[Advisory] RE: Virtual Learning 2
Paul Vale Vale
paulvalev@yahoo.co.uk
Tue, 24 Nov 2009 23:08:44 +0000 (GMT)
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Having looked at on-line communities within VLEs my feeling is that it is v=
ery much how they are used which is the key.=0A=0AAs with Interactive White=
boards, VLEs are not going to replace teachers. However, I do feel they hav=
e huge latent potential. =0A=0AI have used a variety of on-line environment=
s with students and perhaps the most important aspect for me has been to de=
velop what I would describe as the principles of e-facilitation - ie. why I=
am doing what I am doing - and agreeing those principles with headteacher,=
governors, LA etc., and then go about 'teaching' certain aspects - such as=
basic ground rules starting with meetings with parents and their children =
and running through parental/teacher/student responsibilities and general p=
rinciples of e-safety as well as including:=0A=0A* how to address people on=
-line (ie. what is and what is not acceptable)=0A* how to behave on-line - =
which would include inappropriate and/or bad and/or abusive language=0A* ho=
w important it is to read and comment constructively about other people's c=
omments (for example, writing something critical without being negative!)=
=0A* being aware that street talk is or is not allowed in certain environme=
nts=0A=0A.... in order to encourage every student (including students who a=
re either very bright, least able, or disaffected or just quiet) to think c=
arefully about what they write - yet feel comfortable and confident about w=
riting what they think within a 'critical community'. =0A=0AInterestingly I=
often see teachers (as much as students) struggling to develop their own e=
-facilitation skills to begin with. For example for a teacher to tell a stu=
dent their work is good or excellent is not enough and it can be quite diff=
icult to phrase good comments without sounding patronising. Equally difficu=
lt is to encourage students to expand their ideas into good sentences witho=
ut putting them off writing in a 'public', albeit closed, forum.=0A=0AI hav=
e been privileged to work alongside some brilliant teachers who have used t=
heir VLE to engage inspire and excite students who had previously been disa=
ffected - as well as eliciting brilliant work from students with a positive=
attitude to learning. =0A=0AHowever, what for me has been even better, has=
been to show teachers the potential of the equipment they have at their fi=
ngertips - more often working 1-1 - or with a couple of colleagues, and as =
with children see the spark in their eyes when they suddenly realise they c=
an use their IWB or VLE to work for them and inspire their children in ways=
I hadn't even contemplated! With increasing confidence many of those teach=
ers are using their virtual environments for out of school, often fun activ=
ities which enhance their curriculum. Such activities include:=0A=0A* setti=
ng up forums for students where their contributions are graded as an additi=
on to their course work =0A* setting up 'hot seats' where a teacher poses a=
s a person in history (eg. a first world war soldier) and students have to =
pose questions as to what life was like in the trenches prior to writing an=
essay about it)=0A* setting up YouTube videos for students to share at hom=
e with family friends=0A* setting up podcasts for students to watch, listen=
and remind themselves how to construct models, carry out experiments etc=
=0A=0AThus I would have to say that as long as there is appropriate and ski=
lled support from teachers/trainers for teachers the idea of extending VLEs=
to reach students and/or even adults there is great potential value in dev=
eloping virtual environments to enhance both teaching and learning.=0A=0APa=
ul=0A=0A=0A=0A________________________________=0AFrom: P.Twining <P.Twining=
@open.ac.uk>=0ATo: Ray Tolley <rjt@maximise-ict.co.uk>; "secondary@talk.naa=
ce.org" <secondary@talk.naace.org>=0ACc: Mal Lee <mal.lee@netspeed.com.au>;=
"advisory@talk.naace.org" <advisory@talk.naace.org>=0ASent: Tue, 24 Novemb=
er, 2009 7:04:14=0ASubject: [Advisory] RE: Virtual Learning 2=0A=0A =0AWe n=
eed to bear in mind that for many (maybe even most) families home schooling=
