Online Educa’s Platinum Sponsor Fronter is a Closed Source Proprietary Product

The most Deceptive Sign in LA
The most Deceptive Sign in LA

Warning, this is a bit of a rant…

I hate false advertising. That is why I was delighted to read that Apple had to pull an iPhone ad recently (see: What the banned iPhone ad should really look like).

I am currently at the Online Educa in Berlin where Fronter is the Platinum sponsor. I found their brochure in the conference bag and was appalled by what I read.

Fronter has decided to adopt the discourse of open source software without actually delivering an open source product. Recently, this has been a strategy for many companies who produce proprietary software and are losing market share to open source products. This is the first time that I have seen it done in such a blatant way though.

Some quotes from their brochure:

The essence of Fronter’s Open Philosophy is to give learning institutions the benefit of an open source and open standard learning platform – while at the same time issuing guarantees for security, reliability and scalability, all included in a predictable fixed cost of ownership package.

And:

Fronter’s Open Platform philosophy combines the best of two worlds; innovation based on open source, with guarantees and fixed cost of ownership issued by a corporation.

Finally:

Open source: The Fronter source code is available to all licensed customers.
Open guarantee: In contrast to traditional open source products, Fronter offers tight service level agreements, quality control and a zero-bug regime.

I am sure the Advertising Standards Authority (ASA) would not appreciate these untruths. So let us do some debunking.

The term open source actually has a definition. The Open Source Definition starts with the following statement: “Open source doesn’t just mean access to the source code.” It then continues by listing the ten conditions that need to be met before a software license can call itself open source. Many of these conditions are not met by Fronter (e.g. free distribution, allowing distribution of the source code or allowing derived works).

These conditions exist for a reason. Together they facilitate the community based software development model which has proven itself to be so effective (read: The Cathedral and the Bazaar if you want to know more). Just giving your licensees access to the source code, does not leverage this “many eyeballs” potential.

I really dislike how they pretend that open source products cannot have proper service level agreements or quality control.SLA’s and QA is exactly what European Moodle partners like eLeDia, CV&A Consulting, MediaTouch 2000 srl and my employer Stoas (all present at this Educa) have been delivering in the last couple of years.

What is a “zero-bug regime” anyway? Does it mean that your customers cannot know any of the bugs in your software? Or is Fronter the only commercially available software product in the world that has no bugs? I much prefer the completely transparent way of dealing with bugs that Moodle has.

Fronter people, please come and meet me at the Moodle Solutions stand (E147 and E148). I would love to hear you tell me how wrong I am.

Nintendo and Why User Training is Dead

Properly designed software shouldn’t need any instructions let alone require a training on how to use it. Designing software properly is actually a hard problem. We are getting better at it slowly.

Nintendo is the leader of the pack when it comes to designing software in such a way that it needs no instructions. I have had a Nintendo DS for a couple of months and am amazed at how excellent some of the Nintendo titles are. I consider a game like WarioWare: Touched! to be a work of art. The amount of creativity and wackiness that is encompassed in these mini games in unrivalled.

On the Wii I have been playing the best game of my life (my gaming history started with Sopwith and Frogger): Super Mario Galaxy. Please watch the trailer of this game:

[youtube=http://www.youtube.com/watch?v=qA0vLrwuQHE]

Watching the video you will have noticed the complex manoeuvres that Mario does. He swims (on a turtle-jet of course), he walks on a ball, jumps of walls, rides a stingray, makes back flips, does double jumps, flies like a bee, etc. As a user you do all these moves with nothing more than the joystick and a single button. You don’t have to read a manual to start playing.

What design principles make this possible? In Mario Galaxy I noticed the following five:

  • Progressive revelation. The game starts simple. All the levels only require a very basic mastery of the controls. As the game progresses you will need to learn more and more controls.
  • Just in time delivery of an explanation. The game doesn’t teach you all the moves in one go (through some sort of tutorial). Instead it will have a pleasant little creature who will be there to explain a skill right when you need it. These creatures are very unobtrusive (unlike Clippy) and are only there when you need them.
  • A safe environment to practise. The first time you need to learn the new skill you will be in an environment without any adversaries and without any time pressure. This way you can focus on what you need to learn.
  • An obstacle. You will only be able to finish the level if you learn the new skills. This way the game ensures you will be able to progress later on and will not get frustrated.
  • Repetition with variety (sometimes getting gradually harder). Doing a particular jump once could have been an accident. The levels are designed in such a way that you will need to show your mastery of the skill multiple times.

