Speed Dating at the 2012 Learning Technologies

On Wednesday, January 25th I attended the Learning Technologies exhibit at Olympia in London. I used agreeadate to schedule as many meetings with corporate learning luminaries as possible. Next to catching up, I decided to ask each of them the following four questions:

What will be the most exciting (professional) thing you are planning to do in 2012?
Which corporate learning trend will “break through” this year?
Which company (other than your own) is doing interesting things in the learning space?
What was the best book you have read in 2011?

So here goes, in the same order as during the day:

Steve Dineen

Steve is the Chief Executive at Fusion Universal. We mainly talked about Fuse their video-centric social platform. In the next few weeks they will swap out the current video player and will replace it with one that makes it easier to display subtitles and transcripts, will do bandwidth detection and will allow for much better reporting on how the video has been viewed. They will also roll out adaptive testing with adaptive learning journeys. See here for example:

[youtube=http://www.youtube.com/watch?v=0Ge9oDc5I0k]

His answers to my four questions were as follows:

The implementation of pull learning, seeing learning as a journey rather than a process and then the provision of the environment to let personal learning happen (as a platform and an environment). Another exciting thing is the Virtual School, they should be going live with a full secondary school curriculum by September.
People will start to understand that not all learning needs to be centered around a course. This is a big paradigm shift for which we are now seeing the pioneers emerging.
Fusion is not necessarily taking inspiration from the learning technology community. Instead, they are taking inspiration from YouTube. It is incredible to see what they have done to their platform. On design matters they take inspiration from Apple.
The four books he enjoyed in the last few months were The Presentation Secrets of Steve Jobs and Presentation Zen, Good to Great and The Innovators Dilemma.

Barry Sampson

Barry is one of the three partners in Onlignment, a learning consultancy with broad capability. He is also responsible for changing my life by properly introducing me to Markdown, the greatest thing since sliced bread for people who have to do a lot of writing of any kind. They have put a lot of effort into truly blending their own offerings. Rather than just teach a course on learning design for a few days they now design a journey towards independence. For one client they do a workshop first and then one-on-one coaching sessions (virtual and face to face). The end result will include e-learning content created by the participants themselves and guided by Onlignment.

His answers to my four questions were as follows:

Making the circles live. The circles make it very clear what Onlignment is offering and from now on we will only do work on things that fit with these circles.
What we will see is a lot of mobile learning done badly (“everyone will screw up mobile this year”). Everybody will deliver e-learning content on mobile technology. It is usually crap on a PC and will be worse on mobile. He has also seen more Moodle vendors than ever before at this exhibit, so Moodle seems to be breaking through too.
Two companies that are doing interesting things are Aardpress and Coloni. The former has a Software as a Service (SaaS) version of Moodle and the latter has a great licencing model: you pay on the basis of the space you take on their servers (their roots are a website development company) and they are very actively engaged with their clients.
The only book that Barry has read in the last year is a book about becoming a dad.

Lawrence O’Connor

Lawrence was the only person who was excused from my four questions. Instead we had a discussion around topics like mindmapping, authenticity, tools for conviviality (and the speed of transportation), theatre and doing what you love. We spotted Jaron Lanier who has written the thought provoking You are Not a Gadget, but were too late to invite him over to join our lunch.

Amir Elion

Amir works for Kineo Israel an e-learning development company and has written 100 Presentation Ideas which is now also available as an iPhone app. I have had many virtual meetings with Amir over the last two years (he participated in the Learning in 3D reading group for example, but this was the first time we got together in real life.

