On being a black sheep

My Twitter stream this morning included a link to a blog post by Abhijit Kadle of Upside Learning. That, in turn took me to this article in the McKinsey Quarterly (registration required) covering an interview with Brad Bird, talking about the importance of innovation.

The stand out thing that served to hook me in was Brad Bird's name (non sequitur: Brad Bird is listed on IMDB as 'aka Bradley Bloody Bird'. I love that. It makes me feel better about my own sometime nickname, to wit: 'that emasculating bitch').

May I just confess that I love animated movies? Not all of them, of course. But so many of them are cleverly wrought. And Brad Bird's work is right up there, in my opinion.

When my children were little, I used them as an excuse to see all the animated movies, and to buy them on video (yup, it was a while ago). When they reached a certain age, I had a decision to make: I either owned up to the fact that I was going to the movies because I wanted to see the films, or I gave up on the big screen experience of animated feature films.

I took a big girl pill and opted for the former.

Fortunately, I was not alone. There are many of us out there, happily consuming animated movies.

And my kids have never outgrown their love of animated movies, either. They are completely unfazed at the idea of going to a cinema to see Up (highly recommended - take tissues), or The Incredibles, or whatever. I suspect that this is partly to do with the fact that games console games are animated and decidedly un-childish; and partly due to the influence of The Simpsons (which is also a Brad Bird thing, by the way), followed by all manner of animated definitely-not-for-children TV shows, such as South Park, American Dad et al.

But I digress.

Brad Bird's work pushes boundaries. And I love that. Producers of animated series often confess that they experience frustration during brainstorming sessions, as every 'new idea' they come up with has already been done in The Simpsons. Bird went there first.

In the McKinsey article, one section jumped out at me:

Bird discussed the importance, in his work, of pushing teams beyond their comfort zones, encouraging dissent, and building morale. He also explained the value of “black sheep”—restless contributors with unconventional ideas. Although stimulating the creativity of animators might seem very different from developing new product ideas or technology breakthroughs, Bird’s anecdotes should stir the imagination of innovation-minded executives in any industry.

Yes. Yes. And yes.

It isn't easy to be the designated sandpaper in any equation. To be the person who challenges the status quo. Who pushes back on the preconceptions and assumptions. Those of us who find ourselves in this position (and I am relatively fine-grained sandpaper, compared to some of you brave souls), are often told that we should stop being so difficult. The assumption is made that we do so just for the sake of it.

But we cannot just lower our heads and traipse along the well-worn paths, and still look ourselves in the mirror. We're just not made that way.

And occasionally, just occasionally, we stumble across evidence that there is a good reason to be the way we are. That we serve some purpose, other than driving people nuts. This interview with Bird is one such.

But let's look for a moment at the role of the executive (Steve Jobs, Ed Catmull, and John Lasseter), here. They were the ones who were brave enough to unleash Bird on their empire. Off the back of huge blockbusters that we animated movie fans have all watched countless times, they took a chance on Bird whose latest project (The Iron Giant) had been less than stellar (although I, of course, loved it):

“The only thing we’re afraid of is complacency—feeling like we have it all figured out. We want you to come shake things up. We will give you a good argument if we think what you’re doing doesn’t make sense, but if you can convince us, we’ll do things a different way.” For a company that has had nothing but success to invite a guy who had just come off a failure and say, “Go ahead, mess with our heads, shake it up”—when do you run into that?

Don't you wish you'd get a mandate like that? And don't you wish you'd get more of that 'good argument'? When you're thinking out loud and making suggestions and exploring possibilities, don't you wish that people would argue with you if they disagree, instead of sitting there looking mutinous?

Argh! Engage, people. Engage! Disagree. Make your case. Fight your corner.

If I'm wrong, talk me out of it. But don't just cling to the wreckage of the default position because 'that's how we do things around here'. Why do you do things that way? If you have a reason, tell me. If it turns out that your reason has passed its sell-by date, perhaps we can find a more effective way of doing things. Together. But we can't do that if you don't add your ideas to the mix, now can we?

And, just to finish off with - does the man's talent know no bounds? Having failed to find anyone to voice the delightful Edna in The Incredibles to his satisfaction, Bird was talked into doing it himself. I had assumed, when I saw the movie, that they had somehow talked Yoko Ono into doing the voice, and was somewhat incredulous when the credits rolled.

I later saw an interview with one of the team members, who shared how it had come about that Bird voiced this character himself. Apparently, he was advising Lily Tomlin on how to voice the character, and she suggested that he had nailed it so perfectly that he should do it himself. Ladies and gentlemen, I give you Edna Mode:

Things my father taught me

Today would have been my father's 70th birthday. Except that he didn't even live to see 60. He committed suicide when he was 57.

I have no illusions about the kind of man my Dad was and I am not superstitious enough to 'not speak ill of the dead'. I am honest with myself and others about my father's failings.

He was no manner of Dad, really. He longed for, but never received his own father's approval. He was still too desperately waiting for his Dad to say "You done good, kid" (or some South African equivalent thereof) ever to be able to look beyond himself and build us up as children. After our parents' divorce when I was 6 and my sister just 2, we saw him increasingly rarely. He chose not to be involved in our lives and then cast himself in the role of victim when he wasn't involved in our lives (if that makes sense).

But he did teach me a few things of value.

He taught me that you decide whether or not you like a food by tasting it. No other criterion counted. "If you want something that looks nice, go eat the Mona Lisa."

He taught me that nature should be valued and respected. "People go around shouting "Africa for the Africans." Well, reckon it should be "Africa for the animals." It's the people who *&^%$ things up. They should force all the people out of the continent and leave the animals to get on with it." I pointed out that that would mean we have to leave, too, but he wasn't interested in minor details.

He introduced me to Victor Borge. We didn't have television in South Africa in my childhood, but we had vinyls of several of his shows. We used to sit in my grandparents' lounge and laugh uproariously. The link is to one of my favourite clips.

But most of all, he taught me about love. Sadly, not in any positive way. He taught me that love can be measured in inconvenience. Hear me out.

You can tell your kids "I love you" with every breath you take. But they will never believe you if:

• you don't pick up the phone when you receive the copy of their report
• you don't contact them when they get selected for the first team, or cast in a lead role
• you don't keep your promises
• you don't know what things matter to them
• you don't occasionally make a long journey to surprise them by pitching up at prizegiving (or some such event)
• you criticise them for the lack of closeness in your relationship
• you refuse to attend a landmark solo performance in your own city because it takes place in a church... and you're an atheist

I still believe that if you love someone, you put yourself out for them from time to time. You do something inconvenient to yourself to support them or to make them happy.

This is why women like to get flowers from their partners. It's not the flowers. It's the out-of-the-comfort-zone effort.

Strange as it may seem, I am grateful for this lesson. So, in memory of my Dad, I am putting aside a pressing job to take my younger son out to his favourite restaurant for lunch (fortunately, this is the reasonably priced Nando's!), and I am going to get up at 8am tomorrow morning to skype my older son in Australia (I don't normally surface until 11 on a Saturday).

Can I challenge you, on this Friday afternoon, to do something inconvenient to show someone else you care?

In praise of the malcontent

Last night, in a context completely unrelated to the business of learning, my husband made the following observation, "If you don't know what you can have, you'll settle for what you've got."

