**3. Link with G.J.J. Biesta's pedagogical theory**

The following activity items on the pedagogy widow will also be an easy interaction and col-

Moodle runs through an operating system (depending on the most preferred choice of an institution/organisation), and its topology can be networked to address the needs/requirements of users or the establishment. **Figure 3** provides a generalised topology system for a typical Moodle infrastructure with connecting hubs, with not only physical cables within establishments, but also wireless cables, to address the institution's size directed at the Moodle server to make sure information are easily shared irrespective of where the user is

The network architecture is arranged such that users can be engaged in multi-tasking activities at the same time. This can then provide users the chance(s) of making flexible use of the

**Figure 3.** Moodle general topology infrastructure. Source: Sean Keogh [9].

laboration by the student:

• Forum • Quiz • Wiki • Chat

144 Trends in E-learning

• Glossary

accessing information.

According to Jackson [11], the architecture of Moodle has made it possible for learning to be characterised on the basis of what Biesta [12] classified in the pedagogy of three interconnected discourses of good education: *qualification, socialisation and subjectification*.

**Figure 4.** Biesta's interconnected education. Source: Twenty-first-century learners [13].

Moodle as a learning tool provides the medium through which learners/users can improve their knowledge (qualification discourse) as a result of the active and collaborative support from facilitators in the learning environment. As shown in **Figure 4**, Moodle platform provides the enabling environment for users to collaborate, either through face-to-face or virtual means of socialisation discourse, an area also emphasised by Majumdar [14]. In the event that such learning platform is to be adapted, particularly by corporate establishments in the financial sector, there is an opportunity to increase users' opportunity in their improving skills through knowledge sharing. This can be done through the learning medium environment by engaging in activities like tests, which can be self-administered on a time scale as determined by the facilitator.

This means that specialist skills can be addressed and with the necessary support provided to

Moodle Platform: A Case of Flexible Corporate Learning in the Financial Sector in Sierra Leone

http://dx.doi.org/10.5772/intechopen.75617

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One area of relevance in the practice of this interconnected learning pedagogy is the fact that learning process can be differentiated on the basis of pace to meet users'/learners' needs, more so in ensuring standards that are achieved through application in their work environment. Apart from being an essential technology for improved collaboration, it also comes with the benefit of flexibility to the learner, and also those that are engaged in the facilitation process can adapt resources flexibly to address specific learning needs, with easy accessibility regardless of location and the type of device the user may decide to use in accessing materials, for example, laptop, desktop or tablets. Through such dedicated approach to learning opportunities created, it is certain that staff will be able to produce tangible evidence in the form of *qualifications* as addressed in Biesta's interconnected learning pedagogy. The *socialisation* facility provided in Moodle platform makes users improve their learning opportunities on a regular basis without recourse to finding alternative means of support. Given the heavy demand on staff working in the finance/insurance industry, it can be very difficult for them to be actively engaged in learning that will improve their core competencies, but with the availability of flexible learning medium like Moodle, users can be assured of improving their skills regularly

make sure staff are competent enough to meet the standard required in the industry.

by ensuring the features are used effectively and on a regular basis.

**4. Corporate governance and risk compliance in Moodle technology** 

In order to keep pace with the dynamic world of digital technology and also improve high standard in work practices, it is vital that senior leadership takes cognisance of how the best facilities in MLE technology can support high-level corporate governance issues, in a bid to ensuring risks and compliance responsibilities that are addressed on a regular basis. In developed economies like the UK, there are tremendous efforts being made to address concerns around risks and compliance, particularly so on the account of the better experience from the 2007/2009 financial meltdown which witnessed billions wiped out of share value. This also witnessed the collapse of financial institutions and simply on the account of relaxed measures in keeping pace with macro-prudential guidelines that were essential in combatting risks to the financial system.

In addition to mitigating issues around risks and compliance measures, financial and also insurance industries in the developing countries are actually making tremendous efforts to capacitate staff in meeting with the demands from customers through product introduction in the market. As emphasised by Majumdar [14], 'increasing competition, newer regulatory bodies and the tremendous impact of information technology have changed the way the industry conducts businesses'. In this vein, there is high priority given to adapting the topology of MLE to suit mobile devices, such that business operations can serve the needs of customers, more so in a flexible manner. This meant that such topology can be customised to incorporate the integration of video−/audio-based learning solutions that enhance employees' confidence in performing their roles. In addition, they can also be integrated with required facilities for frequent

**(financial sector environment in Sierra Leone as a case study)**

This is an opportunity for both facilitators and those charged with oversight/corporate responsibilities, for example, board of directors, to engage themselves in new technology, supposedly meant to improve their chances of acquainting with standards in addressing ongoing concerns like risks and compliance issues in the industry. Through Moodle platform, there is a high tendency for online collaboration to be fostered with colleagues in similar professions around the world. Given the nature of financial institutions like commercial banks and insurance companies, there is the tendency for branches to be located in every region and corner of the country. The use of Moodle as a learning platform will serve the purpose of ensuring that staff are regularly kept up to date about standards and performances in the industry. Courses can be easily accessed, and collaboration feature like chat and even real-time recording (reference to **Figure 2**) can provide the means through which staff enrolled on courses improve their learning skills and possibility of keeping up to date with standards through continuous engagement with the facilities provided. In as much as the Moodle is seen as a tool for supporting academic ventures, the features in it can be explored equally to increase organisational performance and standard, particularly in a situation where core skills are required to be addressed by everyone working in a given industry. The standard requirement for gauging performance in any industry is to make sure staff are able to keep up to date with the core skills, and in this case, competencies can be set up on Moodle for staff to be regularly engaged on while at the same time ensuring their collaboration feature used effectively to keep up to date with standards in the industry.