His answers to my four questions were as follows:

The first thing that he is looking forward to is to try and see if mobile learning can be made into something real. It has a lot of potential and is a new way of supporting performance. There are still many questions around it that need to be answered. There is a lot of technical work to do, but more importantly the learning models and the performance support models will need to be rebuild. Kineo is doing pilots with a few clients. The second thing he is excited about is advancing blending learning through using a learning typology. He has started drawing a table explaining which type of solutions solve particular challenges.
He hopes the break-through trend will be the open source Learning Management System (LMS) and would prefer that to be Totara. In Israel that is very likely to happen. Many companies there do not have an easy way to track learning now and the fear for open source has subsided. Companies now actually see the advantages of open source: flexibility, lower costs and supplier independence (“there is always another Totara partner”).
The companies that are creating the development tools are really moving forward quickly. Articulate Storyline is exciting in how it really supports non-linear learning and now can also work in Hebrew and other right-to-left language. The latest version of Adobe Captivate is also good. These companies really work with the e-learning development companies to incorporate e-learning best practices into their tools. Other than that it is mostly individuals that he learns from. Donald Clark, Cathy Moore with her Action Mapping, Cammy Bean (from Kineo US) or David Kelley.
The book he liked was Drive. The concepts of autonomy, mastery and purpose can directly be applied in corporate learning.

Kineo has a tradition of producing very useful promotional booklets. They gave me a copy of the very sensible Designing Mobile Learning (available on the Free Thinking area of their website) . It has ten tips on designing mobile learning:

Always ask “Why make this mobile?”
Use those off the shelf information and communication apps NOW
Bring the informal into the blend
Make sure it’s more than e-learning on a tablet
Make it tactile
You’re in their personal space; you’d better make it worth their while
Make the limited space count
Consider developing templates for efficient design
Extend the impact of your media assets
Find the right place to use mobile learning in your new-look blends

and 10 examples of where mlearning can make a difference:

Make it easy to review the latest news and information
Scan it, learn about it
Just-in-time guides
Performance support and checklists
You know where I am, help me!
Refresher learning
Push reminders
‘Mobile company uses mobile learning’ shocker… Use the medium they use
The LMS on the go
Talk to me, interactively

David Perring

David is director of research the UK-based and EMEA focused educational technology analysts Elearnity. Elearnity has been working hard at writing vendor perspectives. The summaries will be available for free and the in-depth reports are available for a fee.

His answers to my four questions were as follows:

The most interesting and exciting thing for him is always working with clients who have interesting challenges. It is fascinating to work for people who have different perspectives but also bring intelligence into the process. For him it is the “freshness of working with 10 organizations rather than with one”.
He is not sure that there will be any more break throughs in the next year. Certain organizations might have find some “inspirational moments”, a lightbulb going on. Maybe some sales forces will start using mobile technology for its real potential, rather than having people use mobile technology in the classroom. He thinks the economic pressures will mean that there might be a lot more technology assisted learning and less face to face training in the years ahead.
He doesn’t believe you will find companies doing interesting things, you will always find people doing interesting things. It is very difficult to find people in organizations who are willing to share the interesting things they are doing: the catalysts for change, the mavens who help organisations reach tipping points.
The book he really enjoyed reading last year was Spike Milligan’s Adolf Hitler, My Part in his Downfall. Milligan is a comic genius.

We also discussed how great it would be to create more pencasts, using the Livescribe to sketch out and explain concepts. This is something that is still on my list to try out properly.

Rob Hubbard

Rob runs his own company LearningAge Solutions and is the chair of the E-learning Network (ELN). The ELN was present at Learning Technologies and was campaigning hard for effective elearning through “The Campaign for Effective Elearning” (also see: #c4ee on Twitter. He is very worried that people will start to think that all e-learning is cheap and crap. This would be bad for the industry (I see this kind of reaction in my company already). The ELN will therefore start highlighting things that really make a difference. Rob will be a busy man in 2012 because there is a publishing deal with Wiley Pfeiffer for a book from the ELN and with LearningAge he has created a piece of web based technology that implements the concept of “goal-based learning”, which is all about solving the transfer problem and putting learning into practice.

