Effective Use of VLEs: Introduction to VLEs

Models of learning and teaching

Two models of learning that have been developed specifically for learning and teaching with technology are Mayes Conceptualisation Cycle and Laurillard's Conversational Model. A third model proposed by Salmon focusses on computer-mediated communication. Finally we consider the work of Biggs.

Mayes: The Conceptualisation Cycle

Mayes states that learning with technology involves a cycle of conceptualisation, construction and dialogue. In an article written by Mayes & Fowler, Mayes examines how different learning activities support students' understanding of new concepts and the revision of erroneous concepts. This is achieved in three stages, known as the Conceptualisation Cycle.

• At the conceptualisation stage, students are exposed to other people's ideas or concepts (for example in traditional face-to-face sessions or accessing content on the WWW).
• At the construction stage students apply these new concepts in the performance of meaningful tasks.
• However, it is only at the dialogue stage, in the performance of tasks in which these new concepts are tested during conversation with tutors and peers, that learning takes place. The feedback provided enables students' erroneous conceptions to be resolved.

Mayes suggests that each of the three levels of learning activity can be supported by three different classifications of courseware, or online material intended to promote students learning, into three categories:

Primary courseware is used to support, for example, online lecture notes, reading lists etc, which are a good way of giving students information. For example, look in the classroom or library sections of the Health Education Cyberschool. Also, if you have access, take a look at the SFEU module on copyright.

Secondary courseware supports students in performing a task. For example, computer assisted assessments in which the student is asked to answer questions. Examples of this include computer-aided assessments or online tests. For example, look at the quiz from the SFEU on copyright.

It is only at the level of Tertiary Courseware where there is two-way dialogue that learning can occur. Examples include online discussions, videoconferencing and shared workspaces where feedback is extrinsic and online simulations. For example look at the Virtual Microscope at the Open University

It is useful to begin developing online materials at the primary level. However, Mayes stresses that focusing too much on primary courseware will not provide sufficient support for learning. In order to ensure that learners are supported at all three levels of the conceptualisation cycle, a variety of teaching methods need to be within the course design. High level learning will not take place until there is two-way dialogue (either tutor to students, peer student dialogue, or the sort of internal dialogue which may go on within a student's head). This can only take place at the tertiary level - either using courseware or face-to-face methods of learning which are integrated with technology enhanced teaching.

Although it is useful to begin by developing primary courseware, it is important for tutors not to stop at this stage but to continue development to the level at which student learning can occur.

Laurillard's Conversational Model

Professor Diana Laurillard, Chair of Learning with Digital Technologies at The Institute of Education, University of London, and formally of the Open University in the UK, is one of the leading researchers in the application of technology to learning and teaching. Laurillard developed a conversational model, based on earlier theories of Vygotsky, in which dialogue between tutor and student is seen as central to learning. Laurillard stresses that, for higher level learning, dialogue must take place at both a theoretical and practical level. This not only enables students to link theory with practice (which is sometimes difficult to achieve in many subjects), but also allows the tutor to evaluate whether or not he or she has set appropriate tasks for the student.

One of the major characteristics of this model is the way in which the student and tutor interacts. In face-to-face teaching, many of these interactions are so spontaneous and intuitive that they can be overlooked in the design of technology supported teaching. Therefore Laurillard made these interactions explicit. Technology can support these interactions in the following ways. It can be:

• narrative - this involves the telling or imparting of knowledge to the learner;

• interactive - this is based on the outcome of the learning. The tutor provides feedback to students based on the outcomes of tasks students undertake in order to help consolidate learning and improve performance;

• In addition, the tutor uses this information to revise what learning has occurred and, if necessary, change the focus of dialogue (adaptive);

• Communicative/discursive - the tutor supports processes where students discuss and reflect upon their learning.

• The tutor and student agree learning goals and task goals, which can be achieved using 'productive' media, such as online presentations.

A full account of this theory, Laurillards' Conversational Framework, is in her book, 'Rethinking University Teaching'. These ideas were reflected on in a keynote presentation at the Association for Learning Technology conference in September 2000.

Gilly Salmon: 5-stage model and e-Moderating

For computer-mediated communication (CMC), Salmon has proposed a highly practical five-stage model based on her own research (see table below). The first two stages of Salmon's model focus on acclimatising the learner to the online environment and developing a supportive social environment. The third stage 'information exchange' is characterised by learners interacting with course materials and activities online and providing each other with further resources. In the fourth stage, 'knowledge construction', we see learners working collaboratively sharing ideas, posing problems and challenging each other in a spirit of enquiry. The final stage leads participants to take responsibility for and reflect on their own learning. The role of the tutor - the moderator - is essential to the design and implementation - supporting, encouraging, focusing to ensure all learners meet the intended outcomes.

Further information about Salmon and her 'Five stage model' can be found on her website.