The other week I blogged about the myth that Moodle looks rubbish compared to for-profit VLE systems. Along a similar vein, I have begun to wonder just how many people using Moodle realise the power they have right at the end of their typing digits?
Wednesday, 28 June 2017
Thursday, 22 June 2017
It's TEF day. A day that few people have really been looking forward to, mainly because there are unlikely to be many winner - but there sure as hell will be a lot of losers.
When the whole TEF idea was announced, there were many aspects of it that I wholeheartedly supported. The idea that Universities should be at least as concerned about their teaching quality as their research output was something that I cheered along with merrily. Very quickly though, the whole plan became infected with compromises designed to over-simply a complex process by relying on just the data that already exists - rather than data actually designed to measure the very thing you are interested in.
So. In just the same way that Ofsted can downgrade a school where pupils have a less than 100% attendance (thereby penalising schools that accept sick children), the TEF measures teaching excellence on the basis of:
- Dropout rates (penalising Universities committed to widening participation, where students are more likely to experience conflicting responsibilities of financial burdens, work and family);
- Post-graduate employment (penalising Universities is areas of economic deprivation, where jobs are harder to come by);
- Post-graduate earnings (both of the above)
The consequences of a poor TEF rating then, will only serve to encourage such Universities to recruit more exclusively from a traditional pool (goodbye widening participation), and to focus their delivery more exclusively on those courses with a higher statistical likelihood of returning high income and employability stats (goodbye the Arts).
Now don't get me wrong here. I desperately want our students to succeed. They have every bit as much right to decent jobs and decent salaries as any pasty-faced aristocrat graduating with a PPE degree from Oxford - in fact probably a great deal more (although as I said in my last post, I think this should be about more than just earnings).
The idea of the TEF is not bad in itself. In terms of going about it the right way though, sad to say it doesn't get gold, silver, or bronze - because it started the race by running in the wrong direction.
Wednesday, 21 June 2017
The Longitudinal Earnings Outcomes are important - but students want to change their lives, not just their salaries
|People working in low-paid jobs want more than just a pay rise from a degree|
The release of the Longitudinal Earnings Outcomes (LEO) always tends to cause groans and head-scratching among some academics. The picture presented is a familiar one: Graduates who go for degrees in Business or Economics are more likely to earn bucket-loads, while those who go for Sociology will be - quite assuredly - not. Those who teach courses on the lower-paid half of the scale suddenly begin to fear their courses will be closed down as a consequence.
The problem is that when data like this is reported, it encourages us to think that salaries are more important to students than things like job security or job satisfaction - and this idea, I fear, is misleading.
Friday, 16 June 2017
It was interesting, but not entirely surprising to read Phil Hill's blog on e-Literate suggesting a dramatic slow-down in the take-up of Moodle in HE Institutions. Not surprising because there seems to be a myth about Moodle that has always flickered in dark corners and is fanned into flame by for-profit LMS providers at the nearest opportunity.
This myth is that Moodle looks rubbish.
Other LMS providers set up a course content page filled with as many html5 gadgets as they can imagine, and compare it to the most basic topic-format Moodle page. "There we are!" they declare, "Look how rubbish Moodle looks compared to our system! And in the modern world where students are using tablets and mobile phones more and more, isn't it important that your University LMS looks smart and contemporary?"
And so Universities look at these other LMS systems and think: 'Ooo, it has this, or it has that! Our Moodle doesn't have them!' Which in turn prompts a whole bunch of questions about whether the University needs to 'update' its LMS systems by paying through the nose for a different one.
But of course the reality is that Moodle can replicate pretty much anything these other LMS systems have - and it has the capacity to do a lot more besides. The problem of outdated Moodle systems probably stems from an underfunding of the Moodle development team within the University itself.
Moodle is open-source - that means it's free to use. However, you still need people to shape it and develop it to suit your needs. In times of increasing financial pressures, it would not be altogether unusual if some institutions prefer to support the maintenance of Moodle (keeping it ticking along as it is) rather than the development of it (the continual evolution of it to meet the ever-changing needs of students, staff and technology). If you don't invest in that development though, then your Moodle is just going to sit there - unchanging - looking older and more tired by the day.
Hence the myth that Moodle looks rubbish - when it doesn't have to.
I love Moodle, precisely because you can shape it to your needs. When you start using Moodle, your first question is "what do I need it to do?", and then you figure out how to make it do that. You take control of the process, and can direct it to suit the purposes of your students, your staff, or your pedagogy.
The problem with for-profit LMS providers is that when you buy into them, you given them permission to tell you what to do, and how to do it. Ultimately, some people might prefer that - and if so, fair enough.
It would be a shame though, if institutions turn their back on all the possibilities Moodle provides, and dive into expensive deals with for-profit LMS systems on the basis of a false assumption that Moodle cannot look as good as them.
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