.

The book starts with a chapter explaining some general well accepted instructional principles (e.g. Big Ideas, Distributed Practice, Guide Notes). These principles are then coupled with different Moodle features.

The book then has a chapter on each of the most used Moodle modules. The chapter on the forum module for example, describes how to create a single-student forum, how to motivate students to interact with a “best of” forum, how to keep discussions on track and how to monitor student participation in a forum.

Even though the book is written for Moodle 1.6, I would still recommend it to anyone who wants to be more creative in their Moodle teaching practice. A lot of the advice in this book can even be used in other virtual learning environments.

Roles and the 1.9 gradebook are not discussed (they didn’t exist in Moodle 1.6), groups are used in some of the examples, grouping and metacourses are not written about, but the pedagogical support of this book is great. I really wish more people would attempt to write a book like this.

Moodle Course Conversion

The last book in this review is the very recent Moodle Course Conversion: Beginner’s Guide by Ian Wild. The author describes the audience for the book as follows:

If you are a teacher, lecturer, or trainer faced with using Moodle for the first time and you want to convert your teaching materials to Moodle quickly, effectively, and with the minimum of fuss then this book is for you. You may have toyed with the idea of using Moodle but you are not sure how to begin converting your face-to-face teaching online. If so, this book will show you how to create engaging and entertaining online courses. You may need to support your face-to-face teaching with online activities, including assignments and tests. In this book, we get you started with blended learning.

Wild has an entertaining style of writing and uses the most recent version of Moodle. The book is very hands-on with a lot of examples on how you would start putting materials online. Many teachers want to know how they can put Powerpoint presentations online, or how to convert a big document into a readable wiki. He is very tuned into what teachers would like to do nowadays. I especially like his paragraph on how you would embed a video from YouTube or TeacherTube into Moodle or his explanation on how to find images for your course (with a short chapter on copyright and a single mention of Creative Commons in the paragraph on Flickr).

Roles are only written about in a paragraph on assigning students and teachers to your course. The concept of a meta course is not explained. However the gradebook has some great paragraphs dedicated to it. Wild shows how you can add your own categories, move grade items into these categories and create your own grade items. It is a pity that he doesn’t go into the different aggregation options for these categories, because this is often the hardest part to understand for a new teacher (is the Moodle project sure that “Simple Weighted Means” is the best way of saying that the total course grade is the average of all grade items/categories?). Groups and groupings also get a proper explanation.

There is quite a bit of pedagogical support in this book. If you follow Wild’s advice you will end up with a significantly better course than most of what I currently see in the learning field. The book has some nice ideas that any teacher can follow up, however please note that most of these seem to be geared to secondary education.

To conclude: For teachers I would definitely recommend Moodle Course Conversion: Beginner’s Guide. Administrators should read Moodle Administration. Read both books if you want to understand roles, the gradebook, groups/grouping and metacourses.

I do think there is space for another Moodle book. Where is the author that starts with a social constructivist concept of teaching (we don’t currently have this in most schools, universities and businesses) and explains how this vision can be created with practical integrated Moodle activities?

A final note on Packt as a publisher. They seem to have interesting low-cost, print on demand, direct-marketing business model. Very often they are the first publisher to have a book out on a particular (open source) technology. When you buy a book from them you support the open source project:

Packt believes in Open Source. When we sell a book written on an Open Source project, we pay a royalty directly to that project. As a result of purchasing one of our Open Source books, Packt will have given some of the money received to the Open Source project.

In the long term, we see ourselves and yourselves, as customers and readers of our books, as part of the Open Source ecosystem, providing sustainable revenue for the projects we publish on. Our aim at Packt is to establish publishing royalties as an essential part of the service and support business model that sustains Open Source.

Their tagline really fits the title of my blog: “From Technologies to Solutions”.

I think it is pretty advanced marketing for them to contact a not-so-well-known blogger as myself to write a review for one of their books. They support user groups with free copies for prices and reviews. Their customer service is exceptional (from a Dutch perspective at least). When I asked them about the delivery of my Moodle Course Conversion book, I got the following reply:

Firstly please let me apologize for the delay in shipping the book to you. Usually all postal shipments to ‘ Netherlands’ are delivered within 18 days maximum. It appears that there is some delay in the shipping process. Since your book was shipped out via Royal mail ordinary post, it is untraceable.