That remark has stayed with me, and its relevance to just about everything keeps reaffirming itself.

Think about it. If you buy a new pair of boots the very first time you spot them in store A, you might never discover that you could have had them for half the price from store B.

If you don't make enquiries, you may never find out that your student card entitles you to use a certain gym free of charge.

If you're a classroom-based, chalk-and-talk trainer who has never heard of e-learning, or learner-driven learning, or user generated content, or... okay, you get the idea... you'll just keep standing in front of the class, delivering your material to them in as engaging a way as you can, knowing full well that they'll have forgotten most of it by the time they find themselves in a situation in which they need to apply it.

Or maybe you won't.

Maybe you're one of those people who wonders if maybe, perhaps, possibly there isn't another way to do things. Maybe you're one of those people who experiments, who explores, who asks questions. Maybe you'll come to find out that there are other ways to skin this cat.

It seems to me that the essential ingredient is curiosity. And curiosity is not really the province of the contented. The serenely contented person has no interest in what lies behind the doors labelled 'what else?' and 'what if?' It is only the thirsty horse that will drink when led to water. In fact, the thirsty horse will set off to find water.

In my last job, my life was made miserable by a colleague who was utterly unable to conceal his antipathy for me. I'm sure there were many reasons he'd rather have had a slug dropped down his neck than spend time in my company, but the one on which he was the most outspoken was my curiosity. It drove him completely nuts. I thought I was showing interest in things (and people). He thought I was nosy.

The problem is, my nosiness has served me well. It has caused me always to wonder if there isn't another way to do things. It has led me to information that has caused me to re-examine existing practice.

I used to stand up in front of a group of delegates and work my way through the set material (even when I was the one who had set it). Then I wondered if there wasn't a way to make the material more relevant to the delegates, so I started using examples drawn from their daily lives to make my point.

I found that no matter how much the penny dropped in the classroom, it was often MIA when the delegates came to apply the principles. So I wondered if there wasn't anywhere to put examples so that delegates could refer back to them after the fact.

My boss refused to buy me an elearning authoring tool, so I wondered if I could cobble something together using clever tricks with PowerPoint and a cheap screen capture tool. I colluded with the helpdesk to make sure I covered the hottest FAQs.

We didn't have an LMS, so I wondered if I could put the thus-cobbled-together resources somewhere where people could find them, and I found the public folders of Outlook extremely useful!

I didn't enjoy having to plough through materials in a set order using back/next buttons like some kind of mindless sheep. So I wondered if there wasn't a way to make it possible for a user to plot his own route through a resource.

I was unfamiliar with the machinations of a certain application, but needed to include screen capture videos in a learning resource I was designing. I wondered how I might overcome this problem. Would I have to become expert in the application, or was there a more effective way?

These are just a few examples drawn from my own life. Situations in which dissatisfaction and curiosity have combined to send me down a new path.

I don't know what else I can have, but I certainly hope that my reluctance to accept the status quo will drive me to find out.

So to all the malcontents, who are subjected to a hail of criticism for being the squeaky wheel: hail fellow, well met!

Jane Hart's top 100 tools for learning

Jane has finalised this year's top 100 tools for learning, as identified by, well... you.

The composition of this list makes it clear that there is no real boundary around tools-for-learning as opposed to tools-for-anything-else. Just about anything can be used for learning, really.

The Internet is not America

Okay, the temptation became too strong. I tried not to write this post, but it would be written. And it is a bit of a rant. Sorry.

I got an email this morning, asking me to blog about a certain matter. Nothing unusual in this. I often get such emails. People want their cause/event/publication promoted and approach bloggers who address related issues, asking them to give the cause/event/publication a plug. Sometimes I do. Sometimes I don't.

On this occasion, not only will I not, I have taken offence. On this occasion, the writer didn't even bother to check whether I was a suitable candidate, or whether this blog was a suitable vehicle for his cause.

The email mentioned someone that I (and you - yes, you were mentioned too, albeit not by name) had probably not heard of but should have heard of (apparently), because he's done something rather marvellous... in America.

All manner of issues relating to US politics were cited and (apparently) I should consider these things terribly important. So important, that I should do you the service of bringing them to your attention. I was even offered the opportunity to interview this person for your benefit and edification.

So let us pause for a moment and consider how desperately a South African girl living in England wants to delve into the machinations of American politics.

The answer - of course - is not at all.

I know that I have American readers, and if you're one of them, I hope that you're not offended that I have chosen not to try to inform you about the future of your own country. If you are not American, but are fascinated by their politics, I trust that you have far more reliable sources of information than this blog.

If (like me) you are not American and have only a passing interest in US politics, then perhaps (like me) you are irked by the occasional assumption that cyberspace is US territory.

Downes on change

This article by Stephen Downes in the Huffington Post is getting a lot of exposure. He explores personal learning environments, networks and knowledge (PLENK).

If you've been reading my blog for a while, you know exactly who Stephen is. The problem is, while there are pockets of people who are familiar with his work and actively engage in the debate sparked by his posts, there are great swathes of people who should be thinking along the lines that Stephen addresses, but don't... and have no idea who he is, either. As a result, they continue to churn out the same old same old.

The expression goes, if you do what you've always done, you'll get what you've always got. These days, with change and progress being as fast as it is, I think if you do what you've always done, the best you can possibly hope for is what you've always got, but even that will be a stretch.

Hopefully, articles like this will take the ideas into the mainstream.

More about QR codes

Thanks again to Paul Simbeck-Hampson for the link to this video about a creative use of QR codes.

Forget about the content of the book in the example. Think laterally. Consider the possibilities! Here we have the potential for a book that self-updates. Just as you do with web pages, when something changes, you update the source material, and the user accesses the most up to date information.

Just in time information.

As a teaching and learning resource, this is dynamite!!!!



Later edit: At Paul's suggestion (see comments below), I am including this video which shows some of the potential usage of the technology:

Playing with QR codes

I have just been speaking to Paul Simbeck-Hampson (he gets around, doesn't he?) about QR codes and both of us have been waxing enthusiastic. In fact, I wouldn't be surprised if he posts about them too!

In case you're not familiar with them, a QR code is a kind of variation on a bar code, only instead of bars, it has tiny squares of black and white, in which information can be embedded. The information can be text, or a URL, or even audio.

With the means to scan these codes, all manner information can be shared. Paul and I have both loaded an app onto our smartphones that reads and generates these codes. He has an Android, while I have an iPhone. If our conversation is anything to go by, the Android version seems to be better.

Also, Google translate has a QR feature (and an app for Androids). Using the smartphone, you can scan and decode the code for the word you have looked up.

We were discussing possible learning applications for these codes and I shared about a speaker at the eLearning Africa conference in May (it pains me that I can't remember his name, even though he and I spoke at the same session), in whose organisation QR codes are being used to overcome language barriers. The code may be placed upon an item of furniture, for example. When scanned, this reveals the name of the item of furniture in the desired language, together with an audio of the correct pronunciation. I guess you could link to a list of the words for that item in any number of languages.

Similarly, the codes are being attached to informational posters in the office, containing a translation of the content in the user's language.