His answers to my four questions were as follows:

He hopes that he will be able to do a very big project which uses games and simulations to train thousands of people up to a certain skill level. Another exciting thing is his Rapid E-Learning Design course (I met Rob as a pilot participant of this truly excellent course) which he will be offering for free for the first time this year. Why free? Because it is a great way to meet new people.
Something that really seems to be gathering pace is the concept of gamification. People are starting to take it more seriously and the market is picking up on that, there even was one stand that advertised with “gamify your learning”. He likes how it aligns with the way our brain works: we have always learned through experimenting and getting awards for behaviour that works.
HT2 is doing interesting stuff, but in general he would consider science fiction to be more inspiring than what other companies are doing. One thing he showed me as an inspiration was an an interactive storybook on the iPad titled The Fantastic Flying Books of Mr. Morris Lessmore made by Moonbot studios. It is incredible interactive and it teaches children how to play a song on the piano or how to write with the letters in a cereal bowl.[vimeo http://vimeo.com/35404908]
He is really enjoying The Diamond Age by Neal Stephenson which at some level is basically a book about e-learning and performance support.

Laura Overton

Laura is the Managing Director of Towards Maturity an organization that helps companies get the most out of their learning technology. She was incredibly busy at the conference trying to connect “upstairs” (where the conference is) to “downstairs” (where the salespeople are exhibiting) through organising exchanges between speakers at the conference and attendees at the exhibit.

Her answers to my four questions were as follows:

One of the things Towards Maturity is looking at in 2012 is how to use all the data they have for practical change and to stimulate thinking. They will start doing some sector views. Next week they are launching a series of in-focus reports on particular issues that they know are holding the industry back. One of them is the cycle of indifference to change. One research report will be focused on business leaders asking them to demand more and be less satisfied. She hopes this will stimulate some new dialog between business and learning. She would not consider herself a technologist, instead she wants people to act: it does not matter what technology they use as long as they get better results.
A lot of people expect social learning to break through. She doesn’t think that will happen this year, especially the use of external social media (i.e. Facebook) will not work. Mobile learning is really on the verge of break through. User-generated content and an openness to that is an interesting thing too. They have seen quite a bit of growth in that.
She naturally has something good to say about all the Towards Maturity ambassadors. She likes the e-learning vendors that are really looking at the business issue. They come up with business solutions rather than with elearning modules. Things like natural assessment, storytelling, experiential learning. Concepts rather than the technology.
She thought Nudge, a book about influencing and persuasion, was great.

Ben Betts

Ben has his own company H2T and inhabits the edge between academic research and innovative education technology practice.

His answers to my four questions were as follows:

He is the most excited about Mozilla’s Open Badges project. He hopes it can help bridge the gap between Open Educational Resources and traditional formal accreditation. Anybody or any organisation can become a badge prodider (it will be one of my goals to start handing out Hans de Zwart-related badges before the end of the year), so he could already see something similar happening as in LinkedIn, “I recommend you and you recommend me”. I could see how you might get a meta-badge ecosystem with accreditors accrediting accreditors (Where would the buck stop? At Stephen Downes?). In 2012 he will also finish his doctorate thesis which is currently titled “Improving Participation in Collaborative Learning Environments” (I hope he doesn’t follow Dougiamas’ footsteps on this one).
There was one word that he thought would be the word to watch for 2012. Unfortunately he could recollect it and then had to go for “Curation” (which he think is probably last year’s word).
He quite likes what Epic is doing with Gomo, although they still have some way to go. Another great company is of couse Mozilla. He wasn’t particularly overwhelmed by Apple’s iBook announcement.
The most interesting book for him was probably the biography of Steve Jobs. He is currently reading Kahneman’s Thinking, Fast and Slow. Also good was A Theory of Fun for Game Design which shows that having learned something is the definition of fun in a game. Another great book was Business Model Generation (I just read that too). Finally he would like to recommend Resonate by Nancy Duarte, which is basically “stuff you already know put really complicated” (mostly about telling stories), but it the best example he knows of how a book should be layed out.

