Virtual+Learning+Environment

=**Virtual and managed learning environments**= Contents What is a virtual learning environment (VLE)? What types of VLE are there? Where are VLEs being used? What are the advantages of using a VLE? What standards relate to VLEs? What issues should I consider when buying a VLE? What are the implementation issues in relation to VLEs? = What is a virtual learning environment (VLE)? = A virtual learning environment (VLE) is a standardised, computer-based environment that supports the delivery of web-based learning and facilitates on-line interaction between students and teachers. A VLE might consist of a variety of components designed both to assist in conventional classroom learning as well as support distance learners gaining remote access to an institution’s course and assessment materials. Functions and activities offered and supported by a VLE might include: VLEs are generally browser-based, providing teachers, students and parents with easy access from any computer with an internet connection. Most browser-based systems are password-protected to offer a secure, closed environment and to prevent unauthorised third-party access. Some products may require additional software such as plug-ins or CD-ROMs on end users' computers in order to access digitally-held course materials. Applications such as word processing, presentation and spreadsheet tools may also be required for carrying out on-line class activities or assignments generated via the system. VLEs are often discussed in the context of managed learning environments (MLEs). A VLE is, in fact, an integral part //within// an MLE, which is itself a system with much broader scope. MLEs include the whole range of an institution’s information systems and processes (including its VLE if it has one) and relate more to the totality of an institution’s processes and standards, rather than to individual products and tools. The following diagram, devised by Becta and adopted by the Joint Information Systems Committee (JISC – responsible for promoting innovative use of information technology in FE and HE in the UK), illustrates the relationship between MLEs and VLEs:
 * importing and/or creating course materials
 * the delivery of course materials
 * on-line interactions between students and tutors
 * on-line tracking and assessment of students’ progress.

= What types of VLE are there? = There are a number of established companies and brands producing VLE systems with products continually emerging alongside new and developing learning technology standards. WebCT and Blackboard, in particular, have established a strong foothold in the UK higher education sector in recent years. Examples of other major commercial products include Granada’s LearnWise, FD Learning’s Learning Environment and TekniCAL.com’s Virtual Campus. VLE projects developed within HE institutions include CoSE (originally developed at the University of Staffordshire and now being marketed by Cambridge Scientific Publications), Colloquia (University of Wales Bangor) and Prometheus (developed by the George Washington University in the US). VLEs should be considered in the context of other types of related products. Content management systems, VLEs and MLEs generally all offer varying degrees of functionality: The Combined Higher Education Software Team (CHEST) has published a detailed comparison grid for five popular VLE products (Blackboard’s Learning System (LS), FD Learning’s Learning Environment, Granada’s LearnWise, TekniCAL’s Virtual Campus and WebCT Campus Edition Pilot), all of which were involved in the recent JISC Interoperability pilots. This can be found at: The categories and headings used within this matrix provide a useful tool for distinguishing between different vendors’ products and services. = Where are VLEs being used? = VLEs and MLEs are well established in the further education (FE) and higher education (HE) sectors, particularly for open and distance learning. Colleges in England have received funds under the National Learning Network (NLN) initiative to support the development of MLEs. A survey, The State of ILT in FE Colleges (Becta, September 2001), carried out last year on information and learning technology provision, access and policy in FE colleges in England showed that systems developed in-house account for the largest share (17%) of the total number of VLEs in current use. The most commonly cited commercial systems were Blackboard with 14% and Learnwise with 11%. WebCT, Virtual Campus and NetG Skill Vantage each accounted for between 8% and 10% of the systems in use. More information on the use of VLEs in FE is available on the Ferl web site. VLEs are not yet widely used in schools. However, given the range of resources that will be available to schools through the Curriculum Online initiative and the growing range of commercial VLE products, usage in schools is likely to become much more widespread.
 * **content management system (CMS)** stores, loads and replays content. It may also enable teachers to organise and sequence this content for delivery to students. Such systems might have the facility to communicate these sequences to other teachers, allowing lesson structures to be used by more than one person. Content management systems do not keep track of students’ progress. Ideally, a CMS should allow users to import content from a range of different sources.
 * **virtual learning environment (VLE)** performs the functions of a CMS but also keeps track of students’ progress as they work through the learning resources it stores. A VLE can be considered part of a managed learning environment MLE if the data it records on students’ progress are passed to the college or school management information system (MIS).
 * **managed learning environment (MLE)** encompasses the whole range of an institution’s information/content systems and processes (including its MIS and its VLE if it has one) that contribute directly or indirectly to learning and the management of learning.