However you need not worry, kindly email us if you do not receive your book by the 16th of January, I’ll be glad to help you.

For all the trouble this has caused you, I have placed a free eBook of ” Moodle Course Conversion: Beginner’s Guide” in your account. You can access this eBook immediately and meanwhile your print book should be on its way to you.

There is one thing I would love Packt to change: their layout/typesetting. When I read their books I get the feeling that MS Word was used for creating all the pages. I would love it if they would invest in some typesetting technology that would make the layout look less amateurish.

If anyone at Packt is reading this, I would be happy to receive any of the following books for review: User Training for Busy Programmers, AsteriskNOW, PHP Web 2.0 Mashup Projects, ImageMagick Tricks, Mobile Web Development and WordPress for Business Bloggers!

The Spy in the Coffee Machine

Slightly over a year ago, I had a conversation with Erik Duval about privacy in this digital world. He basically argued that losing privacy is not a problem as long as the transparency is symmetric. This is basically the point that David Brin writes about in The Transparent Society. The conversation started my thinking on this topic. Was Bill Joy right when he allegedly said “Privacy is dead, get over it”?

I was hoping that O’hara and Shadbolt’s The Spy in the Coffee Machine would give me some new perspectives on this issue.

The book opens with a chapter on the “disappearing body”. We have less and less face-to-face contact and more and more phone, email and Internet (IM, (micro)blogs, social networks) communications. A physical presence leaves behind few signs, whereas information is persistent.

When the prophetic but currently unfashionable Marshall McLuhan predicted that we would soon be living in a global village thanks to new technologies and media, most people took that to mean that travel would be straightforward, intermingling of diverse cultures frequent and influences wide and strong. But one other property of a village is the absence of anonymity and secrecy. Privacy is at a premium, and that is another aspect of the global village with which we will have to come to terms.

In our society we have a very hybrid view on privacy. It isn’t a value neutral concept. Some cultures regard privacy with suspicion. In “the West” we have a positive opinion on privacy and see it as something to be protected by law:

But on the other hand, many use new technologies to expose themselves to view to a previously unimaginable degree. Webcams and Big Brother provide almost unlimited access to some exhibitionists, while very few people will pass up the opportunity to appear on television. [...] Most academics would kill to be interviewed about their work, even as they cling to the copyrights of their unread articles.

The book then provides a comprehensive overview of current technologies and how these relate to privacy. They do this in a matter of fact, objective and entertaining way. A couple of examples:

Moore’s law makes it trivial to search extremely large datasets (the end of practical obscurity) and is especially interesting when it comes to personal memory:

The amount of information that an ordinary person can generate, and store, is now colossal. It is possible to store digital versions of life’s memories in increasing quantities. As human-computer interaction specialist Alan Dix one playfully noted, it takes 100 kilobits/second to get high quality audio and video. If we imagine someone with a camera strapped to his or her head for 70 years, that will generate video requiring something of the order of 27.5 terabytes of storage, or about 450 60gb iPods. And if Moore’s law continues to hold for the next 20 years or so [..] we could store a continuous record of a life on a device the size of a sugar cube.
The ability to record memories, and store them indefinitely in digital form in virtually unlimited quantities has been dubbed the phenomenon of memories for life. This is an important area of interdisciplinary research; we will need to understand how it will affect our social and political lives, and our psychological memories.

Web 2.0 mashups allow you to easily bring multiple public resources together. By combining different databases you can now easily see where in your area all the sex offenders live (see Megan’s law):

In a clever demonstration of the dangers of mashups, consultant Tom Owad mashed up book wishlists published on Amazon with Google Earth, but with a twist. The Amazon users leave a name and a home town, which was often enough to locate them via Yahoo! People Search, at an individual address, of which Google Earth would hold a detailed satellite image. He also filtered out most of the books, to leave only those who read subversive literature. The result was a map of the world with readers of subversive books located upon it; click on the location of such a reader, and get a high resolution satellite image of his or her house. Of course, Owad was merely demonstrating the principle, not building a usable system for genuine deployment by the Thought Police. But ….

There are also technologies that could help in keeping us empowered. The Platform for Privacy Preferences (P3P) Project for example “enables Websites to express their privacy practices in a standard format that can be retrieved automatically and interpreted easily by user agents”.