Concluding

I didn’t have a lot of time to spend at the exhibit, but did do a very quick walkaround and found companies I just want to highlight:

Toolwire is going to evolve what they call Learnscapes into gamescapes, using their normal interface and turning it into a realtime multiplayer event.
I have never written about Lynda on this blog before. They provide videos teaching people how to do things with software applications (think about teaching you a particular effect in Photoshop for example). You can pay per video or get a subscription. They are hugely successful. I consider them another example of a thing that “geeks” have managed to get right, without the rest of the world noticing. Why aren’t they an enlightened example in the corporate learning world? Related to this I will create a theme for myself this year: Open source communities have been the first to find solutions for certain problems (collaboration at scale for example). What can businesses learn from this?

It was a great privilege to be able to speak to these eight people in a single day (I could have talked for hours with each and everyone of them…) and it takes an event like Learning Technologies to bring these people together. I will have to find a good reason to go again next year. Maybe a speaking engagement?

Make Sure You Read This: Hackers by Steven Levy

Wow! This is a masterful book.

Levy reports on three different eras that have shaped modern computing:

The group of hackers at MIT in the early sixties who were the first to use computers for anything other than computing things (the first computer game, the first chess computer, the first time that a computer is connected to a robot, etc.) and created a culture, the hacker ethic, in the process.
The people around the Homebrew Computer Club in California in the early seventies who were the first to create hardware at a scale that could work for hobbyists and in households
A group of Apple and Atari enthusiasts (fanatics?) who invented whole new genres of gaming and birthed the modern game industry in the early eighties.

Levy is an excellent writer (you have read In The Plex, haven’t you?) and through his writing I was immediately and completely awed by the brilliant playfulness of these geniuses.

The hacker ethic is something that still today has tremendous value. Levy teases out these principles from the MIT culture that he investigates:

Access to computers—and anything that might teach you something about the way the world works—should be unlimited and total. Always yield to the Hands-On Imperative!
All information should be free.
Mistrust Authority—Promote Decentralization. (From the book: “Bureaucracies, whether corporate, government, or university, are flawed sys-tems, dangerous in that they cannot accommodate the exploratory impulse of true hackers.”)
Hackers should be judged by their hacking, not bogus criteria such as degrees, age, race, or position.
You can create art and beauty on a computer.
Computers can change your life for the better.

Paragraphs like this:

As for royalties, wasn’t software more like a gift to the world, something that was reward in itself? The idea was to make a computer more usable, to make it more exciting to users, to make computers so interesting that people would be tempted to play with them, explore them, and eventually hack on them. When you wrote a fine program you were building a community, not churning out a product.

made me understand more fully why Richard Stallman is so pained thinking about what we lost. Greenblatt is also pretty vocal:

The real problem, Greenblatt says, is that business interests have intruded on a culture that was built on the ideals of openness and creativity. In Greenblatt’s heyday, he and his friends shared code freely, devoting themselves purely to the goal of building better products. “There’s a dynamic now that says, ‘Let’s format our web page so people have to push the button a lot so that they’ll see lots of ads,‘” Greenblatt says. “Basically, the people who win are the people who manage to make things the most inconvenient for you.”

Some things haven’t changed though. Go to places like Fosdem and you realize that the following is still the case:

It is telling, though, to note the things that the hackers did not talk about. They did not spend much time discussing the social and political implications of computers in society (except maybe to mention how utterly wrong and naive the popular conception of computers was). They did not talk sports. They generally kept their own emotional and personal lives—as far as they had any—to themselves. And for a group of healthy college-age males, there was remarkably little discussion of a topic, which commonly obsesses groups of that composition: females.

There is a lot of hacker wisdom:

[..] An important corollary of hackerism states that no system or program is ever completed. You can always make it better. Systems are organic, living creations: if people stop working on them and improving them, they die.

