These personal learning spaces will form part of what are known as Virtual Learning Environments (VLEs). Becta, the Government’s key partner in the strategic development and delivery of its information and communications technology (ICT) and e-learning has coined the term “learning platforms”. Other terminology that can be used includes Managed Learning System (MLS) or Course Management System (CMS). All of these can mean slightly different things, adding to the confusion for the schools that need to make the investment. And to make matters worse, by 2010, the government expects all schools’ learning and management systems to be integrated with their data systems.
A recent survey commissioned by the British Educational Suppliers’ Association (Besa) suggests that the government’s plans for learning platforms are unlikely to come to pass. The survey found that only 36 per cent of primary schools and 54 per cent of secondary schools say that they will definitely achieve this target, while 13 per cent and eight per cent say it is unlikely. In addition, 32 per cent of primary schools believed they did not need a learning platform at all. The research found that of those primary schools with learning platforms, very little use was being made of them.
Geoff Minshull of Direct Learn Services, an online conferencing expert, told the Guardian, “Buying a VLE is one of the most important decisions for an institution, one that has major implications, and should be seen as significant as buying a major new building.”
Becta has released a list of ten approved suppliers for learning platforms. One of these is Serco Learning Solutions. General Manager Nigel Thacker says of the list, “The Becta framework has meant that all the VLEs that achieved entry onto the framework have a good level of functionality, the difference comes in how that set of functionality is designed to be both easy to use and has empathy with what actually happens in schools and what the users (pupils, teachers, parents and administrators) want to get out of it.”
The idea behind VLEs is that it is not only the teachers and pupils that can access them. Parents can also be given more of a stake in their children’s education by following their progress and test results and by being directly informed of school news by email.
Not surprisingly, there are concerns among the teaching profession about the amount of extra work that a learning platform might constitute, not to mention the training required to administer the system. Phil Neal of Capita Sims believes this point is over-made, particularly in the press. “We are half way there already,” he says. “All schools already record basic information about their pupils with regards to assessment and attendance in their management information systems (MIS) anyway. What’s more, many schools record behaviour information or reward points for achievements on their central MIS. And there are very few schools who do not use some kind of electronic system, be it a word processing package or something more sophisticated, to write reports. Therefore, it is just a small step to put this information online. Teaching staff do not have to be involved at all. The technology takes care of everything.”
Tim Clark from RM (another approved supplier) is not as convinced. “The big task is going to be getting people to use any platform,” he told the Guardian. “It will take years. People feel that it is being done to them. Any platform asks teachers to work in ways that teachers were never trained to do. It has not helped that in England there is no identified funding schools for implementing this technology.” RM’s Kaleidos platform is being given free to all schools in Scotland by Learning and Teaching Scotland (LTS).
Nigel Thacker says his company works in partnership with local authorities to provide a range of options to suit different budgets. “But the real investment isn’t really in buying the technology,” he says. “It is in the time and drive that schools will put in to changing their ways of working and teaching to exploit what the technology enables them to do in order to get the most from it in terms in of delivering better education. Without that drive, buying any VLE (just as is the case with most ICT) won’t be an investment it will just be a cost.”
Ramesys is another of Becta’s approved suppliers and Nicola Newman, the company’s marketing director agrees that time is literally of the essence as far as schools are concerned. “(The main worry for schools) is the time needed to invest in understanding the complete system, the time it takes to create resources and the time it takes to administer users. Ramesys has developed an IDM module that drastically reduces the user admin burden and content development.”
The most popular platform in secondary schools at the moment is actually not on the Becta approved list. Moodle can be tried via a USB stick for only £29.99, it is then simply plugged into a Windows-compatible computer and teachers can see straight away how easy it is to prepare a course.
Providing ongoing support for teachers is an essential aspect of any VLE package. Netmedia (Becta approved) is part of the Espresso group, which has also acquired Channel 4 Learning. Teachers can use Espresso material and Channel 4’s ClipBank of online (and offline) resources when preparing their own material for the platform. However, if required, both platform and content can be bought separately.
Fronter, also an approved Becta supplier has been working on a project with London schools that will see them benefiting from a managed learning environment three years ahead of government targets. The platform will give pupils and teachers their own web space, enabling pupils to work on assignments, share advice and materials with their peers and submit work online, without losing those aspects of personalised learning environments that allow pupils to exert control over their own learning.
The platform comprises 90 tools and will enable school users to benefit from discussion boards, instant messaging and 200MB of web space each. Pupils and teachers can even create online brainstorms for lessons. Teachers will be able to tailor individual learning plans to help personalise learning within the platform, creating bespoke lessons that are accessible online.
A revolution is undoubtedly on its way and schools will not be able to bury their heads in the sand. They will need to provide access to computers out of hours for those children unable to access the internet at home. For those schools unsure of how to proceed in implementing a learning platform, the first stop should be the local authority and Becta.
As a Becta spokesperson says, for successful implementation, “You and your staff will need patience, training and willingness all round to engage with the new methods and technology. Your persistence will be rewarded by many benefits. Email alone could transform communication between your staff, learners and parent/carers. However, the provision of a range of familiar communications environments, such as social networking, blogs, podcasting, discussion boards and messaging, can encourage many otherwise reluctant learners to engage with their education as well as extend teaching and learning opportunities far beyond the traditional boundaries.”