Just think about the potential applications:

• shipping consignments
• museum exhibits
• tourist attractions
• bird identification rings
• ...
  

I reckon the list is only restricted by the imagination! Talk about ubiquitous learning!

What a fabulous learning experience!

The learning journey embarked on by both father and son here is worth so much more than the outcome of the exercise can begin to reflect. This pushes all my geek-parent buttons!

The loneliness of the long-distance worker

(With apologies to Richardson, Redgrave et al)

Tomorrow, Learning Anorak Ltd begins its third year of existence, so I thought I'd share some reflections on the journey to date.

I have found the flexibility of being able to work my own hours enormously liberating. At one stage, I had a project that had overrun (not my fault, honest!) and two more that had just begun. One of them was a small piece of work, while the other two were pretty hefty. By dint of putting in stupid hours, I was able to meet the (revised) deadlines on all of them. Because of the way invoicing works, there is mileage in doing this. However, when you work for 'the man', you get paid what you get paid, regardless of the hours you put in. Also, once you start putting in hours like that, the expectation will be that you continue to do so, which is not good for your health or your family life. I knew that my contracts would come to an end and that there might be a quiet period to follow.

I have been able to attend a morning Pilates class once a week, and ferry my sons to and from the station for school. When my Mom came over for my graduation, I was able to take time out to spend with her, and we travelled hither and yon, taking in the sights.

My own learning journey has been more flexible, since I don't have to apply for time out or budget every time I want to sign up for something. On the flip side, however, without a behemoth L&D department with learning resources (and yes, even courses) on offer, I have had to track down my own, and this isn't always easy or quick.

I have found the isolation difficult to deal with. Those who know me personally will know that I am a gregarious soul, not designed to spend huge chunks of time alone. When I am rushed off my feet, this isn't too much of a problem, but when I have down time, it can be quite dire.

I am also frustrated by my own limitations. If something falls outside of my skill set, it falls outside of Learning Anorak's skill set. Of course there are ways around this situation:

I could join forces with someone who already has those skills or I could sub-contract that work to someone/an organisation who specialises in that area. There is a subtle difference between those two things, and I belong to a massive international, informal network (of which you are part, by the way) with all manner of possibilities. But sometimes, there isn't the time to find someone or to negotiate a contract with an organisation before an answer is needed.

I suck monumentally at the accounts side of the business. So I engaged a firm of accountants. We got off to a very shaky start and have only just hit our stride after a very frank meeting yesterday afternoon. It has taken a while, but I now have confidence that I am in the hands of someone who understands and will cater to my level of ineptitude.

One of the most significant experiences was earlier this year, when I was right royally played by a wilier organisation who used me to gain a foothold in Europe. That was the beginning of a very lean period, during which my accountant even tentatively used the L-word. I have been advised by many people who know about these things, that I had a case to take legal action. However, I knew (as did the other party, no doubt) that being 'just me' meant that spending time on building my case would mean taking time away from the pursuit of much needed work to take up the slack that now faced me. We also both knew that I didn't have the readies to appoint a lawyer, whereas they probably have several on retainer. The fact that we are based on two different continents added another obstacle. I decided to let it go.

I also find that being 'just me' means that, when I hit a personal rough patch, my business hits a rough patch. I am able to zone things out if I am working on a specific project, but if I'm just fiddling about with admin-type things, it's easy to lose motivation.

On a personal level, being home-based also means there is a danger of not leaving the office. It takes real discipline, when I'm 'in the zone' (for want of a less cliched term), to down tools and go and prepare dinner for my family. I'm a pretty good cook and I enjoy preparing food, but, when I'm caught up in something, it's a real wrench to set it aside. I consciously remind myself that my family is the reason that I work, not an intrusion upon it.

At this moment, I have just begun a new project which will keep the meter running for a few months. But the process of drumming up new business is also something I find daunting. Once contact has been made, I'm fine. It's the identification of leads I struggle with. In this, I have truly come to value my network. Most leads are referrals from people I know.

So there you have it, two years and counting. A no holds barred account. If you're also a solo act, much of this will be known to you (please share). If you're thinking of going it alone, you may have thought about these things already (please share), but if you haven't, I hope that I have given you some food for thought.

Revelling in bookwormish geekiness

Some time ago, I came across The Literary Gift Company, and was instantly hooked. I have since passed my addiction on to several of my friends and family-members who are similarly afflicted with the bookworm disease.

This year, we have to get some of our Christmas shopping done early, because gifts have to be sent abroad.

These guys are going to be making a lot of money out of me, I fear!

I share this here, because I know that many of you are hopelessly addicted to books, and thought you might enjoy a browse.

On planning

The town I live in is currently being subjected to the most extensive disruptions imaginable. The centre of town is being revitalised or some such thing, so we have all manner of roadworks and diversions in place. At the very same time, BT or British Gas or someone is doing an upgrade of something or other, so there are holes all along the road past our part of town, each with a flimsy barrier around it.

We suffered with these holes all down one side of the road recently. Instead of digging one hole, or one section of holes at a time, all the holes had been dug at once. And you never saw anyone working in or near any of them.

Then we saw a bunch of people beginning to fill the holes in, and take away the barriers. "Wahey!" quoth we, "Have you finished, then?"

The response almost took our breath away.

It turns out that these chaps had been subcontracted to dig the holes in order for the work to be carried out. So they dug them all at once, because they are the hole-diggers, and that's what they do. BT/BG/whoever then never actually got as far as doing the work for whatever reason. But the time had come, according to the contractual agreement, for the hole-diggers to come and fill in the holes and take away their barriers.

They then proceeded to dig the holes on the other side of the road, where they now stand, surrounded by their flimsy little barriers, devoid of any workers. Perhaps, in a week or so, the hole-diggers will come and fill them in again and take away their barriers.

In a few weeks' time BT/BG/whoever, will finally be ready to do the work, and they will have to either dig the holes themselves, or hire someone else to do so.

The waste is utterly ridiculous.

And sadly, not unique.

I once knew a man who worked on what is now known as the O2 building, but used to be called the Millennium Dome. His job had to do with flooring. At some point in the project plan, the wiring and plumbing and such like was to have been done, after which, the concrete floors could be poured. When the time came in the project plan to pour the concrete for the floors, the wiring and/or plumbing had not yet been done, because this aspect of the project was running behind schedule. In full knowledge of this, the contractor poured the floor anyway, because that was what they had been contracted to do and this was when they were contracted to do it. When the teams were ready for the wiring/plumbing, all the flooring had to be broken up.

I don't even know how to frame my thoughts on this. I find myself goldfishing madly, going, "Surely....But... You mean..." and getting no further.

I can't understand (a) how the overall project manager can allow this happen, (b) how the contractors involved can be so shoulder-shruggingly unconcerned about the bigger picture (c) how the impact on time and cost (not to mention quality... ooh, my ex-boss would be proud - he always wanted to turn me into a project manager) can be tolerated by the commissioning client.

Stephen Downes often uses jumbo jets as an illustration of distributed knowledge in action: no one person knows how to design, build and fly a jumbo jet. Yet they are designed, built and flown... each aspect of the operation falling to an expert or team of experts. And this is a Good Thing. But when the knowledge has become so distributed that people are able to shrug their shoulders and deny ownership of the bigger picture, something surely needs to be done and butts need to be kicked somewhere along the line.

