Exploiting the potential of virtual learning environments

Exploiting the potential of virtual learning environments

A recent literature review (Becta 2003a) outlines the stage of VLE devel- opment throughout education. In the higher education sector VLEs are

Figure 10.1 Salmon’s 5-stage model of e-moderating (Salmon 2004).

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now reasonably common. Some institutions have bought ‘off the peg’ solutions and others have introduced their own in-house solutions. JISC is funding developments in this area, transferring from VLEs to MLEs (managed learning environments), where the VLE works in a connected way with other in-house data and systems such as the student data- base and library services, through a single portal. In a study of MLE activity in further and higher education (JISC 2002) significant levels of MLE development activity were evident in all the institutions in the survey, with four in five further and higher education institutions using

a VLE.

The Becta report on VLEs describes the VLEs in the schools sector as both immature and volatile (Becta 2003a). At the time of writing, research about VLEs at the level of compulsory education was very limited and inconsistent, but recent developments in the broadband network, along with the work of Regional Broadband Consortia, have begun to give UK schools access to VLE technology. However, there is still some work to be done before the available technology becomes successfully embedded in the pedagogical approach of schools. This is most likely to happen in the secondary sector first, where the text-based nature of VLEs is likely to be more appropriate for learners and where schools have the dedicated ICT personnel necessary to drive forward such innovations.

By contrast, VLEs are rare in primary schools. However, many primary schools are beginning to use the constituents of a VLE separately in various ways. E-mail communication and online discussion can be restricted by problems with connectivity, but has substantial potential; the Internet is often used as a source of information and as more primary schools have effective connections to a broadband network more children can access quality online learning resources (Murphy 2003).

Use of a VLE is beneficial for communication, databases and the deliv- ery of resources because the teacher can present, edit and shape the learning tools and resources to suit their purposes. Imagine a teacher takes her Year 4 class to the school resources centre, gives the children a topic to research, then asks them to talk together about what they have learned and produce a presentation as an outcome. Under these circum- stances the learners are being offered the resources and given the task but it is difficult for the teacher to monitor and intervene in the learning at each step.

A VLE enables the teacher to have far more control of the task through the creation of ‘learning units’. Teachers can select the web resources pupils will use and enable and monitor communication about what has been found out. When presentations are made they can be shared elec- tronically. Thus a VLE can ‘repackage’ the learning experience to make it more focused and enable the teacher to monitor and intervene far more effectively than if the resources are used separately. The relevant potential uses of a VLE are shown in Tables 10.1, 10.2, 10.3 and 10.4 below.

VIRTUAL LEARNING IN PRIMARY SCIENCE

Table 10.1 Effective usage of a VLE to facilitate communication (a) through e-mail, and (b) through a discussion board

(a)

Aim

To e-mail.

What can VLEs do?

Provide secure e-mail facilities to communicate as individuals or groups.

Examples of effective use E-mail can be used in a variety of ways to support learning. Not just for communication between learners and their teacher, but also to communicate more widely with the science communities, perhaps even globally (Murphy 2003)

(b)

Aim

To use a discussion board.

What can VLEs do?

Provide a space for learners and/or teachers to discuss the topic at hand.

Examples of effective use This has the advantage over a ‘face-to-face’ discussion in that it can be reread and added to, therefore deepening the level of reflection. A teacher might ask learners to use a particular set of resources as part of their project and learners might post messages to the discussions about the usefulness of the resources.

In this way a range of learning styles and skills are supported by the use of the discussion board enabling the learners to develop a range of deeper and strategic learning styles (Gibbs 1999)

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Table 10.2 Effective usage of a VLE to access databases and other resources (a) to access a library catalogue, and (b) to work with computer simulations

(a)

Aim

To access a library catalogue, and other online resources.

What can VLEs do?

Provide direct access to the relevant part of online databases and resources, ‘packaged’ with tasks and selected by teachers, to meet groups’ and individual needs, into ‘learning objects’.

Examples of effective use Online databases of such things as History resources can be used in research projects. Teachers can direct learners to the relevant parts of the database, rather than have them sort through layers. This saves time and reduces the possibility of learners going ‘off task’. Increasingly this idea of construction of ‘learning objects’ is progressing and more complex packages of learning materials are being developed, including those which can be tailored to individual needs.

(b)

Aim

Work with computer simulations.

What can VLEs do?

Provide access to teacher-created simulations. Examples of effective use Teachers and pupils can create simulations of

events in video or animation software, which can allow learners to experiment with ideas and ‘walk through’ situations and work creatively. The National Endowment for Science, Technology and the Arts (NESTA) have funded a range of projects in the field of ICT and learning, including Sodaplay (NESTA 2005) which is designed to allow pupils in primary and secondary schools to create

simulations as a design tool or to create science

scenarios through modelling using virtual springs.

VIRTUAL LEARNING IN PRIMARY SCIENCE

Table 10.3 Effective usage of a VLE in using presentation technology

Aim

Present findings and share outcomes with others.

What can VLEs do?

Provide file exchange and viewing systems for work to be transferred between teachers and learners.

Examples of effective use VLEs provide tools for teachers and learners to communicate about work produced in flexible ways. Using e-learning portfolios, learners can construct their own areas to display written, pictorial and multimedia work. Teachers can access these when learners need support and comment on work in progress. This method of teaching, which is supported with formative assessment, is useful to support learners’ individual needs. The Becta quality framework for e-learning resources (Becta 2005) endorses this approach.

Table 10.4 Effective usage of a VLE to facilitate assessment

Aim

To assess learners’ understanding and knowledge.

What can VLEs do?

Provide teachers with tools to assess pupils learning through tests and quizzes, which can give immediate and formative feedback, or serve as end of unit assessments.

Examples of effective use E-assessment is a rapidly growing field. Well- constructed e-assessment can support and augment effective practice (Becta 2005). There are some straightforward ways in which VLEs can be used to deliver tests made up of multiple choice, ordering or matching exercises. However there are also some challenges for e-assessment, where it might be developed to assess metacognition and thinking styles via simulated group work.