Effective Use of Virtual Learning Environments
An overview of this infoKit is available in multimedia format (requires sound) or static html.
Introduction
There are many definitions of a Virtual Learning Environment (VLE) and some of these are presented and discussed in the 'Introduction to VLEs' section. A simple definition is 'A Virtual Learning Environment is a collection of integrated tools enabling the management of online learning, providing a delivery mechanism, student tracking, assessment and access to resources'. These integrated tools may be one product (e.g. BlackBoard, WebCT) or an integrated set of individual, perhaps open-source, tools.
Speaking from long experience of teaching and research within the UK Open University's Institute of Educational Technology, Robin Mason said:
"In my view, too much is made of training tutors and this makes online tutoring seem more difficult and more unknown than it really is. The components of learning to tutor online are:
The rest is commonsense and intelligent transferring of the art and skill of teaching to the online environment. Ultimately there is no substitute for getting online and experiencing a range of ways of interacting online."
This observation complements and reinforces our recommendations for tutors who wish to use Virtual Learning Environments effectively. This infoKit seeks to provide an online resource for all those involved in the deployment of a VLE; the infoKit may be used individually by a tutor or by a staff developer who is supporting tutors to get online through their institution's VLE. It specifically seeks to provide a resource that can assist tutors to use VLEs effectively but to encourage a 'spirit of discovery' based on current research. A recent EDUCAUSE report found that 'Students who perceive instructors' IT skills to be effective report being engaged increasingly in the course, being more interested in the subject matter, and in understanding complex concepts better'. This demonstrates the importance of staff development to enable the effective use of VLEs.
Using a VLE can have benefits for learners and tutors. The Martini -'Any time, anywhere, any place'- is usually mentioned but there is anecdotal evidence that using a VLE can increase retention levels, decrease failure rate and increase performance. Also as students are able to explore at their own pace they are able to participate more actively in classroom activities. Some of these benefits are discussed in case studies commissioned by the JISC e-Learning Pedagogy Programme; 2 of which are linked below:
Oxford Brookes University available as a pdf document
Fermanagh College available as a video (in Windows Media Viewer and Quicktime formats), a pdf transcript of the video and a case study pdf.
The Tangible Benefits of e-Learning resource includes a publication, a briefing paper and a collection of 37 detailed online case studies that consider the benefits offered by technology-enhanced learning to learners, teachers and institutions.
Aims of the infoKit
The infoKit aims to enable tutors to make informed decisions, based on sound educational principles, about the use of technology in their teaching and their students' learning when using a VLE. After having used the materials we hope that tutors will be able to:
Demonstrate a working understanding of strategies of use for e-learning for meeting a range of pedagogical, practical and social needs within courses of study
Work comfortably with the e-learning resources available within their own institutions including an institutional VLE
Identify opportunities and recognise limitations for the use of VLEs for teaching and the support of learning
Feel sufficiently confident to provide and support virtual learning activities within their course programmes
Reflect upon and develop their own professional practice through the use of e-learning resources.
The infoKit has been written as a series of sections comprising in-depth resources and case studies drawn from both further and higher education which emphasise the underpinning pedagogy in the use of e-learning. There are extensive links between the sections and to other infoKits on the JISC infoNet website. We have sought to synthesise key readings and research and to present this in a practical and easy to navigate format with links to additional sources for further exploration. These materials will continue to be updated on a regular basis and will draw extensively upon ongoing research and case studies especially those undertaken by the JISC.
Throughout the Kit there are references to different VLEs which are available through the tertiary sectors in the UK. However, the aim of the infoKit is to go beyond a simple demonstration of hardware and software, and the basics of how to operate these, but to focus on why use VLEs and in what circumstances. Presenting such information in the abstract makes it harder both to absorb and recall, and also means that it is less likely to be brought to mind at the point of need. Therefore throughout we provide links to a range of case studies and examples of good practice to help tutors engage in the whole process of using a VLE to provide a more effective learning environment.
A range of screenshots are used and these resources will be increased over time to encompass a number of commonly used products.
infoKit Structure and Pathfinder
The Kit comprises 6 sections - the multimedia introduction accessible above sets the scene and discusses some of the key areas covered.
