Brian Cho sits behind me at work, and calls himself The Brian. He’s the kind of person who strolls into meetings he’s not invited to and contributes like he’s organised the meeting, while everyone else sits there, too polite to say anything.
The other day, I was having lunch at my desk, when The Brian swivelled around on his chair and said: “Callum, I got your email about looking at your friend’s website and I wanted to know more about your relationship with her. What does she mean to you?” I told him she’s one of my closest friends on the planet. To this, The Brian replied: “Then I will make sure I give it my complete attention”.
When I gave my friend The Brian’s feedback, I told her what he’d said, and she teared up and said: “What a lovely man, he must be great to work with”. I nodded, took a sip of my drink and ordered a tin of sardines.
was bat shit crazy
his wife was a jehovah’s witness
loud, white haired: thief beater
me one question:
‘what’s in the bag?’
and his wife,
at night the cabin boy hid in the shadows
they told me
was going to a school for
where there were
sat on the edge
of single figures
no chocolate biscuits?
no fizzy drinks?
this was my first deal breaker
put down the
went to bed.
I had captain pugwash wallpaper to look at
hill primary blues
as the bad Andrew
in the other class
bad person/boy/pestiferous fumarole
spit on another boy’s back
he grew up to be
with good taste
Good eLearning is about as rare as good poetry. We’re led to believe that if it’s interactive and gamified, then it’s both contemporary and cutting edge. But what happened to substance? It’s all very well having a stylish looking module, equipped with all the bells and whistles money can buy but does it adequately communicate a message? Basically, is anybody actually learning anything?
Substance comes from knowledge and knowledge comes from thorough research. A good eLearning module is not unlike an essay that conveys a central contention. Every central contention is built upon a solid research platform that endeavours to build an argument.
So, what’s the difference between an argument and an opinion? Well, an argument is based on research, and an opinion is not. Simple as that. Good eLearning modules should never be regarded as opinions, otherwise, the learner will, and shouldn’t, have any faith in the product.
Substance is easy to spot. It’s the sentence that’s packed with watertight ideas, garnished with a modest sense of confidence.
I think that these sentences have been lost in the drive to make eLearning modules look ‘pretty’. Now, I’m not against bells and whistles, in fact, I extol their shiny virtues. However, they’re often used to mask the fact that the central contention of the module has no soul, and is devoid of any research.
It’s a bit like the story about the Emperor’s New Clothes, a tale by Hans Christian Andersen about a couple of cowboy weavers who promise the Emperor a new suit of invisible clothes but who are incompetent and bestow upon him an invisible suit. They assure him that it’s the height of fashion and he’s so vain that he believes them and parades through the town completely naked. This is what we call a logical fallacy; faulty reasoning in the construction of an argument.
We’re told that these bells and whistles in a module are ‘state of the art’, the way forward in eLearning but more often than not they mask the fact that the soul of the module, the argument, is missing, or incomplete.
Education is regarded as one of the pinnacles of so-called civilization. However, it’s merely become another product we take to market, and so many of these modules we churn out are actually naked, logical fallacies walking down the main street like the vain Emperor, unaware of the mocking crowd.
Ps. We don’t build modules like that…
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