The Panopticon is here according to the authors. They use the final chapter of the book to finally give some of their own opinion about whether we have a worrying future ahead of us. They take a very balanced viewpoint: these new technologies also solve many problems and have big advantages. At the same time we should never forget that bureaucracies are information thirsty and that function creep is a reality:

The struggle for personal space between the individual and the community takes place on a number of fronts, and we should not expect sweeping victories for either side. There will be small advances here, mini-retreats there. In the background, the astonishing progress of technology will keep changing the context.

As I finished this book I read about the premiere of Privacy Matters‘ (Dutch spoken) film about the importance of privacy. They do not allow the embedding of their video so I will link to a version on Youtube:

The production quality of the film is incredible and the special effects are great. The final message of the film makes sense: stay aware. However, I found the tone too fear mongering and paternalistic. It made me averse to the video and left a sour taste in my mouth. Where is the constructive look towards the future?

For me this post about privacy is an unfinished conversation. There are lots of things to think about and I guess we should keep paying attention. Privacy will be one the many sociological concepts which will get a completely different meaning over the next decades. What are your thoughts on this topic?

Here Comes Everybody

I am convinced that the web will change our society in many ways that we cannot currently grasp. Clay Shirky’s Here Comes Everybody: The Power of Organizing Without Organizations is a book which everybody who is interested in these changes should read. Many books on technology take a very shallow approach. Often they focus on the technology itself or only look at one particular aspect of how technology can be used (e.g. books on “How Wikis can change the way you collaborate”). Shirky’s book is the first one I have read which takes a very deep sociological and often philosophical perspective on the ubiquitousness of the net and its wider implications.

He is not the first author to draw an analogy with the invention of movable type. The social effects of this invention lagged decades behind the technological effects:

Real revolutions don’t involve an orderly transition from point A to point B. Rather, they go from A through a long period of chaos and only then reach B. In that chaotic period, the old systems get broken long before new ones become stable.

We are just now entering the chaotic period. We cannot accurately predict the changes that will happen to society now that we have the Internet. It will be many years before we can oversee and look back at the consequences. I can instantly see how the above is true for education. Currently the old institutions are still in full reign, but they are more and more broken (e.g. look at the percentage of students who prematurely quit their vocational tertiary education in the Netherlands). These institutions have not harnessed the new possibilities of technology.

So what are these new possibilities? The book is full of wonderful examples, but Shirky’s main point is that the Internet allows groups of people to self organize without the need for organizations, firms or (governmental) institutions. Traditional communications were always one-to-one (like the phone) or one-to-many (broadcasting, like television). The net enables many-to-many communication which we never had before. E-mail was the first example of this, but IM, (micro-)blogs and social networking sites enable this too. These new tools are “eroding the institutional monopoly on large-scale coordination”.

Shirky has a great observation on media:

The twentieth century, with the spread of radio and television was the broadcast century. The normal pattern for media was that they were created by a small group of professionals and then delivered to a large group of consumers. But media, in the word’s literal sense as the middle layer between people, have always been a three-part affair. People like to consume media, of course, but they also like to produce it [..] and they like to share it [..]. Because we now have media that support both making and sharing, as well as consuming, those capabilities are reappearing, after a century mainly given over to consumption.

Social tools are coming into existence that support new patterns of group forming and group production. My personal favourite example is open source software. Clay Shirky attributes the success of this method of producing software to the way that it gets failure for free. For this reason, he considers open source software to be a threat to commercial software vendors:

Open source is a profound threat, not because the open source ecosystem is outsucceeding commercial efforts, but because it is outfailing them. Because the open source ecosystem, and by extension open social systems generally, rely on peer production, the work on those systems can be considerably more experimental, at considerably less cost, than any firm can afford. Why? The most important reasons are that open systems lower the cost of failure, they do not create biases in favor of predictable but substandard outcomes, and they make it simpler to integrate the contributions of people who contribute only a single idea.
The overall effect of failure is its likelihood times its cost. Most organizations attempt to reduce the effect of failure by reducing its likelihood. [..] The obvious problem is that no one knows for certain what will succeed and what will fail. [..] You will inevitably green-light failures and pass on potential successes. Worse still, more people will remember you saying yes to a failure than saying no to a radical but promising idea. Given this asymmetry, you will be pushed to make safe choices, thus systematically undermining the rationale for trying to be more innovative in the first place.
The open source movement makes neither kind of mistake, because it doesn’t have employees, it doesn’t make investments, it doesn’t even make decisions. It is not an organization, it is an ecosystem, and one that is remarkably tolerant of failure. Open source doesn’t reduce the likelihood of failure, it reduces the cost of failure; it essentially gets failure for free.