is problematic because of the supervision elements =E2=80=93 parents need =
to go out to work. This is likely to limit the take up of =E2=80=98pure Vir=
tual Learning=E2=80=99 =E2=80=93 cos we still need the custodial element th=
at school provides.=0A =0AHaving said that, my personal view is that there =
is a great deal of scope for complementary or extra-curricula VL provision =
(there is already quite a large market for face to face, one to one, person=
al tutors outside school time). =0A =0ALots of interesting challenges here =
- but I suspect that gathering children together in physical locations so t=
hat they can be supervised, even if they are then studying online, is alway=
s going to be an important element of our education system. =0A =0APeterT=
=0A =0AFrom:Ray Tolley [mailto:rjt@maximise-ict.co.uk] =0ASent: 18 November=
2009 09:53=0ATo: advisory@talk.naace.org; secondary@talk.naace.org=0ACc: '=
P.Twining'; 'Mal Lee'=0ASubject: Virtual Learning 2=0A =0AThere appears to =
be a growing demand for on-line or Virtual Learning (VL) not only in adult =
education but also for K-12 if the following article is to be believed:=0A =
=0Ahttp://www.eschoolnews.com/news/top-news/index.cfm?i=3D61825=0A =0AThus =
my question is, =E2=80=98Is there any guidance for families about on-line l=
earning in the UK?=E2=80=99 We know that children do not have to go to a =
conventional school if adequate home-schooling is provided. It just seems =
to me that there could very well be an explosion in VL if the Home-Access P=
rogramme enables more families to get on line =E2=80=93 even if NOT communi=
cating with their neighbourhood school.=0A =0AFurther questions become obvi=
ous: Are there on-line courses similar to INGOTS but for other subject are=
as? Are the Home-schooling support groups ready for VL? Does NAACE or Vit=
al see a role for extra-curricula VL advice/support?=0A =0ABW=0A =0ARay Tol=
ley FEIDCT, NAACE Fellow, MBILD=0AICT Education Consultant=0AMaximise ICT =
Ltd=0AP: http://raytolley.v2efolioworld.mnscu.edu/=0AB: http://www.efolio=
intheuk.blogspot.com/=0AW: http://www.maximise-ict.co.uk/eFolio-01.htm=0AW=
inner of the IMS 'Leadership Regional Award 2009'=0A =0A___________________=
_____________=0A =0AThe Open University is incorporated by Royal Charter (R=
C 000391), an exempt charity in England & Wales and a charity registered in=
Scotland (SC 038302).=0A=0A=0A
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<html><head><style type=3D"text/css"><!-- DIV {margin:0px;} --></style></he=
ad><body><div style=3D"font-family:arial, helvetica, sans-serif;font-size:1=
0pt"><div><div>Having looked at on-line communities within VLEs my feeling =
is that it is very much how they are used which is the key.</div><div><br><=
/div><div>As with Interactive Whiteboards, VLEs are not going to replace te=
achers. However, I do feel they have huge latent potential. </div><div=
><br></div><div>I have used a variety of on-line environments with students=
and perhaps the most important aspect for me has been to develop what I wo=
uld describe as the principles of e-facilitation - ie. why I am doing what =
I am doing - and agreeing those principles with headteacher, governors, LA =
etc., and then go about 'teaching' certain aspects - such as basic ground r=
ules starting with meetings with parents and their children and runnin=
g through parental/teacher/student responsibilities and general
principles of e-safety as well as including:</div><div><br></div><div>* ho=
w to address people on-line (ie. what is and what is not acceptable)</div><=
div>* how to behave on-line - which would include inappropriate and/or bad =
and/or abusive language</div><div>* how important it is to read and comment=
constructively about other people's comments (for example, writing somethi=
ng critical without being negative!)</div><div>* being aware that street ta=
lk is or is not allowed in certain environments</div><div><br></div><div>..=
.. in order to encourage every student (including students who are either v=
ery bright, least able, or disaffected or just quiet) to think carefully ab=
out what they write - yet feel comfortable and confident about writing what=
they think within a 'critical community'. </div><div><br></div><div>I=
nterestingly I often see teachers (as much as students) struggling to devel=
