This publication forms a record of a two-day event (part conference, part 'Think Tank') organised and hosted by JISC infoNet in 2004.

Abstract

The term MLE has been in use for some years now yet it still defies a definitive description. Some see the term as unhelpful whilst others embrace it enthusiastically. There are clear differences in usage between FE and HE. In FE there is still a view, stemming largely from the 1999 BECTa statement 'MLEs are software applications that support on-line learning', that there will ultimately be a product that could be termed an MLE.

Within HE however there is general agreement that MLE is a concept rather than a system. The question was deliberately framed as 'What are the essential components of an MLE?' to avoid what would inevitably be a fruitless debate about the perfect definition. The groups were asked to consider the 'essential' and 'desirable' components and the responses covered aspects both of functionality and key characteristics.

There was a widespread feeling that an MLE should encompass all of the essential elements of the core business and that equating an MLE too closely with the VLE misses out large chunks of essential administration such as Finance and HR functions and possibly also functions such as Timetabling and the Library.

MLEs were seen as institution wide undertakings. It was also agreed that MLEs are about processes as much as systems and much was made of the role of the concept in linking the academic and administrative functions. The point was made that good management and academic excellence aren't incompatible although it was also noted that some institutions that are very strong academically are not always at the forefront of good management practice.

Participants noted the political sensitivity of some of these developments simply because they open up our processes to scrutiny and, in some cases, make explicit the mess we are in. Bad practice or poor quality information becomes visible to the rest of the organisation and to the student. Data quality is viewed as an essential component in making MLEs work. MLEs are seen as a driver for change but it was recognised there is a very real need for effective leadership and change management to achieve the expected potential. It was felt that MLE type developments have to be associated with a continuous improvement culture.

Teaching and learning methods will have to change rather than simply representing existing content. It was also recognised that roles and responsibilities might change as a result of changes in practice - one suggestion was that library staff may be more engaged in supporting lecturers with content services than giving direct support to students.