the biscuit years
uncle fraser
was bat shit crazy
his wife was a jehovah’s witness
I never
understood
what
she’d seen
but fraser
scared
me
loud, white haired: thief beater
he only
ever
asked
me one question:
‘what’s in the bag?’
and his wife,
the
witness,
made
me sandwiches
with
tomato
sauce
at night the cabin boy hid in the shadows
they told me
that
I
was going to a school for
“bad boys”
where there were
no
chocolate biscuits
or
fizzy drinks,
I
sat on the edge
of single figures
and
thought
about
this,
no chocolate biscuits?
no fizzy drinks?
this was my first deal breaker
so
I
put down the
knife
and
went to bed.
I had captain pugwash wallpaper to look at
hill primary blues
andrew spittal
was
known
as the bad Andrew
he
was
in the other class
with
another
bad person/boy/pestiferous fumarole
I
once
saw him
spit on another boy’s back
and
laugh.
but
he grew up to be
a very
nice
man
with good taste
in
music
The eLearning module’s new clothes
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 water tight 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…