Only, who gets to do the butt kicking, if nobody is in overall control anymore?

Hmm.

Jane Bozarth: Social Media for Trainers

This new book by Dr Jane Bozarth is currently enjoying a 'blog tour'. Today is the turn of this blog.

I'm not going to make any attempt to do a full book review. However, I would like to suggest that this is an important and timely publication.

In my line of work, I come into contact with many classroom based trainers who see social media as something 'other' having nothing to do with them. One of the primary reasons the book needed to be written and now needs to be read, can be found pretty much within the very first paragraph of the books itself:

Those in need of information need it—and need to know how to find it—in the moment, not when the training department happens to offer it. And they have learned to find that information from one another, rather than depend on traditional, slow, inefficient, and often inaccurate top-down means. It is critical, if workplace trainers intend to remain viable and credible, that they understand how to participate in the networks and use the social media tools to extend their reach and enhance the development of the employees they are charged with developing.

The book starts with the basics of what social media are, how they can be used in training and which ones to select.

It then moves on to looking at a few social media in greater depth: Twitter, Facebook, Blogs and Wikis, as well as a few 'other tools'.

The book can be found in print and as an ebook at the following places:

Pfeiffer
Amazon UK (it also available at Amazon US and Amazon Canada)
Barnes & Noble
Borders

There is also a Facebook page, a Twitter account and a Twitter hashtag (#SoMe4Trainers).

The challenge (as always) is to get this book in front of the unconvinced. Fortunately, Christmas is coming! ;o)

Children will learn to do what children want to learn to do

Thanks to Paul Simbeck-Hampson, I came across this recording of a TED talk by Sugata Mitra. I don't think I need to add much more to it, really. You're an intelligent person. You will draw your own conclusions.

You've probably been making observations of this nature yourself for years. Perhaps this evidence will serve to strengthen your resolve.

You've probably also realised that, while they have acquired a greater capacity for doing things they find distasteful, adults are not so very different.

Where the heck have I been?

You find in me in not such a very good place, right now.

A sequence of events - both good and bad - has taken place at such breakneck speed as to leave me little time to think or breathe. Life has been lived in a purely reactive mode, and only the noisiest wheel has been oiled at every moment.

I have hardly blogged. I have Facebooked only superficially and largely only socially. I have Twittered only sporadically. I have not worked at all. There has been neither the pressing need, nor the time. Instead, I have graduated. I have taken my mother on day trips hither and yon. I have prepared for a momentous event (more of that anon). I have taken a family holiday.

But now the dust has settled.

The problem is that is has left me space to reflect far too much on the most recent and most momentous of the events, namely my elder son's departure for his gap year in Australia.

Another of the events that took place was the loss of a major contract that was to have kept me busy for about 12 months, while supplying a source of income for the same period. The loss of that contract - under slightly fishy circumstances, to say the least - has left me with the double bogey of financial concerns and too much time to grieve.

Because it is grief.

Even though my son has only gone for a year, his departure has left such a great, gaping hole in my life that I found (find) myself bereft.

Even this provides the opportunity to learn. Geek that I am.

I have learnt about a parent's capacity for self sacrifice and for simultaneous multiple heartaches.

For much of their lives, we have encouraged our sons to take a year out after school to go and work abroad. To try out the parental value set for size and adjust it for a more personal fit. To discover what it means to have to earn and pay your way. To see a different culture going about the daily business of doing things that you have always done a certain way by default.

I always viewed it from the perspective of my sons and the benefits they would reap from such an experience.

However, as the departure date for the first of these experiences loomed nearer, it dawned on me what the experience was going to be like for me. I'd never thought about the impact on my life. I began to dread it. I changed my mind. I didn't want my boy going to the other side of the world, where I couldn't reach him in an emergency. Part of me realised that this was part of the point. Another part of me realised that I was going to be learning about letting go as much as my son was going to be learning about becoming independent. I could only think about how un-prepared he was.

But I learned through bitter experience many years ago, that "it is possible to do something important for someone precious, even while it rips your heart out". These were the very words I recently wrote to the 'someone precious' who was at the heart of that first bitter lesson. And I also learned that I have a parent's capacity to take on personal pain for the benefit of your kids. I was rather pleased at this discovery. Looking back over my life, there has been ample evidence of it before. It is only now that I have formally recognised it for what it is.

In the midst of all this, there is my younger son. He was inconsolable after his brother left, and I felt his grief in addition to my own. Every time I found him in tears, I would realise afresh the extent to which a parent can carry two griefs simultaneously.

I also realise that my younger son is being forced to witness in advance the impact of his own gap year departure on us. My husband is stoic and Scandinavian, and bears his pain much better than I do. So it is my grief that is the danger. I so desperately do not want my son to decide that he cannot bring himself to be responsible for such heartache... especially since his departure is likely to result in an empty nest, leaving his parents rattling around their rather large house.

I have watched my younger son try to step out of his more naturally self-contained mode to supply the hugs and cuddles that are his brother's habit to bestow upon me - not because it is in my elder son's nature to be tactile, but because, with the alarming insight that he has always had, he identified early on that I needed that physical contact.

I always knew that this was going to hurt like the dickens. I have learnt over the past week just how much a dickens hurts.

I have always known that parenting is difficult. I am discovering just how difficult it can be, and realising that it could be way worse.

I am grateful for Facebook and Skype and text messages. These things have turned the world into a much smaller place, and I am able to have real-time and almost-real-time contact with my son quite frequently. These technologies that I tried to look at so hard as professional learning and development tools (and they are, I haven't changed my stance on that), are also a way for keeping families intact across the miles.

Of course, I should have realised that, since I also swanned off to the other side of the world, leaving my own mother behind. But it tastes a different colour from the parental perspective.

What I now need to learn is how not to try to be awake during the waking hours of both my sons when they live 7 time zones apart.

Zzzzzz.....

On irony

Regular readers may remember the trauma we experienced with the maths department in respect of our elder son. At the time that this was going on, I was venting to a friend (let's call her Rachel) with kids at the same school. She could relate to my situation, because her own experience of the maths department with one of her older sons (let's call him Tim) was not a happy one.

Tim, Rachel tells me, is one of those people who takes a little longer to grasp a new concept. But, once he's got it, he's got it good. Having done well at GCSE maths, he had opted to take the subject at A level. But things were not going well, and he was becoming steadily more discouraged. At the first progress meeting, Rachel was advised that Tim should give up maths because he was simply never going to get it.

This pushed Rachel's 'I'll show you' button. When it comes to her kids, the mild-mannered Rachel gives me a run for my money in the tigress stakes!

She found her son a private tutor and enlisted the support of the same Ms Verity I have mentioned before. Tim passed A level maths strongly and went on to study it at university.

He has just taken up his first post as a maths teacher... at the very same school he attended himself.

This means that Tim and the teacher who wrote him off will be colleagues... and this is not the first story of this kind I have heard.

Teachers please take care. I have personal experience that crow and humble pie don't taste very good and egg makes an uncomfortable facial accessory.

