The way people respond to change defines their destinies.
Moodle 3.1 wraps a lot of new features together with hundreds of fixes and improvements into a package that we’ll be supporting for the next three years, 1.5 years longer than most releases.
I am proud to announce that the most important new feature in this release is the new core support for competencies, which is something we’ve been talking about and developing in the community for many years. These help when Moodle is used for competency-based education (CBE), “mastery learning” and any technique that involves learning plans based on the things students know, and the things they are yet to know.
Though no one sets out to fail, failure is an essential aspect of learning. You can’t learn if you never fail. But it is important to remember that failure is but a means to an end – learning – and not an end in and of itself.
Failure should not be sought out, but when it happens you should squeeze it for all it’s worth and learn what you can from it.
I wrote the following back in November 2005:
My early days in Knowledge Management included a lot of time developing, deploying, and getting people to use “knowledge repositories.” (At least trying to get people to use them.) A worthwhile endeavor in some regards, I’ve always had misgivings about the whole idea, at least how it has been implemented in most cases. The cheapness of mass storage these days, and the way we just keep everything, has nagged at this misgiving over the past couple of years.
I finally realized one day that the problem has become not, “How do we remember all this knowledge that we’ve learned?” but rather, “How do we forget all this knowledge we’ve accumulated that we no longer need so we can focus on what we do need?”
That post also included a reference to memory and forgetting in the human mind, taken from the book The Trouble with Tom by Paul Collins:
Memory is a toxin, and its overretention – the constant replaying of the past – is the hallmark of stress disorders and clinical depression. The elimination of memory is a bodily function, like the elimination of urine. Stop urinating and you have renal failure: stop forgetting and you go mad.
I explored this idea a bit further in March 2007, where I added the following to my thinking:
In the context of mastery, especially of something new, it is sometimes hard to know when to forget what you’ve learned. You have to build up a solid foundation of basic knowledge, the things that have to be done. And at some point you start to build up tacit knowledge of what you are trying to master. And this, the tacit knowledge that goes into learning and mastery, is probably the hardest thing to learn how to forget.
Sometimes, though, it is critical to forget what you know so you can continue to improve.
And yet again in June 2009:
I’m at a point now, though, where the project is going through significant changes, almost to the point of being a “new” project. My dilemma: How to “forget” the parts of the old project that are no longer important and start with an “empty mind” to build up the new project without the baggage of the old.
I was reminded of this train of thought today when a colleague shared a link to a TEDx talk by Pablo Martin de Holan titled Managing Organizational Forgetting, based on a paper of the same name published in the MIT Sloan Management Review. If you read my quotes above, I’m sure you understand why this opening paragraph from the paper grabbed my attention (emphasis at the end is mine):
Over the last decade, companies have become increasingly aware of the value of managing their organizational knowledge, and researchers have investigated those processes extensively. Indeed, the ways in which organizations learn and have stocks of knowledge that underlie their capabilities can be a powerful tool in explaining the behavior and competitiveness of companies. Yet something is missing in the current discussions of organizational knowledge: Companies don’t just learn; they also forget.
—Pablo Martin de Holan
There is a lot of great info in the paper (about 12 pages worth), but for now I’ll just mention the two modes of forgetting – Accidental and Intentional. Obviously, you will want to limit the former and maximize the benefit of the latter. At the risk of a giant spoiler (you should still take the time to read the full paper), de Holan summarizes nicely:
Some companies forget the things they need to know, incurring huge costs to replace the lost knowledge. Other organizations can’t forget the things they should, and they remain trapped by the past, relying on uncompetitive technologies, dysfunctional corporate cultures or untenable assumptions about their markets. Successful companies instead are able to move quickly to adapt to rapidly changing environments by being skilled not only at learning, but also at forgetting. Indeed, as companies work to increase their capacity to learn they also need to develop a corresponding ability to forget. Otherwise, they could easily be learning counterproductive knowledge, such as bad habits. The bottom line is that companies need to manage their processes for forgetting as well as for learning, because only then can they deploy their organizational knowledge in the most effective ways for achieving sustained competitive advantage.
I really wish I had come across this paper back in Winter 2004 when it was published. I’ve got a lot of catching up to do.
And for those of you interested in the TEDx talk, here you go.
Over the weekend I had the chance – the pleasure – to attend Wordcamp St. Louis 2012. I met some great people, doing incredible things with WordPress, and had a chance to learn and be inspired. Although the whole day was great, three of the talks stand out for me:
Most generally informative: Chris Miller (@iDoNotes) gave us the down and dirty on using WordPress as a podcasting/videocasting platform, blasting us with way more information than I thought could be squeezed into the 45 minute session. No doubt he had to leave some stuff out, but it was a comprehensive intro that put those interested on the right path for learning more. Especially if they remember to visit the resource bundle he put together for us.
