Tag: learning

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The Software Conundrum

Many people I know struggle with technology. They bumble by, more-or-less managing to make their computer do what they want it to do, but often without that real sense of confidence that comes from feeling fluent with the software they are interacting with.  And let’s face it, when we talk about “technology”, we mostly mean “software”. Sure, there are some hard-to-use hardware devices but by and large when I watch someone struggling to feel comfortable using “technology”, it’s usually because they are out of their depth with the software they are trying to use, not the hardware.

It might not seem like it when you’re so frustrated you just want to throw your laptop out the nearest window, but companies who build software try really hard to make their tools easy to use. Of course, not all software is actually easy to use, but I do believe that all software designers really do try to make their software as easy to use as possible. It’s not easy… some of the things we expect software to do are incredibly complex, and designing software that does complex stuff while also making it easy to use, is really hard to do well!  But the next time you are struggling to use a piece of software, remind yourself that someone, somewhere, probably spent a great deal of time and energy trying to make it as easy as they could. And no matter how much it might feel like it, the software designer’s goal was not to confuse and frustrate you.

Because writing software is so hard, it takes a special kind of person to do it. Software developers are usually incredibly intelligent people because you really do need to be fairly smart to write software. Most developers also have very systematic and methodical minds, because, again, that’s just the sort of mind you need to write software. It’s this combination of high intelligence and methodical thinking we sometimes call an “engineer’s mindset”, and while you need it to write good software, it’s really not the way the majority of us think.

And that’s part of the problem of why there is so much “hard to use” software. The people who create it are often on a completely different planet to the people who use it.  For a super smart software engineer, the term “easy to use” might mean something entirely different.  Because most “dumb users” find it difficult to think the way engineers think, and many engineers are unable to put themselves in the shoes of the average end user, there is often a huge mismatch between the two groups that ends up making software seem much harder to use than it should be. (You might like to read The Inmates are Running the Asylum by Alan Cooper for a really good insight into this problem) Thankfully, software has gotten much, much better over the last few years thanks to much better development environments and more flexible programming frameworks, a greater emphasis on end-user usability testing, a greater acceptance of the idea of a “public beta”, and also the “appification” of complicated software in small, app-sized chunks on easy to use mobile devices.

So thankfully, things are improving.  But if software is getting better, and companies really DO try hard to make their software as easy to learn and use as possible, why do so many people still seem to find it so damn hard to use?

So here’s a few tips for becoming a much better, more confident and more fluent user of modern desktop software…

Mix it up!

This was one of the most powerful things I ever did to become a more fluent software user… I deliberately started using software that was different to what I was used to. If you use a software tool to do a particular task, find out what other software tools do a similar thing, and try them.

For example, if all your word processing is done in Microsoft Word, try using some other word processing tools for a change. Libre Office Writer, Google Docs, Zoho Writer, WriteRoom, Scrivener, AbiWord… the list is long if you look. There is something incredibly liberating about trying a different tool than the one you’re used to. It forces you to see things more conceptually – to understand the concepts of formatting text, rather than simply remembering where the Bold button is located. As you move between multiple tools that do the same task, you start to see the commonalities and the differences between them.

You realise that all tools in this category have certain core features, but you also see how different tools implement some of those features better or worse than others. You start to think in terms of function rather than form. You develop a better ability to scan your eyes over the interface quickly, spotting the buttons you recognise, even though they might look a little different.  You realise that the design of software is far more consistent and predictable than you maybe imagined it was. You start to see the ways that different programs handle the same common file formats.

Are you a PowerPoint user? Why not try Keynote, Google Presentations, SlideRocket, Libre Office Impress, Prezi or 280 Slides?

What do you use to edit video? Whatever you use now, take a look through some of the alternatives from iMovie, Windows Live MovieMaker, Pinnacle Studio, Sony Vegas, Adobe Premiere Pro or Premiere Elements, Final Cut Pro X.  As you might imagine, if you actually did try all these different video editing tools, you wouldn’t just know how to use a bunch of video editing tools, you would truly understand the core idea of what it means to edit video.

There is great alternative software in most of the major categories. Just go to Google and search for [alternatives to X] where X is the software you use now, and see what you can find. Much of it is free to try, if not completely free to use.  Using lots of different software tools that do more-or-less the same job makes you a far more flexible and adaptable user. You don’t have to permanently switch from your old faithful tool if you don’t want to (although you might be surprised at how good some of the others are!) Switching to a new tool is not the point of the exercise. But by trying lots of new tools you will develop a far deeper understanding of what software is all about, and your technological fluency will take a supercharged leap forward.

Trust me on this.

Check out your options

Whenever you work with a new piece of software, take a moment to explore the options or preferences.  On most Windows software you’ll find it under the Tools > Options menu, and on the Mac its in the application menu under Preferences.

Whenever I get my hands on a new piece of software, I go straight to the prefs or options and spend a few minutes looking through them. Those few minutes are always paid back in greater productivity through having a better sense of what the software is all about, plus I can usually find lots of little tweaks that make the software work the way i want it to work.