This book was written in the mid eighties and discusses some topics that are still relevant today. Read the following paragraph and think about the current battle between Android and iOS: hackers insist

[..] that when manuals and other “secrets” are freely disseminated the creators have more fun, the challenge is greater, the industry benefits, and the users get rewarded by much better products.

We also encounter Bill Gates and Steve Jobs right at the start of their companies. I thought it very was very funny how already then they showed something of their later self: Gates was complaining publicly in 1976 how everybody was just copying his version of Altair Basic without paying for it and Jobs was already purely focused on marketing, the user experience and what the actual hardware would look like (even when you opened the Apple 2, it had to look neat and accessible).

We absolutely have to thank O’Reilly for republishing this classic!

A Review of the “Moodle 2.0 for Business” Book

Packt is a new type of publisher. They have found a model that allows them to publish books (likely on demand) in what other publishers might call niche markets. They are usually the first publisher to have a book out about a particular open source product. They leverage the enthusiasm that exists in these communities in how they recruit writers, they stroke people’s egos by asking them to become (technical) reviewers of the books and they do most of the hard work that is necessary to create a book in countries that have lower wages than (Western) Europe and the United States. All of this means that the quality of the books is a bit hit or miss.

Another trick up their sleeves is the way they promote their books. They seem to understand the Internet well and offer bloggers review copies of books. I was offered a free copy of Moodle 2.0 for Business, Implement Moodle in your business to streamline your interview, training and internal communication processes by Jason Cole, Jeanne Cole and Gavin Henrick in return for a review. So here goes!

Most books about Moodle assume an educational setting. As I know a lot about Moodle and am starting to understanding corporate HR more and more every day, I was curious to see what I could learn from this title. The authors of the book have a very deep understanding about Moodle and have all used it for years (as they write “The authors of this book have collectively spent more than 5,000 hours experimenting, building, and messing about with Moodle”). They are active members of the Moodle community and work for a Moodle partner. In many places their hard-earned experience comes through like when they point out a fundamental flaw in Moodle richly complicated roles and permissions system on page 194. The books contains a few suggestions and warnings and I would recommend any reader to heed to them.

The books kick of by trying to to answer the “Why Moodle?” question. It nicely lists five learning ideas that form the core of Moodle’s educational philosophy (I must have mentioned them before many times, but they are worth repeating):

All of use are potential teachers as well as learners – in a true collaborative environment we are both
We learn particularly well from the act of creating or expressing for others to see
We learn a lot by just observing the activity of our peers
By understanding the context of others, we can teach in a more transformational way
A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participants within

The authors also mentioned the 2008 eLearning Guild survey about Learning Management Systems: “Moodle’s initial costs to acquire, install and customise was $16.77 per learner. The initial cost per learner for SAP was $274.36, while Saba was $79.20, and Blackboard $39.06”. Even though I think the survey is comparing apples with pears, I still think it says something: Moodle could be a way to get more functionality out of the same budget. Another good reason to choose Moodle is is that it “makes it easy to try things, figure out what works, change what doesn’t and move on”.

The meat of the book is a set of chapters which look at different parts of the HR process finished with a case study of a company or organization which has done something similar (see here for an overview of all the chapters in the book). Through these chapters a lot of the different Moodle functionalities are explained in very concrete terms. Many of the examples make quite creative use of Moodle. One of the first chapters for example deals with the hiring and recruitment process. Moodle is used to capture people’s resumes, rate the resumes, let people choose an interview slot and assess people with a simple online test. The authors have a pleasant tone and are not afraid to share their own failures to make the reader learn (like when they set up quiz questions in the wrong way, page 47).

Some of the case studies give real insight into the path that these organizations have travelled. I particular like the enlightening example from the Gulf Agency Company (GAC) corporate academy starting on page 164:

After a less than successful strategy of purchasing off-the-shelf SCORM content, GAC has now move to developing courses with a combination of internal subject specialists, HRD e-learning consultants, and facilitators. The course content is uploaded into Moodle course page with GAC-specific assignments and discussion forums added. There is a clear strategy to ensure that the learner does not simply click through a series of screens without context or interaction. Interaction and collaboration in courses is now a fundamental part of the learning process, with the courses tightly integrating content, tasks, and collaboration.