The same teacher who was so discouraging of Tim, recently advised my younger son - during 6th form induction - not to sign up for maths A levels. This after an impassioned speech to the whole group about how it was the most important subject in the curriculum and an absolute must, yadda yadda. What changed her tune was that she learned that my son and one other child present had been in set 5 of 9 for GCSE maths, and she felt that they would 'struggle'. She had apparently already advised all the kids in set 6 and below against attending the talk on maths at all.

The daft thing is that, 5th set or not, he sat exactly the same exam as the kids in the top set... and he got a solid B. What's wrong with that, I ask you?

He returned from the induction full of doubt, and started casting about for an alternative subject. I was livid, nay, apoplectic. Those of you who know me well can just imagine how this played out.

This is a kid who, since the age of 3, has wanted to be an explosives demolitionist. Never once has he wavered from this goal. If he is to realise this ambition, he will need to study structural engineering. One of the entrance requirements is a solid pass in maths at A level. He knows how hard he is going to have to work, and is prepared for the challenge.

As my husband said, "So, he may struggle. So what? Is there a rule against struggling somewhere? If he struggles, we'll find him some extra help. That's what parents do."

We get the impression that the department - or at least, this teacher - is only interested in kids who are going to sail through and score the sort of results that will keep the school in its lofty position on the local league tables. My mother in law has a sticker on her fridge that says, "The forest would be a quiet place if no birds sang but the best." Our kids may not be among the best, but, by 'eck, they're going to get to sing! To put a (slightly) more polite spin on a South Africanism, that woman does not get to urinate on our son's campfire! It may be that he changes his mind about what his career choice (our elder son did exactly that, shortly after starting 6th form) but it is to be his choice to make! It is not to be foisted upon him by someone with an agenda.

So, tomorrow, he goes into school to sign up for his A level subjects, and maths (with mechanics) will be one of them. He may well struggle, but (as the great Gretzky says) you miss 100% of the shots you don't take.

Not all parents are as determined, as resource-rich, as stubborn, as supportive, as teeth-clenchingly bloody-minded as my friend Rachel and me. My heart sinks as I wonder how many young people are giving up on their life's dreams because of what a teacher has said.

Let's be enablers, folks.

A tip for Articulate users

I came across this today, courtesy of a link from one of my Twitter friends. I forget which.

For those who use Articulate and like to try to find ways to push the boundaries of what it can and can't do.

I have tried umpteen times to embed the video in this post, but, while I can see it perfectly in preview, it simply refuses to play ball when I publish. Sorry.

On value: perceived and intrinsic

Those of you who are Facebook friends will know that I lost something during my recent holiday. It was something of no intrinsic value, and yet I treasured it enormously. It was something that has been featured on this blog before. It was the bangle my father gave to me for my 17th birthday.


It was the only truly personalised thing he ever gave me, and the only times I wasn't wearing it were the times it was broken. It occupied pride of place on my right wrist through thick and thin for about 30 years (albeit with the aid of several repair jobs). If you have met me in person, you have seen it, even if you haven't noticed it.

It has been swimming, climbing and jetskiing... and survived it all.

But one day during our holiday, my elder son playfully grabbed me by my wrists in the sea. As I felt it move on my arm, I yelled, "My bangle! My bangle!" It took my son a moment to understand the import of what I was saying, by which time the bangle had fallen off. We could see it clearly through the water, lying at my younger son's feet. In distress, I yelled at him to pick it up for me, but he couldn't see it, and - as I watched in horror - accidentally stepped on it, burying it in the sand.

Although we borrowed goggles from kindly people nearby and spent the next 40 minutes or so searching for it, we finally had to accept that it was gone.

I am unashamed to say that I wept huge, wracking sobs for the loss of it. I felt hollow. I even dreamt that night that it was returned to me. I still keep absent-mindedly trying to adjust it on my arm, and there is a faint tan line where it used to be.

Someday, maybe, someone else will find it: a badly made, shoddily repaired silver bangle cut in the shape of an unusual name not their own.... and it will have absolutely no value to them.

Will they even be able to tell that it had once had enormous value to someone else? Will they know as they hold it that there is a woman somewhere out there whose delight would know no bounds if they were to find a way to return it to her?

So it is with learning. Sometimes we share things in this space that have inspired us, or from which we have gleaned enormous value. Sometimes we wax lyrical about something we have found or made or seen... to a round of utter indifference.

And what of it? Does that diminish the value to the beholder? I certainly hope not. There is space for a wide range of value systems and measures.

As learning providers, we need to be careful not to denigrate certain resources simply because they hold no value for us. One man's meat, as the saying goes...

On enablement

I have blogged about this story before (and probably got the details wrong), but it blipped on my radar again today. It is the most standout story of Olympic 400m sprinting for me. Even though 400m was my distance, and it remains my favourite event of the Olympics, I couldn't tell you off-hand who won that year... but the name Derek Redmond stands out in my mind.



I want to draw your attention to the Dad in this video. Watch him fight his way past the officials. Watch him shoo them away so that his son can cross the finish line.

I want to be that person.

On belonging

Like most people, I have a strong need to belong. To feel accepted. Like most people, I am also picky about where it is that I am accepted and by whom.

When I originally started blogging, I stood in awe of the likes of Kathy Sierra and Stephen Downes (among others). I hovered on the sidelines of the spaces they inhabited and then grew brave enough to contribute my twopenn'orth to the conversations they were having. For different reasons, neither of these two people are particularly strong on responding to blog comments - Kathy (who no longer blogs, to my knowledge) received so many comments that she was physically unable to respond to them all; Stephen believes that his readers' comments have validity in and of themselves, without needing his affirmation or validation (or so I seem to recall from somewhere... blowed if I can find where he said it). At one point, I posted something that took an opposing stance to something Stephen had said and almost fell off my chair when he spread a little link love and referred to my post in his OLDaily the next day.

It was this kind of acceptance that made me feel as if I belonged. And social media are great for this. They are such levellers. For example, to extend the Downes story for a moment, the nature of the relationship I have with Stephen has become increasingly relaxed over the years, as we have become connected in a wider range of social media spaces, to the point where we engage on personal issues as well as shared professional interests.

Switching tack for a moment, let's look at this belonging thing from a slightly different angle:

Because of a quirk of genetics, I always found it very difficult to find clothes that fitted me. I was the woman who hated clothes shopping, because after three stores full of nothing that fitted me, I began to feel like a freak. Things that fitted here, didn't close there, and things that closed there, hung like a sack everywhere else.

Then a wonderful woman called Sarah Tremellen established Bravissimo, an outlet for... well, check it out for yourself.

I don't know who developed her marketing plan, or whether she is naturally insightful, but she has formed a community for women who - like me - had to put up with all the strife that goes with being the shape that we are: quite apart from the struggle to find decent clothing, there are the assumptions about our morals and our intelligence levels, the ribald remarks, the failed attempts to conduct professional conversations with men who later wouldn't recognise your face if their lives depended on it.

I was an early adopter of Bravissimo and am a fan of just about everything about it: the decor in the stores, the defiant quotes on the walls, the professional fitting service. But most of all, I love that I can walk out of their stores feeling like a shapely woman, rather than a freak.

Recently, I was in one of their fitting rooms, when I overheard a woman in the next cubicle make a discovery: due to significant recent weight loss, she no longer fell within Bravissimo's target audience. The store no longer catered to her. She was utterly crestfallen as she said, "It looks like I'm just not a Bravissimo girl any more."