It astounds me how often I see people struggling (sometimes for years!) with some annoying behaviour in their software that can be easily changed simply by unticking a checkbox in the preferences. Don’t be one of those people.

What’s on the menu?

The other thing I will always do with any new piece of software is just take a moment to look through all the dropdown menus to see what’s there. Many of them will be immediately recognisable – obvious ones like cut, copy, paste, select all, etc – through to those that will give you some clues as to what the software might be able to do.

Seeing choices like Arrange, Group, Align, etc immediately tell you things about what the software can do.  The View menu often lets you change the way you see the software by accessing fullscreen mode, changing zoom levels, and so on. If you’re observant you can also pick up some great keyboard shortcuts as well.

Look for menu items than you don’t recognise too. For example, if you’re usually an Internet Explorer user you might be intrigued by options such as Chrome’s Incognito Window. Click it. See what it does. It’s software, you can’t really break it, so go explore!

Don’t be afraid to call for help

Every piece of software I’ve ever used has a Help menu. Someone, somewhere, went to a lot of time and trouble to document this software and explain what it does, how to use it, and how to get the best out of it. Why would you not use it?

And yet, whenever I see someone struggling with a piece of software, I can almost guarantee that the answer to “have you checked the Help menu?” is no. C’mon! Just use it… Look it up if you have a problem, or just glance through it to pick up some useful tips. Don’t be so helpless.

I can’t even tell you how many times I’ve showed someone some ridiculously simple time-saving tip that has totally changed the way they work, only to have them ask “How do you find this stuff??!”

Easy. I once got stuck on the exact same problem as you, and I looked in the Help menu to work out how to solve it. Just like you can.

If you really don’t want to use the Help menu (“It’s so complicated!”) then just Google your problem. Just type in something like [how do i merge 2 tracks in audacity]. Believe it or not, you won’t be the first person to ever ask that question. Someone has already solved it. Learn from their experience.

Putting this into action with your students

A task I’ve had my Computing Applications students to do several times now is to create a user manual, either in text or screencast format, for a piece of software they’ve never seen before. It’s not hard to find obscure software tools that most students have never heard of, so pick a few for them to choose from and get them to create a user manual for one of them. Not only do they need to learn a completely new piece of software, they also need to figure out how to clearly explain it’s features in a way that non-users can easily understand. They can’t do that unless they understand it themselves.

They’ll need to learn quickly, communicate clearly, have empathy with end users, and also learn new presentation skills. Try also to get them to run some real usability testing with other people using the training resources they’ve created in order to see how well they have communicated their understanding. Everytime I’ve done this, my students have found it a useful and worthwhile task.

Got any other tips for learning new software quickly? I’d love to hear them.  And if you’re a fluent software user, add a comment and tell us what the “penny dropping” moment was for you, when software started to make sense.

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Push Me, Pull Me

It’s an interesting sign of how this connected world we live in actually works when I see people coming back to revisit an idea that was floated months earlier, still mulling it over and willing to come back and re-clarify things again in their own head, which in turn helps others (like me) to re-clarify things in mine. I’m referring to a post called Unlearning, Relearning, Learning by Graham Wegner, who was in turn responding to an earlier post written on this blog back in May this year.

The conversation had basically turned to the idea of how people learn. Graham referred to another post from Dean Groom, where Dean talked about the idea of people being able to learn on demand, when they need it, by accessing the wealth of available online resources that are scattered across the Internet, produced by the millions of members of the online community. This mass-sharing has produced what Dean referred to as “the scattered manual”, where the instructions for doing pretty much anything can be found and reassembled in order to learn, if only you have the skills to do so. I hadn’t heard that idea of the “scattered manual” before, but I really like it because that’s pretty much exactly what it is… a collective knowledge of many people scattered right across the network. When one has the skills and ability to decode, reassemble, aggregate the parts of the “manual”, then that elusive “independent learning” becomes a real possibility for anyone who wants (and knows how) to get it.

I think there are two very different and distinct aspects of learning something… one is obviously the learning, and that seems to be a “pull” activity initiated by the learner. Learners need to assume responsibility to pull information to themselves when they feel they need it.

The other aspect is teaching, and that seems more like a “push” activity, where information is pushed towards the learner, usually by a “teacher”, or someone who already has the knowledge, skills or understandings that the learner does not yet have.

As much as we talk about reinventing education by doing away with “teaching” in favour of “learning” (usually as a reaction against the industrial model of education where teachers taught and students were supposed to just absorb it, and in doing so restore learning to its rightful place) I think we need to be careful that we don’t push the pendulum too far the other way and marginalise the act of teaching altogether.

My feeling is that good teachers know when to actively teach, and when to allow students to independently learn. Good teachers know when to push and when to allow pull. They know when to say to a student “this is how you do it”, versus saying “you need to go away and think about this for yourself”. It’s not that Teaching should take precedence over Learning, or that Learning is somehow less tainted with the stink of the 20th Century than Teaching, but rather, we need to know where the balance point is, in various situations, for different students, and apply that balance dynamically so that every student is always right there on the edge of their Zone of Proximal Development. A learner’s reach should always exceed their grasp, but only by the appropriate amount, and perhaps the teacher’s role is to keep that gap at the appropriate amount.

