Selecting a Virtual Learning Environment (VLE)
Choosing and installing a VLE is an important task and should, ideally, complement a clearly defined and coherent strategy for teaching and learning as well as the use of ICT.
Introducing a virtual learning environment into a school or college requires a coordinated approach at each stage. The goal is relatively simple but should be agreed from the outset:
- to ensure that young people have access to course programmes, materials and resources that enrich and supports the existing approaches to teaching and learning.
When selecting a VLE, there are a range of options available. VLE software is available to purchase (often on a licensing arrangement) as well as "open source" software. Which ever route is eventually chosen, most VLE software suites do provide a number of similar components as shown in Diagram 1.
Diagram 1: Essential components of a VLE
When considering options for selecting a VLE, there are two broad aspects to consider - the "technical" and the "pedagogical".
Some technical considerations for VLEs
Many VLEs only require the software to be installed on a single computer server, which can then be accessed by all end users via the Internet or intranet.
There are packages that will run on the most common operating systems used for web servers nowadays, such as Unix and Windows. Compatibility with other systems within the school or college may be an important consideration, especially in relation to the degree of technical expertise for IT. However, as a VLE is an internet-based service, it will most certainly function properly on any web browser running on any operating system.
Some important pedagogical considerations for VLEs
Whilst the technical specifications for a VLE are important, the way in which a school or college intends to utilise the VLE for teaching and learning is without doubt the most important consideration. A critical area is about clarity of purpose and the key question is:
- How will the VLE support, complement and extend the educational activities of both staff and students?
Other important areas to consider include the range of teaching and learning tools provided within the VLE. Will these be relatively easy to use by staff and students and the extent to which they provide flexibility in the design and management of course programmes?
- Other questions include the extent that the VLE has the capacity to:
- present course content in a wide variety of different ways?
- include resources in the form of text, images, audio and video?
- use communication tools such as notice boards, forums and e-mail?
- incorporate different forms and styles of assessment activity?
- ensure there is equitable access at school and elsewhere?
- provide peer support and active networks for staff and students?
The British Education Communications and Technology Agency (BECTA) published a doucment in 2005 which is a useful source of further information on the selection of a VLE - please note that BECTA refers to a VLE as a learning platform. The publication is available to download (PDF 352KB) from the BECTA website.
Our other VLE sections ...
- An overview of virtual learning environments
- Providing quality in 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