= What are the advantages of using a VLE? = VLEs integrate and provide easy access to a range of related functions. They offer a simpler and more streamlined mechanism for the creation and publication of learning resources that are just as easy to access as conventional web-based content, with additional assessment, support and tracking functionalities. You may find that implementing a VLE consolidates the different aspects of online learning (such as content delivery, student tracking, e-mail communications) which are already, or soon to be, in use. VLE can help teaching and support staff manage and deliver a variety of daily tasks, including: The various interactive tools of VLEs can also support learners with both class work and homework, and can cater for individual learning styles. For example, students can: = What standards relate to VLEs? = There is a great deal of work going on in relation to learning technology standards as a whole, much of which relates directly to VLE and MLE developments. Emerging standards address interoperability between system components, management information and learning content. Interoperability standards are important for the following reasons: Of particular note in relation to VLEs are the IMS specifications. In 1997, as learning management systems were emerging as a new type of learning technology, the IMS Project (part of the not-for-profit EDUCOM consortium (now EDUCAUSE) of US HE institutions and their vendor partners) set out to tackle the problem of interoperability. IMS later re-launched as a not-for-profit organisation, the IMS Global Learning Consortium, and has been releasing new specifications addressing different areas on a regular basis. The recent FE interoperability pilots conducted by the JISC Managed Learning Environments Steering Group (MLESG) investigated the feasibility of interconnection between systems within an MLE using IMS specifications. The pilots demonstrated the importance of a standards-based approach to VLEs and MLEs and showed that while interoperability between different components and systems is possible, much more work needs to be done by all parties (including vendors, colleges, funding and standards bodies) in this area. Various other groups are working in similar areas, including the IEEE, ISO (International Organisation for Standardization, , and the European CEN/ISSS and Prometeus initiatives. There are also other user-led bodies which are driving the development of specifications, including the American Aircraft Industry (AICC) and the US Department of Defense’s Advanced Distributed Learning (ADL) programme. Of particular note is ADL’s work in relation to the SCORM (Sharable Content Object Reference Model) initiative. These groups are working more and more together to produce internationally-agreed standards covering all aspects of learning technology. Agreed standards benefit all parties involved with learning content – content creators need only develop one version of their product to work across multiple systems; VLE providers can offer systems that support the import, development and use of content from multiple sources; and users can have a wide choice of both systems and content. Further information is available on the Centre for Educational Technology Interoperability Standards (CETIS) web site. More information about the interoperability pilots mentioned earlier is available at. Whilst at present the standards relating to VLEs are continuing to evolve and are not geared specifically towards schools, it is nevertheless very important to be aware of interoperability and “lock-in” issues when investigating VLE products and systems. = What issues should I consider when buying a VLE? = There are an increasing number of products that offer some or all of the features of MLEs and VLEs described above. However, it would be unwise to focus solely on whether or not a product exactly meets MLE/VLE definitions. These terms are not fixed and definitions continue to change and evolve as new products appear. Instead, it is better to have a clear idea of what //you// are looking for in such a product. The various definitions and components of MLEs and VLEs will assist you in this process, helping you identify which component parts are most appropriate to your needs. This will enable you to focus on those products that are particularly strong in those areas. Two more important considerations when purchasing a VLE are modularity and interoperability. At a later date, you may find you need to expand the system to include additional elements or functionality - this will be more straightforward with a modular system than not. Similarly, you may wish to combine certain VLE elements (particularly content) from a number of different suppliers. Choosing systems that adhere to common (preferably open) standards will make the combination of different elements as straightforward as possible. Before choosing a VLE, it is essential to remember that the technology itself will not automatically enhance the teaching and learning process. A learning environment can only be effective through consistent interaction between the teaching staff of an organisation and its learners. As a starting point, the first questions you should ask of a system are likely to be: = = = What are the implementation issues in relation to VLEs? = There is much more to a successful VLE implementation than just the purchase and installation of software. Establishing a VLE is a very complex process and involves much more than simply purchasing the right ‘off the shelf’ system. The implementation of a VLE must be carefully managed from both a technical and organisational perspective. From a technical perspective, sound network infrastructure within the institution is essential to support the simultaneous delivery of content to a range of learners. From an organisational management perspective, implementing a VLE will have a huge impact on processes and procedures within an institution, making communication and co-operation from students, teaching and support staff essential at all stages of the process. Implementing a VLE should not be regarded as a ‘one shot’ operation; rather, it should be a continual process, with regular opportunities for review and improvement. Training and on line support usually accompany a VLE, although basic IT knowledge should be sufficient to use and administer the system. If set up and managed correctly, a VLE should not require intensive technical support. Some products allow the school or college to host their VLE remotely, usually by the company supplying it, thereby outsourcing all the installation and technical maintenance problems. JISC has published an information pack covering the main issues you need to think about when preparing to implement a VLE. This pack can be accessed via.
 * general class administration and organisation
 * the creation of lesson plans using existing resources
 * assessment and monitoring of students
 * allocation and marking of on-line assignments
 * discussion and support with students on line.
 * submit and track their assignments on line via a personal home page
 * contribute to and participate in discussions with classmates and other schools via the various conferencing tools
 * work at their own pace within and out of school – this is particularly beneficial to learners with special educational needs, such as students in hospital or children unable to attend regular classes for health reasons.
 * If a VLE conforms to appropriate standards, adding or changing system components becomes much easier.
 * Standards facilitate and streamline the transfer of management information (such as student records) between different systems and institutions.
 * Standards help to enable the exchange, use, and reuse of learning content, ensuring interoperability and preserving choice.
 * Does the system already contain materials? If so, how often is the content upgraded? Are materials available from the producer, or is the system purely a shell in which you place your own materials?
 * What are the licence requirements? What is included in the purchasing price and what is not?
 * What about installation, technical support and training? Is training face to face, on line, or both?
 * How easy is it to write and submit content? Can you use standard applications to create content, or do you have to use a bespoke authoring tool?
 * How open is the system - does it allow you to share with other resources or systems you might have? Does it talk to your management information system (MIS), for example? Is it compatible with other VLEs?
 * Are all the other functions - communications, student tracking and assessment - easy to use and well designed?
 * Is there an e-mail or web-based user group you can join and monitor before purchase to see what sort of comments existing users have?
 * Can you get a demo or an evaluation version to install and test before buying? Has the supplier included any case studies on their web site of other educational institutions using their product?
 * Is the VLE you are interested in configurable to the look and feel of your organisation?
 * Does the supplier offer a hosting service, where the VLE is hosted on their servers?
 * Note**: given the rapid pace of developments in this sector, the terms and descriptions used above should be considered as guidance only, rather than being definitive.