Why do I relate this story?

Because, in spite of the fact that the woman in question had achieved goal weight and all the attendant health and aesthetic benefits, in spite of the fact that she could now buy clothing from any high street store at a significantly lower price, she had effectively ousted herself from the community, and that was causing her genuine distress. And yet, one becomes a member of the Bravissimo community in the first place as a consequence of being excluded from all manner of other communities.

The difference is that Bravissimo deliberately fosters that sense of community, that sense of belonging.

As we build our learning environments and create our communication spaces, let's look for ways to foster that same sense of being part of something that make a person feel special. Something they will be reluctant to leave.

On being powerless

For the past few weeks, I have experienced a level of powerlessness I have not known for a long time. The frustration it has caused me and my family has spilled over into other areas of my life.

It caused me to think again of the workplace learner.

My frustration started with something as pleasant as the prospect of our family holiday. We decided to go to Lanzarote, which (for those who don't know) is a Spanish territory, and therefore within the EU.

Because I am married to an EU citizen, I have never before had problems getting a visa to travel in the EU. Things were different this time. The visa service has been outsourced to an organisation which appears to have become a law unto itself.

Previously, because I was already on record at the Swedish embassy, I could apply for a visa through the mail and would receive it within seven days. No problem. This is no longer the case. The requirement now is that I should attend an interview in London and there were no available appointments until after the start of our holiday. When I contacted them to point out the problem this presented, they were utterly unsympathetic. "Reschedule your holiday," was the solution they offered, as if this were the easiest and most obvious thing in the world.

I began casting about for ways to get my visa more quickly when I came across EU directive 38/2004 article 10 which states that, as the (1) spouse of an EU citizen and (2) having indefinite leave to remain (permanent residence) in an EU member state, I am allowed to travel anywhere within the EU in the company of my husband for a period of up to 90 days.

I contacted the visa service with this information. They already knew about it, it seems, but they still insist that I need a visa and they are still unable to assist me. So much for another provision of the directive which says that the spouses of EU citizens will be given priority treatment.

I was sure that they were mistaken and tried to contact the Spanish embassy for confirmation. They never answered either their phones or their emails.

My husband and I searched online and found all manner of precedent:

• http://ec.europa.eu/youreurope/nav/en/citizens/living/entry-procedures/for-family-members-who-are-not-citizens/index_en.html
• http://www.uklgig.org.uk/phpBB/viewtopic.php?f=7&t=2452
• http://eumovement.wordpress.com/info-spain/
• http://sid.usal.es/idocs/F3/LYN10709/3-10709.pdf
• http://www.immigrationboards.com/viewtopic.php?t=30020
• http://www.maec.es/subwebs/Consulados/Londres/en/MenuPpal/Servicios/Visados/Paginas/novisaenter_services.aspx
• http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2004:158:0077:0123:EN:PDF

The visa agency remained unmoved.

We were advised by various sources that it would be illegal to prevent me from boarding the plane and that I should take my original marriage certificate and a copy of the EU directive with me. But I had my doubts about the effectiveness of these pieces of evidence on the person on border control with no authority and a set of rules handed down from on high.

I have made a host of telephone calls and have at last been advised by the border control folks at the UK airport that they will not stop me from boarding the plane. I have also been advised by the folks in Lanzarote that they will not stop me from entering the island.

I don't think I will actually believe it until I am safely ensconced in my villa!

But this saga isn't so very different from the experience of someone trying to upskill in order to be able to do something differently or better in the workplace. We've all been there.

• You're not eligible to attend this course. Yes, I know what the employee's handbook says, but you're still not eligible.
• You can attend this course, but the next one is running in 6 months. You'll have to reschedule that project.
• You need an enrollment key/password to access that material, but we aren't issuing any at the moment.

In the end, we go subversive, or we find ways around the obstacle.

Or, at least, some of us do. I have never been very good at taking no for an answer. I have pushed back all my life. It's one of my most annoying characteristics. But I have seen 'impossible' things happen. Documents that should take 12 weeks to obtain have miraculously appeared with 24 hours. Jobs that have supposedly been lost have been reinstated. Doctors who are unavailable have suddenly become available. Doors that are supposedly sealed shut have swung wide. Of course, there are times when I deem it best to cut my losses and turn away, but these are conscious choices.

But I am stubborn and bloody-minded.

What about those who are not? What about the more gentle-natured people in the organisation? When they identify a development need and are stonewalled, what are they to do? This is a surefire way to generate a team of 'jobsworths' who punch the clock and look forward to retirement.

I can't bear the thought of willingness to learn going to waste. We simply have to find ways to empower people to access the learning that they need in order to do their jobs and do them well, or to upskill to take on another role, if they so desire.

We need to prise open some creaky doors. Of course, there will be resistance, but that's why there are people like (you and) me in this field: to push back against all that 'no-ness', to ask 'why' a lot until the lack of good reason causes the obstacles to crumble.

Ugh! I'm feeling right rebellious today.

Multilinguistic monolingualism

I've been thinking about the different forms there are of a single language, and how we need to master so many of them during a lifetime.

For example, the language I use at home with my family isn't the same as the language I would use in an academic paper (not that I ever mastered that particular form of English, it has to be said!).

My kids happily use 1337 (leet) speak online with their friends and even in their text messages to one another. Occasionally, they will use elements of 1337 when texting me. Elements of 1337 have informed lolcat (follow the link and have a bit of fun, I dare you!). Even my pedantic septuagenarian mother has adopted some of the shortcut spellings when sending text messages (her most recent message to me included the word 'fite', for example... I never thought I'd see the day!).

My last employer owned the rights to a few courses in business English in a range of delivery media.

Here are some anecdotes that illustrate misapplication of contextual terminology:
A neurosurgery theatre nurse recently told me about a wonderfully talented Vietnamese neurosurgeon who had very little English when he joined the team at the hospital where she works. Being an intelligent and determined man, he learned quickly by listening to and imitating his colleagues. But he learned the hard way that it is inappropriate to tell a patient's family, "Oh, he's toast."

When my husband arrived in South Africa as a child, at the prompting of his classmates, he went and told his teacher to "Go jump in the lake" (although you can be pretty sure what he actually said was "gaw yump in de lake"). She remembered that with fondness when he phoned her some 25 years later to wish her well on her retirement.

A pastor friend of mine went to preach at a church in Mexico, where one or two teenagers, passionately devout about their Christian faith, sported T-shirts with the most profane of slogans, utterly oblivious to the meaning of the words writ large across their chests.

If there are this many forms of the language of which I am a native speaker, goodness knows how many forms there are of the languages of which I am not a native speaker. I wonder how many times I have put my foot in it. I know of one occasion when I politely advised a Swede that my Swedish was poor, but that I could follow if only they would speak 'more badly'. I'm sure there have been countless other occasions.

As national and cultural boundaries are breached by social media, we find ourselves in daily contact with non-native speakers of our language. We might need to remember to cut them a little slack... there may be times when they say something grossly offensive without meaning to do so!

Learning Anorak... deified?!?!