It will not be easy to design all software according to these principles. A program like AutoCAD doesn’t have a quest or levels and is arguably much more complex than a Mario game. Even though it is hard, it is possible to radically change the interface of these programs and enable people to be productive without much training on how to use the program. Instead you could spend more time focusing on how to be creative with the software. Take a look at Google SketchUp as an example:

[youtube=http://www.youtube.com/watch?v=xqcL-xPC-Ys#t=1m44s]

For learning events it is much easier to take these principles into account in your design. We are currently probably pretty good at progressive revelation, at repetition and maybe at building in obstacles. We do not focus enough on delivering just in time and on providing a safe environment for our learners.

Please be inspired by Nintendo!

Moodle at the 2008 Online Educa in Berlin: a Brochure

Moodle at Online Educa
Moodle at Online Educa

This year the Online Educa will be in Berlin from 3-5 December. Pieter van der Hijden made a suggestion to me to create a brochure with all Moodle related activities at the Online Educa.

I have done exactly that. Please download the PDF brochure here.

There are a couple of Moodle activities I would like to highlight in advance:

If you are reading this and are planning to go to Berlin, please leave your name in the comments. It would be great to meet up.

Finally a word about the layout of the brochure. This is called a Pocketmod. It is an easy way to create a small booklet with 8 pages. Please watch the video to see how you have to fold the brochure (alternative instructions):

[youtube=http://www.youtube.com/watch?v=IAb31rIeGZo]

I really like these small booklets and use them often when I travel for my flight, rental car and hotel details. A little while ago I wrote a small bash script that uses Imagemagick to create a pocketmod PDF from an eight page PDF file. You can view and download the script at this textsnip page.

Here Comes Everybody: The Power of Organizing Without Organizations

The Power of Organizing Without Organizations, book cover
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.

Learning 2008: Wrap up of day 3, the final day

These are my last notes on Learning 2008:

  • During the conference six students from Champlain College designed a game on teleworking. This was a very fascinating process to watch. At first they had no idea about the topic, so they had to crowdsource the conference participants and ask them for their input of issues around teleworking. This gave them enough materials to built the game. Champlain has three game design curricula: graphic design, game design and programming. Each of the three streams were represented by two students. The final result, Teletrust, is a great game in which you have to act on what happens with your teleworking colleagues and with you. By playing well you can keep the trust of your co-workers. If you lose trust, you lose the game. I especially like three things about the game:
    • The fact that the flash source code and the graphics will all be released under an open source license and should become available for download.
    • The way that they created random looks for the co-workers by combining different shirts, hair styles, eyes, skin colours and hair colours.
    • The event editor which can be used to add new events on which the player needs to act. This is an excellent feature because it will allow any company to customise the game and keep it relevant.

    Kudos to the students and to Ann deMarle and Raymond McCarthy Bergeron for coaching them to a great result! It was interesting to see how quickly a relevant game can materialise. This is something that Stoas would also like to do. A quick calculation reveals that the cost is not as low as it initially might seem: the students probably worked a total of 34 hours each in the three and a half days. 34 times 6 = 204 hours. This is 25.5 days of work (without counting any of the project management). Not cheap, but certainly an alternative to a standard web based training.

  • Dale's Cone of Experience
    Dale

    Charles Fadel of Cisco always thought that the classic thoughts on how reading has less retention than seeing, which has less than hearing, which has less than seeing and hearing, which has less than collaborating, which has less retention than doing (all based on Edward Dale‘s Cone of Experience) were a bit too convenient. He has done some research on the impact of multimodal learning in comparison to traditional unimodal learning. His findings were as follows:

    Basic Skills
    Increase in retention
    Higher Order skills
    Increase in retention
    Interactive (active)
    Multimodal learning
    +9% +32%
    Non-interactive (passive)
    Multimodal learning
    +21% +20%

    These findings should be taken into account when we are designing learning.

  • The final keynote interviewee was Stephen M.R. Covey who has just written the The SPEED of Trust: The One Thing That Changes Everything. His book has three key ideas:
    • Trust is economic, because it affects speed and costs (the underlying cause of the current economic crisis is a lack of trust).
    • Trust is the new currency in today’s world.
    • Trust is a learnable competency.

    According to Covey transparency is vital to trust: people do not trust what they don’t see. Companies (and probably people too) shouldn’t fight the trend towards more transparency. Instead they should use it to their advantage.

Learning 2008 was the best conference I have ever been to. It was a joy to share the experience with the others in my group and I would thank Stoas for investing in me and allowing me to go.