Through these chapters we get some good explanations of functionality that gets glossed over in many of the other books on Moodle. There is a good explanation of the database module, outcomes (a Moodle word for competences) are explained, the new way of setting conditions for accessing particular parts of the course and for considering a course complete get good attention and they have found some useful examples for relatively advanced role configurations. On the slightly more technical side they give sensible advice on how to install modules (page 209) and I love the fact that they explain how you create your own language for the interface (something that is usually very hard to do in other systems) on page 285.

The book ends with a few chapters that show you how you can integrate Moodle into application landscape. There are some good explanations about using webconferencing/virtual classrooms, the portfolio and repository APIs are used and they show you the first steps towards integrating authentication and enrollment.

The book has some minor areas that could be improved. It is written by three authors and seems to keep switching perspectives between the author as “we” and the author as “I”. Also, ocassionally the case studies become too much of an advertisement for a Moodle partner: “The uniqueness, and in some ways, complexity of the project meant that A&L were keen to engage with a service partner that had extensive knowledge of Moodle to enable them to bring the project to a succesful completion. Ennovation not only had the Moodle knowledge and experience that A&L were looking for, but also a proven reputation in the legal sector with their long term customer, the Law Society of Ireland.”

There are also a few things missing that I was hoping to read more about:

The explanation of the portfolio and repository APIs wasn’t conceptual enough. I am not just sure that the average reader will be able to generalize from the exampls and see what a gamechanger this type of technology can be when it is embedded correctly in the organization.
There is small battle going on in corporate Moodle land. Multiple service providers are creating their own more commercial “distributions” of Moodle with extra functionality that is relevant for enterprises: Remote Learner publishes ELIS, Moodlerooms has joule and Kineo and Catalyst have come together to create the aggresively marketed Totara LMS. The book never mentions this (I can think of good reasons why this is the case), but it is highly relevant to know more about these systems if you are considering using Moodle in your organization.
Related to the previous point is reporting. Moodle is not known for its strong enterprise reports and this is something that many organizations commission some functionality for. It would have been nice if reporting had gotten a similar treatment as web conferencing. Maybe we can get that in the next updated version?

All in all this is strongly recommended reading for any curious person who uses Moodle professionally in an organization, no matter the level of their expertise.

Get it here if you want to let Packt know that you’ve read the review, they use this link to monitor which blogs give them the highest amount of traffic and might ask me to review another book if this link gets clicked on often. Get it here if you don’t want to pay any shipping costs and don’t mind me getting a 5% percent commission. Get it here if you like Amazon and don’t mind me getting a neglible commission. Get it here if you don’t like be tracked, live near London, love bookstores and are willing to call first to see if they have it in stock. Seriously, Foyles is a treasure.

Performance Consulting: Moving Beyond Training, a Review

A little while back I used my company‘s global learning community of practice to ask its members who their learning gurus were. It was an interesting exercise because it gave me some insight into which people and ideas have influenced the current learning practice in the company. I was expecting names like Stephen Downes, George Siemens or Jay Cross to come up, instead we had an interesting discussion about the word “guru” and people mentioned names like Robert F. Mager (famous for the question: could they do it if their life depended on it?), Betty Collis and Peter Senge.

One of the books that was mentioned in the discussion was Performance Consulting: Moving Beyond Training by the Robinson couple. This 1995 book (hello CD-ROMS!) seems to be a bit of a classic in the field. The blurb on the cover says: “The world is changing and HRD must change with it. Every HRD and training professional who wants to have a job past the year 2000 should read this book.” Reading the book it struck me how many of its lessons were still not in regular practice in many businesses today (i.e. the blurb was wrong!).