As a teacher, I want to have the wisdom to know when to say to my learners (including when these learners happen to be other adults), “You seem to be struggling, let me help you”, and conversely when to say “I will not do this for you, as it only deprives you of the opportunity to learn it for yourself.”

I don’t think you should ever do for someone what they can and should be able to do for themselves. The “scattered manual” exists so readily that to deprive learners from the opportunity, and in doing so absolve them from the responsibility, to learn for themselves just shortchanges everybody in the long run.

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Tiny Bursts of Learning

Despite the fact that I know many teachers who would rank Twitter as the most valuable and powerful networking tool they have access to, there are still many more who simply don’t “get” the value of Twitter. I’ve been to lots of conferences over the last few years where the enormous value of belonging to a Personal Learning Network was being touted, and Twitter is nearly always being suggested as the ideal tool for building that network. At one recent conference I asked for a show of hands for who was not yet on Twitter, and many hands went up… my response was “Why not? What are you waiting for? How many times do you need to hear people say that Twitter is the most valuable tool they have, before you actually try it for yourself?”

I spoke to a group of preservice teachers recently who were basically told by their lecturers that they needed to join Twitter. Despite the fact that it was being promoted to them as a powerful way to learn and network with others, most of them seemed to join up simply because it was part of their assessment requirement.  Because they joined Twitter “under duress”, I don’t expect them to actually buy into it, use it well, or continue to use it past the mandated requirement to use it.  And that’s a bit of a shame.

In contrast to all this is the general sentiment among many teachers that “we need more PD!”, or the always-amusing “How can they expect us to learn new things if all we get is a few PD days a year?”

If you still believe that professional development is what happens on those two or three days each year when you sit in a classroom and have some expert “deliver” it to you, I have bad news. That model is no longer sustainable and the days of PD as something that is done “to you” by “experts” a couple of times a year are over.

Learning needs to be ongoing. The world is changing. There are new tools that can help students learn, new ideas about learning, new brain research, new emerging technologies, new social structures, and so on… to think that you can maintain a professional outlook by attending two or three PD workshops a year is almost laughable. To keep up with new learning, you really need to be plugged in to an ongoing source of professional discourse and resource sharing. It needs to be something that happens regularly, at least several times a week. Like so many other aspects of the 21st Century, some of the “ways we’ve always done things” don’t really cut it anymore.

So how can something at simple as Twitter possibly be used to stay professionally current?

How I use my Twitter PLN to learn

I’ve been keeping an eye on my Twitter stream for the past 10 minutes or so. Using the Twitter app for Mac, it sits in a narrow vertical window on the right side of my screen and as the people I follow add their tweets they flow by in a steady stream that updates every few moments. How fast this flow happens is obviously dependent on how many people you follow… I follow about 2600 people, so it tends to be a pretty steady stream of tweets, but yours might be more or less. Occasionally I glance at this “stream of (networked) consciousness” and spot little gems that look interesting.

For example in the last ten minutes I’ve spotted the following things…

…to name but a few.

In the same 10 minutes worth of tweets, I also responded to a couple of questions from other people that I felt I could help them with, saw a funny story about Moodle, watched an amusing exchange between some people I know, and ended up getting invited into an Elluminate session about developing Moodle courseware.

Just ten minutes. Even just skimming through that list of things would give me more relevant PD than most teachers get exposed to in a whole year. And those of us who use Twitter in this way are able to tap this stream of information any time we like.

(I hope you also noticed that I still don’t know what Ashton Kutcher had for lunch, or what crazy antics Charlie Sheen is up to. I don’t care about that stuff, so I don’t follow those people, so I don’t see those tweets. Twitter works because you get to make choices about who is part of your network.  You create relevance for yourself.)

Now, before you assume that I spend my whole day getting sidetracked by Twitter, let me assure you that’s not the case.  I’m telling you about this 10 minute slice of time to make the point that Twitter, when you build a network of relevant people, is an amazingly rich sources of ideas, inspiration and connections.

I don’t read every tweet. I don’t follow every link. I let most of the tweetstream just flow by me, only dipping into it if I get a moment. If I spot something interesting I hit the star to favorite it and come back to it later. If anything really good turns up in the stream and I miss it, it gets retweeted over and over so the chance of me seeing it is still pretty good.  But mostly it’s just there, flowing by, ready for me to dip into it and pull out a few gems whenever i have a moment. Do that every day and pretty soon you have a substantial body of PD building up.

I understand why people find it hard to get their head around Twitter.  I understand why people are still skeptical when they hear others say things like “Twitter is the best PD you can get!”  It sounds like complete hyperbole… How on earth can a random collection of short messages from strangers possibly compete with professionally organised training and PD sessions?

It competes because it’s more relevant, more timely, ongoing, interactive, daily and personal. Traditional PD just can’t offer all that.

If you’re one of those people who resist Twitter because it just doesn’t seem logical, please just suspend your doubt and give it a go. Don’t just join and do nothing; give it a proper go. Follow a bunch of relevant people – at least 50 or 60 – get a decent Twitter client, and open yourself to the possibilities of what a network offers. You won’t regret it.