Do yourself a favour: If you haven’t read this profound book, please read it as soon as you can.

Opening Skinner's Box

Lauren Slater’s Opening Skinner’s Box: Great Psychological Experiments of the Twentieth Century is a marvellous book for anybody trying to understand human behaviour. Her perspective is that these famous experiments (e.g. Milgram’s experiment on authority) “ultimately concern themselves not with the value-free questions we traditionally associate with ’science’, [...] but with the kinds of ethical and existential questions we associate with philosophy.”

What makes this book special is the fact that Slater manages to give each experiment a personal and human touch. She interviews the people who were in Milgram’s experiment and surprisingly finds out that being part of the experiment has changed these people profoundly and made them highly aware of authority later in their lives.

She explores the Bystander effect and finds out that people can be armed against the diffusion of responsibility by educating them about it and by clearly articulating the five stages of helping behaviour:

1. You, the potential helper, must notice an event is occurring.
2. You must interpret the event as one in which help is needed.
3. You must assume personal responsibility.
4. You must decide what action to take.
5. You must then take action.

Slater also does her own version of the Rosenhan experiment in which sane people had themselves committed into psychiatric wards (by saying they heard voices saying “thud”) and acted normally as soon as they were in. Most of them got diagnosed with schizophrenia and they stayed for an average of 19 days(!).

My favourite chapter was the one on B.F. Skinner. He is well known for his experiments with animals, but less known for his thoughts on teaching. He was a strong believer on the effects of the environment on behaviour and was convinced that this could be used to create a better society. Slater writes upon reading his Beyond Freedom & Dignity:

Skinner is clearly proposing a humane society rooted in his experimental findings. He is proposing that we appreciate the immense control (or influence) our surroundings have on us, and so sculpt those surroundings in such a way that they “reinforce positively,” or in other words, engender adaptive and creative behaviours, in all citizens. Skinner is asking society to fashion cues that are most likely to draw on our best selves, as opposed to cues that clearly confound us, cues such as those that exist in prisons, in places of poverty. In other words, stop punishing. Stop humiliating.

All in all a great book…

Venkatesh has now written a book about his time in the “projects”: Gang Leader for a Day: A Rogue Sociologist Takes to the Streets. This book is very interesting on many different levels. In the beginning of the book he accidentally gets into contact with a gang leader, J.T., who is strangely willing to have Venkatesh tag along and lets him in on the secrets of gang life. He visits the neighbourhood over a period of years, gradually expanding the number of people who trust him and are willing to share their story with him.

Throughout the book he struggles with his research methodology. He is convinced that doing traditional quantitative research using objective surveys does not lead to any deep insights into why it is so hard for many people to get out of poverty and how it is that people do manage to struggle along. On the other hand his participatory research is also troublesome. What is he to do when he witnesses the gang planning or doing illegal activities? How does he earn people’s trust? He notices that by observing all kind of hustlers and trying to get to know as much about them as possible, he himself is also slowly turning into a hustler: a hustler for information.

I was surprised to find out how much of the drug trade is run as a normal business. Most of J.T.’s problems and dilemma’s are managerial. His actions and behaviour on the street are all in the interest of selling more drugs and keeping their customers happy.

There are a couple of parallels between the Robert Taylor Homes in Chicago and the “Bijlmer” area (Amsterdam South-East) where I have been working as a teacher for several years. The sense of community where people know each other and look out for each other is very recognisable. They also share the failure of the urban renewal programs in the 60’s and 70’s. From the book:

From the outset urban renewal held the seeds of its own failure. White political leaders blocked the construction of housing for blacks in the more desirable white neighborhoods. And even though blighted low-rise buildings in the ghetto were replaced with highrises like the Robert Taylor Homes, the quality of the housing stock wasn’t much better. Things might have been different if housing authorities around the country were given the necessary funds to keep up maintenance on these new buildings. But the buildings that had once been the hope of urban renewal were already, a short forty years later, ready for demolition again.

This is exactly what happened in the Bijlmer. Looking back, it is hard to understand how the nearly ideological architectural ideas behind the highrises that were built with expansive empty spaces between them weren’t seen as the complete failures that they turned out to be. I’ll revisit this theme in a post in the future.