The book tries to explain how the traditional role of the trainer (focus on what people need to learn) can be progressed to the role of a performance consultant (focusing on what people need to do to perform well). A trainer (and the learning function as a whole) describes and solves training needs. A performance consultant looks at business, performance, training and work environment needs. The idea is to have the learning department be part of the business conversation. By breaking out of the conspiracy of convenience (see barrier 3 in this Charles Jennings post) learning professionals would be able to create a “Performance Relationship Map” to really impact business results:

Using this map you can see that what the operational results should be, drive what the on-the-job performance should be. These can then be compared to how they currently are and internal and external causes (the environmental factors) can be identified. This very simple model is probably in the tool kit of any organizational effectiveness consultant, but is still not something many people in the learning space would explicitly use.

The book then describes how to get the information to fill in this map. What I really liked is how they decided to use the people who excel at their work, the best performers, to find out what performance should be like and define the benchmark to measure the current performance against. This is a simple trick that learning designers could start doing right now: don’t go and find the Subject Matter Experts to ask them what people should know about a particular topic, instead ask people who are great performers what it is they actually do and ask their managers why they are such great performers. That is a much better starting point for designing a learning intervention.

The majority of the book is devoted to building the performance relationship map. What really surprised me that once you have identified the gaps, the proposed solutions for closing the gap are still so traditional. Even though the authors quote Geary Rummler saying “Pit a good employee against a bad system and the system will win most every time” and even though they come up with the equation Learning Experience x Work Environment = Performance Results, they fall way short in their solutions for closing the performance gap and don’t actually look at changing the system.

They don’t talk about new models for training and learning. How the work environment could be changed receives half a page in the book (find it at the bottom half of page 269). It is a bit odd that you would spend a whole book explaining how to do a needs analysis and then write in chapter 11 (of 13): “If all we did was obtain data, Performance Consultants would be of limited value. The ultimate test of a consulting project is how the information is actually used to make desirable changes.” This means they have left the most interesting questions open. Could I maybe get your recommendation for literature that would give me more information about the next step: how to close a performance gap? I would prefer books that have taken the rise of educational technology and the Internet truly on board.

Bonus: One nice reference that I came across in the book was to The Consultant’s Calling by Geoffrey M. Bellman. The Robinsons quoted the following passage (in the context of defining what a contract might mean):

I attempt to create a contracting process with my clients that is alive and adaptable, not one that is fixed in ink. I encourage trust between client and consultant. I see anything that smacks of mistrust – as defensive legal contracts can do – as damaging to the partnership I want to establish. I favor written communication that records what we decided so we don’t forget our responsibilities. I keep files tracking the work the client and I are doing together, but I balk at anything written that suggest we need to protect ourselves from each other.

Lovely.

BTW, this was post number 100 on this blog! I seem to have finally found some persistence…

Christopher Alexander’s “A Pattern Language”

I have just finished reading Christopher Alexander‘s A Pattern Language: Towns – Buildings – Construction, one of the most wonderful books I have read in years.

The scope of the book is incredible. It sets out, in plain terms, to empower people to design, build and shape their own surroundings. It does this by creating a “pattern language”, a kind of generative grammar with 253 patterns that can be used to make things. The patterns move from big town scale patterns (e.g. The Distribution of Towns, Magic of the City, Web of Shopping, Nine per Cent Parking), via medium building scale patterns (e.g. Wings of Light, Intimacy Gradient, Staircase as a Stage) to small construction scale patterns (e.g. Structure follows Social Spaces, Low Sill, Filtered Light, Different Chairs).

Each pattern is described in a similar way: there is a picture showing an archetypal example of the pattern, then a paragraph describing the context of the pattern (in which larger patterns does this pattern fit), next in bold a headline giving the essence of the problem, then a research based exploration of the problem, next in bold the solution stated as an instruction, then a diagram as a visual way of describing the solution and finally a paragraph describing which smaller patterns can help this pattern. Each pattern also comes with a label signifying how sure the authors are that this truly is an universal pattern.