I had to chortle. I have a Google alert set to look for references to Learning Anorak (well, I can't have you lot talking behind my back, now, can I?). Recently, this returned a reference to this post about Warhammer.

It seems the god of learning in this fantasy world is called Anorak, and it was he (he?) who taught the humans magic. Sadly, he was killed using the very magic that he had taught these ungrateful wretches.

But how deliciously ironic!

I only wish that there had been a picture to share with you. Failing that, you'll have to settle for my picture, as the living learning anorak ;o)

Keeping a promise

When there was about a year to go before the football/soccer (choose your name) world cup in South Africa, I visited the country and had grave misgivings that things would be pulled together in time to make the event successful. I expressed these misgivings publicly. Not in any finger-pointing, accusing way, you understand, but with a heavy heart. I thought my homeland had taken on more than it could chew.

I also said that nothing would please me more than to have to admit - after the event - that my fears and doubts were unfounded.

May I take this opportunity to state publicly (as I have done on my Facebook page) that I was unequivocally wrong.

I believe the event was a resounding success. I know there were complaints about the ball, but that was FIFA's problem, not South Africa's. I know that there were complaints about the incessant sound of the vuvuzelas, but (to borrow an Australianism for just a moment) suck it up, princess. They provided a uniquely African soundtrack to the event, just as the steel drums did to the T20 world championship in the West Indies. Oh, and friends and family back home tell me that foreign visitors were just as responsible for the noise levels as the locals... and not just in the stadium, either... vuvuzelas abounded in the streets, in the malls, on the beaches.... everywhere!

South Africans came out in support of the event and their Cinderella team in a way that made my heart swell. Even after their own team was knocked out in the group stages, South Africans chose a team for every game, and supported them with all their hearts. My mother, who has never supported or been interested in a sporting event in her life, not even when I was competing, bought a bright orange T-shirt to show her support for the land of my stepdad's birth.

One thing South Africans can always be depended upon to bring to the party, is passion. It is the single thing most lacking in my daily life since I moved to the UK eleven years ago. I miss that buzz and vibe, and time has not diminished that loss. And it was evident in all its uncynical, unbridled glory throughout the weeks of the world cup competition.

Ndiyaba, abahlobo bam. Ek het my misgis. I was wrong.

Reflections on learning: USA 2010

Apologies for the long silence, and a warning that I am thoroughly jet-lagged! I have been to the north-western USA. The first week was an abortive business trip, the second was spent visiting family.

I felt the need to share my reflections of the differences I noted between this trip and my last visit to the same area in 2004.

Of course, everyone tells me that I have a "cute little accent" and asks me where I'm from.
Last time, when I told them I was from South Africa, the response was invariably, "Oh, Africa." The word 'South' was simply ignored as being meaningless. There was no concept South Africa as a country - most people seemed to think Africa was one large country and, in fact, had little concept of how very large it is!
This time, when I said I was was from South Africa, (almost) everyone knew what that was, even if they didn't know where it was. One woman promptly told a colleague that I was from South America, but then, perhaps she saw this news report. Most noteworthy response : "Ah. That's where our soccer team is at, right?"

Last time, no-one knew much about soccer beyond a game their kids played.
This time, people were keeping ludicrous hours in order to watch the games being played halfway around the world, and many were calling it 'footie' or even 'football' (but only when talking to those of us from outside of the USA, I hasten to add). This surely contributed to the improved understanding of African geography, since there were many African teams in the early stages of the competition.

Last time, if I said I lived in England, most people called England 'London'. If I was absent-minded enough to say I was from the UK, some complimented me on how well I spoke English and asked me if it was widely spoken there.
This time, they were comfortable with terms like UK/United Kingdom as well as England. No-one asked me whether they speak English there. One or two people did use London and England interchangeably, it has to be said.

But my favourite encounter was in the gym with the chap on the static bike next to mine. We were discussing the upcoming 4th of July celebrations and I was regretting the fact that I hadn't thought about them when I had made my travel reservations, with the result that my return flight was booked for 4th July, rather than the day after. "I guess it doesn't really feature large enough on my radar," I explained. Having reassured me that it was "just another reason for folks to get drunk," the man said, "So folks don't celebrate the 4th of July in England, then?"
Me: I'm afraid not.
Him: Why's that, then?
Me: Well, let's think about that. What do you celebrate on July 4th?
Him: Um...?
Me: It's Independence Day, right?
Him: That's right!
Me: Independence from whom?
Him: I don't know.
Me: Independence from England.
Him: Really? I did not know that! Thank you for telling me.

...and no, he was not being facetious. It was a very sincere conversation. But I hasten to add, he was the exception!

Exam time again :o(

With one son busy with GCSE exams and the other with A2 levels, I am surrounded by the detritus of exam-time at the moment. Both my sons' girlfriends are also busy with GCSEs, which simply adds and extra dimension to the stress. Snapping and sniping and the occasional bout of near-hysterical laughter at nothing-in-particular are the order of the day.

I have shared before my antipathy towards exams as a means of testing competency in a subject, and we once again find ourselves reaffirming our every negative feeling on the matter.

My younger son recently sat a maths paper, the first half of which was based around a single scenario. Sadly for him, he didn't understand the initial scenario, so half the total marks for the paper were placed beyond his reach in one fell swoop. Students were presented with a quadrilateral of some kind and given information about a 'transection'. My son is familiar with the word 'transect' in daily language, but assumed that, in this case, it was a mathematical term with associated formulae and methodologies and so forth that he had somehow missed (like integration, for example).

Can you imagine his mounting stress as question after question referred back to this diagram that he simply couldn't fathom? Mentally adding up the marks that he was effectively barred from earning must have been gut-wrenching when he had been doing so well in the subject to date. By the time he reached the first question unrelated to the mystery diagram, his stress levels were through the roof and he could barely think straight. He knew he had to get practically full marks for the rest of the paper to be in with a hope of passing, and this placed him under additional pressure.

My elder son had a very similar experience last year with a statistics paper which centred largely around a single case-study. He got 37% for that paper, after having fared better in stats than any other subject throughout the year. He promptly betook himself to a tutor (okay, we betook him... and paid the extortionate rates) and got an A on the resit. He didn't learn any more about stats from the tutor. He learnt about exam papers... and went from 37% to 80+% in the space of a couple of months.

Now let's think how that scenario might play out in the work place (or anywhere else in 'real life'). Somebody gives you a diagram or a scenario and tells you to perform certain calculations on it which are pertinent to the situation. You can't figure out the diagram/scenario. What do you do? Well, quite clearly, you get some assistance. You ask someone to explain it to you. You look on YouTube or Google or Wikipedia. You look up unknown words in a dictionary. You phone a friend. You ask the audience. Whatever.

Then you perform the calculations and present them back to the person who needed them. Or you buy the floor tiles. Or supply the correct does of the required medication.

Nobody locks you in a sensory deprivation chamber and expects you to do it all on your tod from memory.

Ugh.

So irrelevant.

Pet topics at LSG10UK

Yesterday was the Learning & Skills Group members conference (do I sound Very Important if I mention that I am a founder member?), when over 400 people gathered for a follow up event to the Learning Technologies conference held in January.

