Next Generation VLEs
The simple formula ('people engage in activities with resources') is used as the basis for the next generation VLEs - through the collaborative development of an international, notational system, IMS Learning Design http://www.ims.org. IMS Learning design is currently being implemented within a range of tools that support e-learning - for example the Learning Activity Model System (LAMS) being developed at the Maquarie E-Learning Centre of Excellence in Australia (Dalziel,2003). LAMS takes a different approach to designing e-Learning courses compared with other VLEs (such as WebCT and Blackboard) because it is based upon linking sequences of collaborative learning activities. LAMS provides the tutor with a visual authoring environment for the development of activity sequences, together with a learner run-time environment and a system for monitoring student progress as described in the LAMS Teacher's Guide An example of a simple course designed in LAMS is shown in Figure 1a. This course comprises a series of learning activities for students. It guides students in reading an article, sourcing and sharing other relevant information, discussion key concepts then reflecting on new ideas.
Figure 1a: The LAMS visual authoring environment (used with kind permission from James Dalziel and WebMCQ)
The course has been authored by the tutor, using the 'toolbox' to the left of the screen. The tutor can quickly set up activities by dragging and dropping the relevant icons onto the 'authoring area'. Essentially the tutor is constructing a 'storyboard' or 'learning design' of the course. The tutor then connects these activities to guide the students through the course. Figure 1 illustrates a learning design with a fairly linear course sequence. This design could be reused and repurposed to construct a less linear design - as illustrated in Figure 1b. In this example, the design has been repurposed to divide the class into small groups. Each group is asked to summarise ideas and share relevant resources. Readings and posting ideas are offered as optional activities (located at the right hand side of the screen).
The JISC e-Pedagogy programme has evaluated LAMS. The findings suggest that LAMS can support a variety of pedagogical approaches. Feedback from learners is generally very positive - they like the freedom to work at their own pace. However, the linearity is not suited to all learners and learning styles.
Becta has an ongoing LAMS evaluation study. Some significant points from the report are that teachers reported greater levels of pupil motivation as compared with traditional lessons, and that LAMS increased the likelyhood of all class members contributing. Pupils reported that LAMS was 'fun'.
Integration with Moodle, BlackBoard and Sakai is available and is planned for WebCT and uPortal. A presentation given at an RSC London BlackBoard User Group meeting on the BlackBoard Building Block is available here. You can sign up for a LAMS trial account at the LAMS website.
Tools like LAMS will enable content, activities, and designs to be developed and transported across systems. Conformity to the principles of IMS Learning Design is one of the standards that will be adhered to in constructing more flexible VLEs.
Personal Learning Environments
With advances in technology and developments in interoperability standards, the idea of personalised learning environments (PLEs) is taking shape. The focus is on the learner being able to define and use the tools that they require to support their learning, link with institutional systems when needed, and keep their personalised learning environment as they move through their learning journey. A presentation by Oleg Liber on Personalised Learning Environments is available from here. Developments in PLEs are the subject of a blog by Scott Wilson of CETIS.
Another development that you might be interested in is Elgg. Elgg is an open source product that is founded on a blogging principle and includes social networking tools.