The breadth of topics in the book is baffling (it took the authors about seven years to research and write it). Let me just give you some random quotes to show you what I mean (doing the book a gross injustice by leaving out a lot of context).

On the magic of a cities:

The magic of a great city comes from the enormous specialization of human effort there. Only a city such as New York can support a restaurant where you can eat chocolate-covered ants, or buy three-hundred-year-old books of poems, or find a Caribbean steel band playing with American Folk singers.

On the evils of supermarkets:

It is true that the large supermarkets do have a great variety of foods. But this “variety” is still centrally purchased, centrally warehoused, and still has the staleness of mass merchandise. In addition, there is no human contact left, only rows of shelves and then a harried encounter with the check-out man who takes your money.

On grave sites:

No people who turn their backs on death can be alive. The presence of the dead among the living will be a daily fact in any society which encourages its people to live.

On why buildings should have gradients of intimacy:

When there is a gradient of this kind, people can give each encounter different shades of meaning, by choosing its position on the gradient very carefully. In a building which has its rooms so interlaced that there is no clearly defined gradient of intimacy, it is not possible to choose the spot for any particular encounter so carefully; and it is therefore impossible to give the encounter this dimension of added meaning by the choice of space. This homogeneity of space, where every room has a similar degree of intimacy, rubs out all possible subtlety of social interaction in the building.

On why your windows should have relatively small panes:

[Thomas Markus] points out that small and narrow windows afford different views from different positions in the room, while the view tends to be the same through large windows or horizontal ones. We believe that the same thing, almost exactly, happens within the window frame itself. [..] The view becomes alive because the small panes make it so.

On lighting every room from two sides:

When they have a choice, people will always gravitate to those rooms which have light on two sides, and leave the rooms which are lit only from one side unused and empty.
This pattern, perhaps more than any other single pattern determines the success or failure of a room. The arrangement of daylight in a room, and the presence of windows on two sided, is fundamental. If you build a room with light on one side only, you can be almost certain that you are wasting your money.

On modern impersonal interior design:

Do not be tricked into believing that modern decor must be slick or psychedelic or “natural” or “modern art,” or “plants” or anything else that current taste-makers claim. It is most beautiful when it comes straight from your life – the things you care for, the things that tell your story.

On high buildings (imposing a four story limit):

There is abundant evidence to show that high building make people crazy.
High buildings have no genuine advantages, except in speculative gains for banks and land owners. They are not cheaper, they do not help create open space, they destroy the townscape, they destroy social life, they promote crime, they make life difficult for children, they are expensive to maintain, they wreck the open spaces near them, and they damage light and air and view. But quite apart from all this, which shows that they aren’t very sensible, empirical evidence shows that they can actually damage people’s minds and feelings.

I could go on and on…

Written in 1977 it is clear that this is a very “seventies” book. The belief in what we in The Netherlands would call “De maakbaarheid van de samenleving” (the ability to create/design/mold society) is very high. It was interesting to reflect on where I grew up and how much of that place was designed according to the same kind of thinking and ideals. I could also find many of seventies based educational philosophy of the school I used to work at in the book. The open doors, the integration of inside and outside, there are even some very explicit ideas on education and learning in the book.

Although many of the patterns are probably very universal (they are very human), I do think the book has some strong cultural biases. This doesn’t make it less valuable though.

The book has really made me want to scratch my own creator’s itch. It makes you want to design things. (Apparently Will Wright, the creator of SimCity, wanted to create this game after reading the book).

What I want to create, inspired by this book, is not a town or a house. I want to write a new pattern language. Wouldn’t it be great if we had a generative grammar for technology enhanced education (or using another term, online learning events)? I see that there have been some attempts to do this already (here and here), but I would love to create a much more extensive work that is in the style of Alexander. Is there anybody who would like to help me? Shall I start a wiki?

If you want more information about the book, then go to its website or read hyperlinked summaries of all patterns.