Most specifically useful: Joshua Ray (@pdxOllo) and Alex Rodriguez (@arod2634) presented Best Practices and Admin Customization, the latter which has been on my mind of late for a current project. Comprehensive coverage and plenty of code examples (I’ll post the links later, I seem to have misplaced them). Looking forward to digging in.
Most inspirational: Although the WordPress specific parts of Reshma Chamberlin’s (@reshmacc) talk on design were impressive themselves, what impressed – and inspired – me the most was her and her partner’s philosophy of design. And not just design, really, but how to chase your dreams, make a difference, and to do things right. (Sounds so easy, doesn’t it.) Check out the B&C Designers site to see for yourself. (And thanks, Reshma, for the book recommendation: Disciplined Dreaming is next up on my shelf!)
I have had a lot of teachers throughout my life. Some taught me because they were paid to, some because they were supposed to, and some because they wanted to. Many of the best teachers in my life, though, had no idea that they were teaching me. (Or, perhaps more accurately, that I was learning from them.)
At the top of this list of unintentional teachers are kids, especially my own.
When the relationship between parents and their kids is discussed, “parent as teacher” is a common interpretation. There is no doubt that parents need to teach their children. But if we only see ouselves as teachers, whether it is because we are supposed to or because we really want to, we are missing out on some of the greatest learning opportunities we will ever be given the chance to experience.
This is especially true if your kids are different from you, or different from what you expected them to be. For example, if you are a “jock” and your kid a “geek” ( or vice versa). Or your kid is disabled and you’re not.
If you are a parent, take the time to learn from your kids. You’ll be amazed at what they can teach you.
How much do we trust our kids online?
Can we monitor them closely and build trust?
The focus of the discussion was, as the topic questions hint at, how do we keep our kids safe? How do we protect them from all of the evils lurking out there waiting to swoop in and take advantage of them? Perhaps the biggest question, though, was: How do we protect our kids from themselves online?
It was a great discussion (you can see it at #TheOnlineMom), but it reminded me a lot of a not so pleasant PTO meeting about kids online that I attended a couple of years ago, when my kids had just started high school. I’m not sure what I was expecting from the meeting, but you can probably imagine my horror when I realized that the basic point of the meeting was for internet safety experts to tell us how evil the internet is and that unless we did something our kids would end up dead in a ditch somewhere at the hands of a sexual predator.
OK, so that’s a bit of an exaggeration, but not by much. The focus of the meeting was indeed the evils that lie in wait for our kids, and what we as parents should – MUST – do to protect them. You can see much of what they talked about on the district’s Internet Safety Resources for Parents page.
I had a hard time sitting still through this and not speaking up as they brought out negative after negative (after negative). I waited until the Q&A and then asked what I thought was a reasonable question: Do you (the school district or the presenters) have any related presentations that describe the positive opportunities the internet provides to our kids?
It wasn’t the first time – I’m sure it won’t be the last – that people looked at me like I had two (or seven) heads.
A big part of the problem, as I saw it then, was that so few of the parents in the meeting actually used the internet themselves. A case of ignorance breeding a deep fear of the unknown. Amazingly, I saw some of the same thing last night in the discussion, comments like “I hope my kids never hear about Facebook” (from parents of very young kids) to the question, “Many parents ask whether there is any learning value in social networks for teens, what do you think?”
Here’s how I responded to that last question:
Social networks – virtual or real life – are the primary way that everyone learns, teens included.
Unlike that PTO meeting all those years ago, the discussion last night also included quite a few voices of (what I would call) reason, parents who see more than just the potential dangers. But even so, there was very little discussion of the power of the internet in the hands of our kids, especially teenagers arguably going through the most potentially creative time of their lives.
What if, instead of simply warning our kids about the dangers of the internet, monitoring (or trying to) their every keystroke, and telling them they can’t do this or that, we start by showing them what they CAN do online, how they CAN use all of the incredible tools available to accomplish what they want to accomplish. All of the incredible places they can go online, all the things they can learn, and everything they can share with the world (besides those racy photos or gossipy rants)?
As I shared with the group last night, my job as a parent is not to protect my kids from the world, it is to teach them how to protect themselves. Not just in a “defensive” way, but by taking the offensive, understanding the world so they can go out and make their own mark.
Fear, and caution, have their place. But you can’t let them rule your life. This is what we should be teaching our kids.
* If you are a parent of pre-college kids and are looking for a great resource for dealing with technology as it relates to your kids, you should make The Online Mom one of your regular stops on the web.