In application to Biesta's pedagogic theory of learning (reference to **Figure 4**), there is potential benefits that can be gained through engagement in formal qualifications pertaining to meeting industry standard requirements. Similarly, there is an opportunity of engaging in the best practice of ensuring continuous and flexible assessments that are set for staff while working at the same time. Biesta's third pedagogic theory is *subjectification*. This relate more to choice, which allows people to decide on which area of their work emphasis can be concentrated in a bid to either gain recognised qualification or credit in improving working practices and recognition in their professional engagement. Given the experience of the recent global crisis, the advent of technology like Moodle can serve the purpose of ensuring that staff competencies are enhanced through engagement on specialist virtual courses. Where the requirement is based on risk and compliance in industry like financial and insurance sector, employees can be actively engaged in studies, and continuous assessment exercises can be set up to make sure core skills are assessed regularly through the test activity platform. This means that specialist skills can be addressed and with the necessary support provided to make sure staff are competent enough to meet the standard required in the industry.

Moodle as a learning tool provides the medium through which learners/users can improve their knowledge (qualification discourse) as a result of the active and collaborative support from facilitators in the learning environment. As shown in **Figure 4**, Moodle platform provides the enabling environment for users to collaborate, either through face-to-face or virtual means of socialisation discourse, an area also emphasised by Majumdar [14]. In the event that such learning platform is to be adapted, particularly by corporate establishments in the financial sector, there is an opportunity to increase users' opportunity in their improving skills through knowledge sharing. This can be done through the learning medium environment by engaging in activities like tests, which can be self-administered on a time scale as

This is an opportunity for both facilitators and those charged with oversight/corporate responsibilities, for example, board of directors, to engage themselves in new technology, supposedly meant to improve their chances of acquainting with standards in addressing ongoing concerns like risks and compliance issues in the industry. Through Moodle platform, there is a high tendency for online collaboration to be fostered with colleagues in similar professions around the world. Given the nature of financial institutions like commercial banks and insurance companies, there is the tendency for branches to be located in every region and corner of the country. The use of Moodle as a learning platform will serve the purpose of ensuring that staff are regularly kept up to date about standards and performances in the industry. Courses can be easily accessed, and collaboration feature like chat and even real-time recording (reference to **Figure 2**) can provide the means through which staff enrolled on courses improve their learning skills and possibility of keeping up to date with standards through continuous engagement with the facilities provided. In as much as the Moodle is seen as a tool for supporting academic ventures, the features in it can be explored equally to increase organisational performance and standard, particularly in a situation where core skills are required to be addressed by everyone working in a given industry. The standard requirement for gauging performance in any industry is to make sure staff are able to keep up to date with the core skills, and in this case, competencies can be set up on Moodle for staff to be regularly engaged on while at the same time ensuring their collaboration feature used effectively to

In application to Biesta's pedagogic theory of learning (reference to **Figure 4**), there is potential benefits that can be gained through engagement in formal qualifications pertaining to meeting industry standard requirements. Similarly, there is an opportunity of engaging in the best practice of ensuring continuous and flexible assessments that are set for staff while working at the same time. Biesta's third pedagogic theory is *subjectification*. This relate more to choice, which allows people to decide on which area of their work emphasis can be concentrated in a bid to either gain recognised qualification or credit in improving working practices and recognition in their professional engagement. Given the experience of the recent global crisis, the advent of technology like Moodle can serve the purpose of ensuring that staff competencies are enhanced through engagement on specialist virtual courses. Where the requirement is based on risk and compliance in industry like financial and insurance sector, employees can be actively engaged in studies, and continuous assessment exercises can be set up to make sure core skills are assessed regularly through the test activity platform.

determined by the facilitator.

146 Trends in E-learning

keep up to date with standards in the industry.

One area of relevance in the practice of this interconnected learning pedagogy is the fact that learning process can be differentiated on the basis of pace to meet users'/learners' needs, more so in ensuring standards that are achieved through application in their work environment. Apart from being an essential technology for improved collaboration, it also comes with the benefit of flexibility to the learner, and also those that are engaged in the facilitation process can adapt resources flexibly to address specific learning needs, with easy accessibility regardless of location and the type of device the user may decide to use in accessing materials, for example, laptop, desktop or tablets. Through such dedicated approach to learning opportunities created, it is certain that staff will be able to produce tangible evidence in the form of *qualifications* as addressed in Biesta's interconnected learning pedagogy. The *socialisation* facility provided in Moodle platform makes users improve their learning opportunities on a regular basis without recourse to finding alternative means of support. Given the heavy demand on staff working in the finance/insurance industry, it can be very difficult for them to be actively engaged in learning that will improve their core competencies, but with the availability of flexible learning medium like Moodle, users can be assured of improving their skills regularly by ensuring the features are used effectively and on a regular basis.