op their own e-facilitation skills to begin with. For example for a
teacher to tell a student their work is good or excellent is not enough an=
d it can be quite difficult to phrase good comments without sounding patron=
ising. Equally difficult is to encourage students to expand their ideas int=
o good sentences without putting them off writing in a 'public', albeit clo=
sed, forum.</div><div><br></div><div>I have been privileged to work alongsi=
de some brilliant teachers who have used their VLE to engage inspire and ex=
cite students who had previously been disaffected - as well as eliciting br=
illiant work from students with a positive attitude to learning. </div=
><div><br></div><div>However, what for me has been even better, has been to=
show teachers the potential of the equipment they have at their fingertips=
- more often working 1-1 - or with a couple of colleagues, and as with chi=
ldren see the spark in their eyes when they suddenly realise they can use t=
heir IWB or VLE to work for them and inspire their children in ways
I hadn't even contemplated! With increasing confidence many of those teach=
ers are using their virtual environments for out of school, often fun activ=
ities which enhance their curriculum. Such activities include:</div><div><b=
r></div><div>* setting up forums for students where their contributions are=
graded as an addition to their course work </div><div>* setting up 'h=
ot seats' where a teacher poses as a person in history (eg. a first world w=
ar soldier) and students have to pose questions as to what life was like in=
the trenches prior to writing an essay about it)</div><div>* setting up Yo=
uTube videos for students to share at home with family friends</div><div>* =
setting up podcasts for students to watch, listen and remind themselves how=
to construct models, carry out experiments etc</div><div><br></div><div>Th=
us I would have to say that as long as there is appropriate and skilled sup=
port from teachers/trainers for teachers the idea of extending VLEs
to reach students and/or even adults there is great potential value in dev=
eloping virtual environments to enhance both teaching and learning.</div><d=
iv><br></div><div>Paul</div></div><div style=3D"font-family:arial, helvetic=
a, sans-serif;font-size:10pt"><br><div style=3D"font-family:times new roman=
, new york, times, serif;font-size:12pt"><font size=3D"2" face=3D"Tahoma"><=
hr size=3D"1"><b><span style=3D"font-weight: bold;">From:</span></b> P.Twin=
ing <P.Twining@open.ac.uk><br><b><span style=3D"font-weight: bold;">T=
o:</span></b> Ray Tolley <rjt@maximise-ict.co.uk>; "secondary@talk.na=
ace.org" <secondary@talk.naace.org><br><b><span style=3D"font-weight:=
bold;">Cc:</span></b> Mal Lee <mal.lee@netspeed.com.au>; "advisory@t=
alk.naace.org" <advisory@talk.naace.org><br><b><span style=3D"font-we=
ight: bold;">Sent:</span></b> Tue, 24 November, 2009 7:04:14<br><b><span st=
yle=3D"font-weight: bold;">Subject:</span></b> [Advisory] RE: Virtual Learn=
ing
2<br></font><br>=0A=0A =0A =0A<style>=0A<!--=0A =0A _filtered {font-family=
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se-1:2 11 6 4 3 5 4 4 2 4;}=0A =0Ap.MsoNormal, li.MsoNormal, div.MsoNormal=
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ation:underline;}=0Aa:visited, span.MsoHyperlinkFollowed=0A=09{color:purple=
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", "sans-serif";color:windowtext;}=0Aspan.EmailStyle18=0A=09{font-family:"C=
alibri", "sans-serif";color:#1F497D;}=0A.MsoChpDefault=0A=09{font-size:10.0=
pt;}=0A _filtered {margin:72.0pt 72.0pt 72.0pt 72.0pt;}=0Adiv.Section1=0A=
=09{}=0A-->=0A</style>=0A=0A=0A<div class=3D"Section1">=0A<p class=3D"MsoNo=
rmal"><span style=3D"color:#1F497D;">We need to bear in mind that for many =
(maybe even most) families home schooling is problematic because of the sup=
ervision elements =E2=80=93 parents need to go out to work. This is likely =
to limit the take up of =E2=80=98pure=0A Virtual Learning=E2=80=99 =E2=80=
=93 cos we still need the custodial element that school provides.</span></p=
> =0A<p class=3D"MsoNormal"><span style=3D"color:#1F497D;"> </span></=
p> =0A<p class=3D"MsoNormal"><span style=3D"color:#1F497D;">Having said tha=
t, my personal view is that there is a great deal of scope for complementar=