It is up to you how you use this infoKit. You may wish to start at the beginning and work your way though, or chart your own ways depending on needs and particular interests. However, we suggest that you read the 'Introduction to VLEs' whether you are an experienced VLE user or about to start using a VLE for the first time, as this section sets the scene. It also includes some scenarios that will be of use if you have a problem and think that using a VLE may help you to solve it. Each section is available as a printable pdf - follow the link at the top of the first page in each main section. In the near future it is hoped that the materials will be available to download as IMS objects to be incorporated into the staff development area of your institutional VLE.
This is a large resource so we have designed a number of pathways through the material depending upon your level of experience and role in using a VLE. If this is your first visit you may find it helpful to print out the appropriate pathfinder page and have it to hand while you get to know the material. Click on the relevant sign on the diagram below to access this guidance.
A brief outline of each of the sections follows, this is accompanied by an infoKit 'map' which shows the full layout of the Kit.
Introduction to Virtual Learning Environments (VLEs)
Although many staff are now using VLEs, this section provides a thorough up-to-date review of VLEs: tools, advantages and disadvantages, case studies and includes a specific section from TechDis on accessibility for those new to learning and teaching with VLEs. It covers some of the key educational theories, online resources and vital background information.
e-Assessment
There is an increasing interest in the use of IT in assessment, in association both with e-learning and more traditional courses. This section introduces a variety of the techniques and packages available and guides the reader through selection of an appropriate system and good practice in construction and use of instruments for a variety of disciplines and assessment purposes. Access is provided to materials appropriate to those already familiar with assessment techniques and the relevant IT as well as those new to the field.
Computer-Mediated Conferencing
This section addresses issues of Computer-Mediated Conferencing (CMC) as a teaching and learning resource, concentrating upon skills development within that context. The materials are appropriate for different experience levels of learners and provide a range of pathways to the materials and resources as appropriate for any individual learner or learner group.
Designing for Sustainability
This section focuses on learning design and offers a structured approach to designing learning activities that can be reused within multiple contexts. Issues surrounding reusing and repurposing educational content, accessibility and the purpose of learning technology standards are explored.
Managing for Sustainability
This section includes using and integrating e-learning tools and some of the cultural and organisational issues associated with using VLEs. Roundtables are discussed as an inclusive method of ensuring that all systems and processes are integrated (for example, tutors, IT support staff, AV staff, librarians, educational and staff developers).
Evaluating Your Practice
The use of a VLE for teaching and learning needs to be constantly evaluated in order for your needs and those of your students to be met. Here we give you some guidance on this evaluation.
To view a section simply click on the relevant box within the map diagram.
e-Portfolios are initially discussed in Managing for Sustainability: Using and integrating e-learning tools. An independent new section on the topic has now also been set up to identify tried and tested practice in this important area as our knowledge and experience increases. You may also want to visit the JISC e-learning tools projects that are part of the Distributed e-Learning Strand of the JISC e-Learning Programme on the JISC website. Each project is developing open source software that will be freely available to the academic community.
Evaluation and feedback
This infoKit has been evaluated by a panel of experts and is also being tested in use by a group of staff developers. JISC infoNet welcomes feedback on its resources, you can submit this via email to jiscinfonet@northumbria.ac.uk. If you have relevant case studies that you would like to share, please contact us - the Kit is an evolving resource and additions to materials, tools etc will be incorporated over time.
Authors and Acknowledgements
The authors are drawn from those working and researching into e-learning across the United Kingdom. These include:
Simon Ball
Liz Leonard
Allison Littlejohn
Jacquie Kelly
Erica McAteer
Mary McCulloch
Susi Peacock
This infoKit draws heavily on the work of the ELICIT project. We would like to thank those members of the ELICIT project that are not part of the infoKit authoring team: Dennis Bates (Napier University), Stephen Bruce (Napier University), Charles Juwah (The Robert Gordon University), and the Scottish Higher Education Funding Council who funded the ELICIT project.