If you follow me on Twitter, you will have been inundated with my observations of some of the sessions already. Internet access in the main auditorium was (as always) patchy at best, so I was unable to share much from the sessions that took place there. In fact, perhaps this is an appropriate place to mention that, of the two most recent conferences I have attended, I experienced better connection in Lusaka than I did in London!

One of the things I often note about conferences is that the speakers tend to say things that I have been saying for years... only when I say them, no-one pays the blindest bit of attention. However, when luminaries like Charles Jennings and Jay Cross say them, they cause a huge stir. During discussions with my neighbour in Charles's session, I found that I am not alone in this. It's frustrating for us nobodies!

As always, a few of my pet topics came up. Learner empowerment. Permanent beta (aka rolling with the punches). ROI. Aligning with the business.

Jay's keynote addressed the subject matter of his new book, Work(ing) Smarter. He talked about the speed of data generation and touched on the power of the individual to change the market, citing the example of United Breaks Guitars. Even though I had seen it before, and even though country and western music sets my teeth on edge, I thoroughly enjoyed the experience of being with people watching the story unfold for the first time. That YouTube video has taken over 8.5 million hits, and United's share price took a massive hit of its own as a result. Never question the power of the individual to change things! He touched on cluetrain manifesto, and I was surprised at the relatively low number of hands raised in answer to his question as to how many had read it.

This addresses the fact that people react very publicly to things. We might think it's a bit rude, or a bit unfair or a bit whatever, when people express their disapproval for all the world to see on FB and/or Twitter, but that attitude isn't going to change anything. We simply have to face up to the fact that that is how the world works now (as predicted by cluetrain) and develop strategies to engage with a public that has a voice and isn't afraid to use it.

As I have been saying for a long time now, if we adopt the attitude that all learning/staff training/call it what you will must be officially developed, sourced and/or sanctioned by the L&D department, we will forever be running to catch up, and we will turn what should be an empowering service into a bottle neck. Several times yesterday, we were reminded that L&D should serve the business. That we should talk in the language of the stakeholders and serve the agenda of the organisation, instead of talking the language of learning to support the agenda of the L&D department.

It would be doing Charles Jennings a huge disservice to say that he talked about ROI. He did touch on the subject, though, and it was implicit in so much of what he said. Since it's a pet topic of mine, I probably heard the ROI message louder than anything else he had to say. I like Charles's no nonsense approach. I am only sorry that he and I have never had the opportunity to work together professionally. He reminded us that the value of anything at all is determined by the buyer. The seller may set the price, but it is the buyer who decides whether or not to pay it. When it comes to learning solutions and/or environments, while it may be the HR department or the CFO who signs the cheque in monetary terms, the real buyer is the user, the learner, the consumer (or not) of the koolaid. So producing a series of numbers that prove beyond a shadow of a doubt (or not) that the training is a Good Thing, does not address the needs or represent the opinions of the user populace. Those things do not have numeric values and can therefore not accurately be reflected in the ROI model. How do you attach a number to things like staff morale, for example?

Furthermore, Charles cited research that demonstrated a chasm between CLOs' perception of their roles and the measures of success and the rest of the C-level suite's perception of the CLO's role and the measurement of success. Startlingly, the C-level suite is so accustomed to making huge decisions with a shortage of quantitative data, that they are utterly at ease basing critical decisions on nothing more than experienced intuition. They have little interest in the numbers. ROI is not regarded as important. So, while the CLO is frantically trying to justify his existence, the rest of the CXOs are quite happy to accept on faith that the CLO performs a necessary function within the business are happy to let him get on with it.

I suspect that ROI becomes important when the L&D department is fighting for its life in the face of huge budget cuts. Those numbers will be what are trotted out in a desperate bid for survival. But, if the CXOs make their decisions intuitively, I suspect they are unlikely to be swayed by the numbers at this point.

Charles also produced some figures which explored how senior managers themselves learn. These majored on (ahem) radical ideas like Talking To Peers. The suggestion is that, when solutions to learning and support needs within the organisation are being addressed, those same affordances be made available to the entire staff complement.

Corporate Learning at eLearning Africa

Edit note: Please note that I have just discovered that my carefully recorded voiceovers in the PowerPoint presentation below don't work in SlideShare. If anyone has a suggestion as to how to fix this (since my slides are meaningless without audio), please let me know!

By contrast with ICWE's annual Online Educa in Berlin, eLearning Africa focused predominantly on formal, institutional learning. Corporate learning didn't occupy a lot of space either on the programme or within the venue. Our session was scheduled for what f2f trainers call the graveyard shift (straight after lunch) on the first day, and we did have a few dozers, it has to be said.

The first speaker was Mads Bo-Kristensen from Videnscenter for Integration in Denmark. He spoke about tools in use in Denmark to assist immigrants in gaining proficiency in 'business Danish' to enable them to communicate within the workplace. I can see enormous potential for a tool like this within Africa. It is a hugely multilingual continent. Every country boasts innumerable 'local languages' and speakers of all these languages must work together within large organisations. Quite apart from this, aid workers coming to the continent could fare much better with skills in these local languages.

Next up was Mehdi Tounsi from Gatlin International in France. Mehdi is Algerian and we found immediate synergy in the fact that we hail from African countries that often do not refer to themselves as such... and in the fact that we both consider ourselves African in spite of this. Mehdi spoke about a sustainable and affordable business model for e-enabled learning in Africa.

To my surprise, the challenge to both their presentations came from the young, outspoken delegates who have been educated abroad. One of these told us that Africa is not ready for elearning because the generation currently holding teaching posts had not learned to use computers at school. Another told us that Africa was not culturally suited to elearning. I promised to address both these points in my own presentation. I have recorded more or less the same words over the slides (I didn't really use notes... as usual), so here it is:

Putting the learner in the driver's seat

View more presentations from Learning Anorak Ltd.

During the question and answer session that followed, one of the young bucks was arguing a point about learning, when I realised that he was referring to an academic situation. I tried to explain that I was talking about workplace learning. Learning on the job. The young man knitted his brows and looked at me blankly. And he was not the only one. If it isn't an academic course of study with an accreditation at the end of it, it fell outside of the frame of reference for many of the people present, even though I had so carefully crafted my story about Abi and his workplace learning needs.

The other started up again about his contention that older people in Africa had not encountered computers in school, so I pointed out that I was an older person, educated in Africa without computers... and yet I did this stuff for a living. I was a bit irked that he was prepared to write off his entire continent as beyond e-redemption based on this flimsy fact and it must have showed, because the chairman had to pull me up.

I maintain that social learning absolutely fits with African culture, but like the rest of the world, Africa has to break faith with the idea of the instructor/teacher/whatever as sage on the stage. One teacher in a pre-conference workshop emphasised the social structure of the classroom dynamic and spoke of the need to retain it. This is not unfamiliar territory to those of us who have been championing the social learning cause for a while, but these traditions run perhaps a little deeper in Africa than elsewhere.

One young man informed us in our corporate learning session that we must walk before we can run. I was disappointed. I had hoped that my anecdotes of TV and passenger flights had demonstrated that this was not a requirement.

Who knows? Next year perhaps the ethos will be subtly different.

It is worth noting that there were several delegates on Twitter and Facebook throughout the conference, using these tools with the easy confidence of seasoned social media pundits.