Quality in a Virtual Learning Environment (VLE)
One of the overriding considerations for leadership teams in schools and colleges is ensuring that any virtual learning environment (VLE) provides good quality experiences for young people.
Once installed and operational, at a superficial level the VLE may create a favourable impression. However, a VLE will only ever be effective if it actually ensures that young people are able to make and sustain progress on the course programme, as with any other teaching and learning approach.
A good quality VLE will contain skilfully crafted and carefully designed course programmes that provide all learners with a valuable and effective learning experience. Creating online course programmes demands carefully planning as well as imagination to capture the true potential to enhance existing provision. Simply reproducing existing material in "electronic format" is not a secure basis for providing effective learning.
Skilful adaptation of VLE content is an essential prerequisite and should feature right from the very start of implementation. Using the newly installed VLE to complement the existing teaching and learning programmes is a useful starting point.
As with any teaching and learning activity, a critical evaluation of the effectiveness of existing practice - measured in terms of the progress that is being made by the young people concerned - will provide a good insight into "what works well" and "what does not". Adopting such a strategy will ensure that the course programmes within the VLE not only complement existing approaches but improve access and enhance the quality of learning.
Evaluating the quality and effectiveness of a VLE
As with most educational activity, there is a plethora of material available that can be adapted to evaluate the quality and effectiveness of such a resource. Within the UK, some of the obvious documents to refer include Ofsted's "Every Child Matters: Framework for the inspection of schools in England from September 2005" and, in particular, "Using the evaluation schedule". Copies of these can be obtained via the Ofsted website.
Some of the key questions about effectiveness are likely to include:
- what progress are young people making using the VLE?
- has the rate of progress improved by using the VLE?
- are the needs of all learners being met by the VLE course programmes?
- are those with additional learning needs adequately supported?
- are those identified as "gifted and talented" adequately stretched?
Some of the key questions about quality of provision are likely to include:
- is there improvement in the motivation, interest and enthusiasm of young people?
- what proportion of young people make active use of the VLE?
- to what extent does the VLE remove/create a digital divide?
- has access been improved for any identified groups or disaffected learners?
- are learners positive about their achievements via the VLE?
- do learners feel adequately supported via the VLE?
Not only will feedback from the learners themselves will be most informative, the views and perspectives of teachers and other members of staff involved in the design and the courses and responsible for the progress being made are very important in any evaluative process.
The installed VLE software suite should already include a range of assessment strategies as well as built-in mechanisms for obtaining feedback.
Our other VLE sections ...
- An overview of virtual learning environments
- Selecting a virtual learning environment
If you would like further information and independent advice on the use of virtual learning environments within educational settings, please contact us.
Friday, 10th February 2012
Russell Educational Consultancy and Productions
recap.ltd.uk