I ought to have called this post ‘The trouble with VLEs’ as everything here applies to the VLEs I have experienced. This post has arisen from my moving institutions, and VLEs as a consequence, and attending MoodleMoot last week. It was my first Moot and an ‘interesting’ experience.
This was my first visit to MoodleMoot. The conference does exactly what it says on the tin. It is a 3 day festival of Moodle. There has always been a ‘those who use Moodle and those who don’t’ mentality in VLEs. If I had a pound for every time I heard Moodle is better I would be a millionaire. I used Moodle for several years, used Blackboard for two and am now back with Moodle again. I expected MoodleMoot to convince me of the superiority of Moodle. I expected to be indoctrinated in to the Moodle cult.
Was I indoctrinated? No. If anything MoodleMoot served only to highlight the issues inherent in Moodle (and other VLEs). I saw people doing interesting things, clever things but I saw nothing that wowed me or anything ‘new’. Nothing persuaded me of its superiority (I know this is not the aim of the conference but that’s the culture that seems to surround Moodle in my experience). It struck me that much of what was presented at MoodleMoot was the work people had done to get Moodle to do what they needed it to do.
Moodle is just a tool, with lots of tools. Key is working out what the learning objectives are & how Moodle can help #MootIEUK17— Kerry Pinny (@KerryPinny) April 11, 2017
We are the wrong people
There were no students and very few teachers at MoodleMoot. I know we technologists are an important community to engage with but I can’t help feeling we are the wrong people.
I can see when something doesn’t work. I can see where things can be improved but I spend my time telling people how to use Moodle. I know how it works and I tell people how to work within the system. I don’t use it in earnest. I don’t teach. I don’t set up and manage multiple sites. I don’t support hundreds of students. I don’t use it along side my other duties (it is my job). I don’t submit assignments. I don’t mark assignments. I am not a real user.
I know how to use the system so it’s quirks make sense to me. I know ‘that’s just how it works’ so I don’t always consider how it could be improved. I don’t do the same processes over and over again so I don’t see the ways it could be made more efficient. Our students and our teaching staff do. Perhaps they are the people we should be speaking to?
The Learning Enhancement and Development team from City, University of London did a very interesting presentation on their review of Moodle with staff and students. They ended up with 95 recommendations on a variety of improvements to their Moodle which included changes to the theme amongst others. They have made their slides available here. You can look at that number in two ways, one ‘they just don’t know how to use it’ or two ‘there are still a lot of usability issues in Moodle’. I look at it as the latter. Yes there is something to be said for training but isn’t there even more to be gained from getting it right the first time, rather than training people around the problem?
A review is time-consuming, it’ll throw up things we can do nothing about whilst inadvertently raising expectations. So we don’t do them. I wonder whether the answer would be for MoodleHQ to arrange a review with users from different institutions (not technologists, actual teachers and students) and listen to the right people. Something to assist in the focus on usability of existing features promised for 3.4 perhaps?
Held to ransom
A lot of the presentations were about developments institutions had made to their Moodle installations. Lots about improving assessment processes and grading for example. One presentation talked about syncing Moodle with SITS the student record system, something we’d all like to do. So if it’s a problematic area for so many then why are we all doing our own thing? When asked whether people were able to share (a principle on which Moodle is based) they couldn’t because it was so highly customised to their own environment. We are duplicating efforts! MoodleHQ these are issues can they not be fixed at source?
Moodle survives largely because of a community of selfless and dedicated developers who maintain it. It is a free, open source VLE but free never really means free. Someone has to sacrifice something. So developers create plugins, fix bugs etc. but they have no responsibility to do it. So many things go unfixed and undeveloped. MoodleHQ has added more and more functions (like badges and competencies) without improving the fundamental tools. This is not intended as a criticism of the developers who contribute to Moodle, I am grateful for their work and I contribute nothing, but we are held to ransom by the way Moodle is developed.
If MoodleHQ don’t see something as important then nothing is done. If the community of developers don’t have time to maintain Moodle and plugins then nothing is done. That’s not to say a paid for service is any better. Having used Blackboard I can confirm they are not better. You have to wait for the next update for things to be fixed and the ‘support’ is flaky at best. Usually problems will be fixed in the next update, by which point you have 100s of helpdesk tickets, annoyed staff and students, or you fobbed off with ‘it’s your configuration’. It wasn’t quick or responsive either. So I assure you that support and maintenance are not just a problem in ‘free’ tools.
There are attempts to make the way developments are dealt with more joined up through initiatives like the Moodle User Association but MoodleMoot seemed to be more of a celebration of the things Moodle isn’t doing than what it is doing well. So MoodleHQ ought to look at MoodleMoot as their opportunity to identify and prioritise issues. Adopt developments other people have made in to core. Come on MoodleHQ there’s a pool of stuff out there already being done, stop introducing new features and make the ones we have better! Other people are doing it! To the Moodle community, let’s work together to get those major issues fixed, let’s stop working in isolation and only coming together once a year. Let’s share.
Core vs plugin
Moodle, for those that don’t know, is made up of core tools and plugins. This flexibility is lauded by the community but it has its disadvantages as mentioned above. Many very useful plugins that are highly used should be part of core but aren’t. A lot of plugins are no longer being developed. A lot don’t quite integrate with core. MoodleHQ need to develop a ‘plugin to core’ development life cycle so those plugins that are found to be useful can be adopted and developed as part of core.
Blackboard vs. Moodle
I think this argument is a little redundant now. The issue goes beyond this silly rivalry. That’s why Jisc started the #ngdle discussions and a debate at Digifest17. The problem is not about which one has the best features, we need to talk about what we want from our VLEs. Do we even want them anymore? Do they still serve a purpose? Are they supporting and enhancing learning?
I can assure you they both have their advantages and disadvantages. I used to long for Moodle. Now I find myself occasionally longing for Blackboard.