y or extra-curricula VL provision (there is already quite a large market fo=
r face to face, one to one, personal tutors=0A outside school time). </span=
></p> =0A<p class=3D"MsoNormal"><span style=3D"color:#1F497D;"> </spa=
n></p> =0A<p class=3D"MsoNormal"><span style=3D"color:#1F497D;">Lots of int=
eresting challenges here - but I suspect that gathering children together i=
n physical locations so that they can be supervised, even if they are then =
studying online, is always going to be an important=0A element of our educa=
tion system. </span></p> =0A<p class=3D"MsoNormal"><span style=3D"color:#1F=
497D;"> </span></p> =0A<p class=3D"MsoNormal"><span style=3D"color:#1=
F497D;">PeterT</span></p> =0A<p class=3D"MsoNormal"><span style=3D"color:#1=
F497D;"> </span></p> =0A<div>=0A<div style=3D"border:none;border-top:=
solid #B5C4DF 1.0pt;padding:3.0pt 0cm 0cm 0cm;">=0A<p class=3D"MsoNormal"><=
b><span lang=3D"EN-US" style=3D"font-size:10.0pt;">From:</span></b><span la=
ng=3D"EN-US" style=3D"font-size:10.0pt;"> Ray Tolley [mailto:rjt@maximise-i=
ct.co.uk]=0A<br>=0A<b>Sent:</b> 18 November 2009 09:53<br>=0A<b>To:</b> adv=
isory@talk.naace.org; secondary@talk.naace.org<br>=0A<b>Cc:</b> 'P.Twining'=
; 'Mal Lee'<br>=0A<b>Subject:</b> Virtual Learning 2</span></p> =0A</div>=
=0A</div>=0A<p class=3D"MsoNormal"> </p> =0A<p class=3D"MsoNormal">Th=
ere appears to be a growing demand for on-line or Virtual Learning (VL) not=
only in adult education but also for K-12 if the following article is to b=
e believed:</p> =0A<p class=3D"MsoNormal"> </p> =0A<p class=3D"MsoNor=
mal"><a rel=3D"nofollow" target=3D"_blank" href=3D"http://www.eschoolnews.c=
om/news/top-news/index.cfm?i=3D61825">http://www.eschoolnews.com/news/top-n=
ews/index.cfm?i=3D61825</a></p> =0A<p class=3D"MsoNormal"> </p> =0A<p=
class=3D"MsoNormal">Thus my question is, =E2=80=98<i>Is there any guidance=
for families about on-line learning in the UK?=E2=80=99</i> We=
know that children do not have to go to a conventional school if adequate =
home-schooling is provided. It just seems to me that there=0A could v=
ery well be an explosion in VL if the Home-Access Programme enables more fa=
milies to get on line =E2=80=93 even if NOT communicating with their neighb=
ourhood school.</p> =0A<p class=3D"MsoNormal"> </p> =0A<p class=3D"Ms=
oNormal">Further questions become obvious: Are there on-line courses =
similar to INGOTS but for other subject areas? Are the Home-schooling=
support groups ready for VL? Does NAACE or Vital see a role for extr=
a-curricula VL advice/support?</p> =0A<p class=3D"MsoNormal"> </p> =
=0A<p class=3D"MsoNormal">BW</p> =0A<p class=3D"MsoNormal"> </p> =0A<=
p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;color:#1F497D;">Ray T=
olley FEIDCT, NAACE Fellow, MBILD<br>=0AICT Education Consultant<br>=
=0AMaximise ICT Ltd<br>=0AP: </span><a rel=3D"nofollow" target=3D"_bl=
ank" href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span style=3D"font=
-size:10.0pt;">http://raytolley.v2efolioworld.mnscu.edu/</span></a><span st=
yle=3D"font-size:10.0pt;color:#1F497D;"></span></p> =0A<p class=3D"MsoNorma=
l"><span style=3D"font-size:10.0pt;color:#1F497D;">B: =0A</span><a rel=
=3D"nofollow" target=3D"_blank" href=3D"http://www.efoliointheuk.blogspot.c=
om/"><span style=3D"font-size:10.0pt;">http://www.efoliointheuk.blogspot.co=
m/</span></a><span style=3D"font-size:10.0pt;color:#1F497D;"><br>=0AW: =
; </span><a rel=3D"nofollow" target=3D"_blank" href=3D"http://www.maximise-=
ict.co.uk/eFolio-01.htm"><span style=3D"font-size:10.0pt;">http://www.maxim=
ise-ict.co.uk/eFolio-01.htm</span></a><span style=3D"font-size:10.0pt;color=
:#1F497D;"><br>=0A</span><span style=3D"font-size:10.0pt;color:#C00000;">Wi=
nner of the IMS 'Leadership Regional Award 2009'</span><span style=3D"color=
:#1F497D;"></span></p> =0A<p class=3D"MsoNormal"> </p> =0A</div>=0A<b=
r>=0A<hr>=0A<font face=3D"Arial" color=3D"Gray" size=3D"3"><br>=0AThe Open =
University is incorporated by Royal Charter (RC 000391), an exempt charity =
in England & Wales and a charity registered in Scotland (SC 038302).<br=
>=0A</font>=0A=0A=0A</div></div><div style=3D"position:fixed"></div>=0A=0A=
=0A<!-- cg13.c41.mail.ird.yahoo.com compressed/chunked Fri Nov 20 15:44:02 =
PST 2009 -->=0A</div><br>=0A=0A=0A=0A </body></html>
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