Creating a Managed Learning Environment (MLE)

A version of the core material comprising this section is available for download as a printable version in pdf format. (The Adobe Acrobat Reader to allow viewing of pdf files is available for download here).

1. Introduction

1.1. What is an MLE?

In 1999, JISC organised two events in London and Manchester with 'Managed Learning Environment (MLE)' in their titles, and from this point defining what was meant by an 'MLE' began to be explored. Clearly it was concerned with technology, the learning process, with administration, and with management or organization. It also had to mean something different from the Virtual Learning Environment (VLE), as this term was beginning to be understood.

The very loose definition that began to emerge involved the following:

• MLEs were concerned with whole institutional systems

• MLEs involved the joining-up or interoperation of several separate systems - Student Record Systems, Library Systems, Management Information Systems, VLEs, timetabling systems and so on.

Those that felt they had a good understanding of the meaning of the term began to draw diagrams of what an MLE might look like. However, while this was useful for some, the diagramming approach only partially succeeded. First of all, diagrams, while appearing coherent, can conceal a multitude of sins. What does a box represent - a technical system, a process, a department, any of these? What does an arrow mean - data flow, or just some undefined relationship? These issues are explored in detail in a report to the JISC (Holyfield 2003). Secondly, diagrams can only provide a limited elaboration of a concept. To use an analogy, a block diagram of a television might be meaningful to engineers but it fails to explain to lay people what a television does and even less the implications of television for society.

Likewise, the definition suggested earlier, that an MLE is the joining-up of existing technical systems does not elaborate on the purpose of this action. What do we want from MLEs? How does joining up systems give this to us? Who benefits? How much will it cost? Is it worth it? We need to be clear about our purposes and only then should we address other difficult questions such as what systemic effects the MLE will have? How will people's experience of the institution change? What effect will it have on the work of teachers, administrators, managers, support staff and students? What impact will it have on departments and their interrelationships? These are deep and difficult questions, but if they are not fully explored, MLE development can be a risky business.

The resource we have provided here does not give the answers to these questions; instead it elaborates in some detail the questions that institutions need to tackle to be able to successfully specify, design, implement and benefit from an MLE. It also provides a huge resource base of other people's and institutions' experiences and advice, and tries to do so in a way that is accessible to all the people who need to be involved - managers, technical staff, teachers, support staff and so on.