[Advisory] RE: Virtual Learning 2
Neil Adam
neil@beaconict.co.uk
Wed, 25 Nov 2009 10:17:09 +0000
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Hi Paul
Sounds to me you are talking about=20
collaboration/publication and a range of learning=20
tools, most of which are not necessarily part of=20
a VLE - certainly they don't require a VLE to=20
manage them. The tools may be "virtual", but=20
without the need to feed back assessment data or=20
manage formally constructed courses (which=20
doesn't appear to be what you are talking about),=20
I'm not sure what your definition of a VLE is.
Perhaps it is a safe environment for teachers?
Regards
Neil
At 23:08 24/11/2009, Paul Vale Vale wrote:
>Having looked at on-line communities within VLEs=20
>my feeling is that it is very much how they are used which is the key.
>
>As with Interactive Whiteboards, VLEs are not=20
>going to replace teachers. However, I do feel they have huge latent=
potential.
>
>I have used a variety of on-line environments=20
>with students and perhaps the most important=20
>aspect for me has been to develop what I would=20
>describe as the principles of e-facilitation -=20
>ie. why I am doing what I am doing - and=20
>agreeing those principles with headteacher,=20
>governors, LA etc., and then go about 'teaching'=20
>certain aspects - such as basic ground rules=20
>starting with meetings with parents and their=20
>children and running through=20
>parental/teacher/student responsibilities and=20
>general principles of e-safety as well as including:
>
>* how to address people on-line (ie. what is and what is not acceptable)
>* how to behave on-line - which would include=20
>inappropriate and/or bad and/or abusive language
>* how important it is to read and comment=20
>constructively about other people's comments=20
>(for example, writing something critical without being negative!)
>* being aware that street talk is or is not allowed in certain environments
>
>.... in order to encourage every student=20
>(including students who are either very bright,=20
>least able, or disaffected or just quiet) to=20
>think carefully about what they write - yet feel=20
>comfortable and confident about writing what=20
>they think within a 'critical community'.
>
>Interestingly I often see teachers (as much as=20
>students) struggling to develop their own=20
>e-facilitation skills to begin with. For example=20
>for a teacher to tell a student their work is=20
>good or excellent is not enough and it can be=20
>quite difficult to phrase good comments without=20
>sounding patronising. Equally difficult is to=20
>encourage students to expand their ideas into=20
>good sentences without putting them off writing=20
>in a 'public', albeit closed, forum.
>
>I have been privileged to work alongside some=20
>brilliant teachers who have used their VLE to=20
>engage inspire and excite students who had=20
>previously been disaffected - as well as=20
>eliciting brilliant work from students with a positive attitude to=
learning.
>
>However, what for me has been even better, has=20
>been to show teachers the potential of the=20
>equipment they have at their fingertips - more=20
>often working 1-1 - or with a couple of=20
>colleagues, and as with children see the spark=20
>in their eyes when they suddenly realise they=20
>can use their IWB or VLE to work for them and=20
>inspire their children in ways I hadn't even=20
>contemplated! With increasing confidence many of=20
>those teachers are using their virtual=20
>environments for out of school, often fun=20
>activities which enhance their curriculum. Such activities include:
>
>* setting up forums for students where their=20
>contributions are graded as an addition to their course work
>* setting up 'hot seats' where a teacher poses=20
>as a person in history (eg. a first world war=20
>soldier) and students have to pose questions as=20
>to what life was like in the trenches prior to writing an essay about it)
>* setting up YouTube videos for students to share at home with family=
friends
>* setting up podcasts for students to watch,=20
>listen and remind themselves how to construct models, carry out experiments=
etc
>
>Thus I would have to say that as long as there=20
>is appropriate and skilled support from=20
>teachers/trainers for teachers the idea of=20
>extending VLEs to reach students and/or even=20
>adults there is great potential value in=20
>developing virtual environments to enhance both teaching and learning.
>
>Paul
>
>
>From: P.Twining <P.Twining@open.ac.uk>
>To: Ray Tolley <rjt@maximise-ict.co.uk>;=20
>"secondary@talk.naace.org" <secondary@talk.naace.org>
>Cc: Mal Lee <mal.lee@netspeed.com.au>;=20
>"advisory@talk.naace.org" <advisory@talk.naace.org>
>Sent: Tue, 24 November, 2009 7:04:14
>Subject: [Advisory] RE: Virtual Learning 2
>
>We need to bear in mind that for many (maybe=20
>even most) families home schooling is=20
>problematic because of the supervision elements=20
>=96 parents need to go out to work. This is likely=20
>to limit the take up of =E2=80=98pure Virtual=20
>Learning=E2=80=99 =E2=80=93 cos we still need the custodial element that=
school provides.
>
>
>
>Having said that, my personal view is that there=20
>is a great deal of scope for complementary or=20
>extra-curricula VL provision (there is already=20
>quite a large market for face to face, one to=20
>one, personal tutors outside school time).
>
>
>
>Lots of interesting challenges here - but I=20
>suspect that gathering children together in=20
>physical locations so that they can be=20
>supervised, even if they are then studying=20
>online, is always going to be an important element of our education system.
>
>
>
>PeterT
>
>
>
>From: Ray Tolley [mailto:rjt@maximise-ict.co.uk]
>Sent: 18 November 2009 09:53
>To: advisory@talk.naace.org; secondary@talk.naace.org
>Cc: 'P.Twining'; 'Mal Lee'
>Subject: Virtual Learning 2
>
>
>
>There appears to be a growing demand for on-line=20
>or Virtual Learning (VL) not only in adult=20
>education but also for K-12 if the following article is to be believed:
>
>
>
><http://www.eschoolnews.com/news/top-news/index.cfm?i=3D61825>http://www.es=
choolnews.com/news/top-news/index.cfm?i=3D61825
>
>
>
>Thus my question is, =E2=80=98Is there any guidance=20
>for families about on-line learning in the=20
>UK?=E2=80=99 We know that children do not have to go=20
>to a conventional school if adequate=20
>home-schooling is provided. It just seems to me=20
>that there could very well be an explosion in VL=20
>if the Home-Access Programme enables more=20
>families to get on line =96 even if NOT=20
>communicating with their neighbbourhood school.
>
>
>
>Further questions become obvious: Are there=20
>on-line courses similar to INGOTS but for other=20
>subject areas? Are the Home-schooling support=20
>groups ready for VL? Does NAACE or Vital see a=20
>role for extra-curricula VL advice/support?
>
>
>
>BW
>
>
>
>Ray Tolley FEIDCT, NAACE Fellow, MBILD
>ICT Education Consultant
>Maximise ICT Ltd
>P:=20
><http://raytolley.v2efolioworld.mnscu.edu/>http://raytolley.v2efolioworld.m=
nscu.edu/
>
>B:=20
><http://www.efoliointheuk.blogspot.com/>http://www.efoliointheuk.blogspot.c=
om/
>W:=20
><http://www.maximise-ict.co.uk/eFolio-01.htm>http://www.maximise-ict.co.uk/=
eFolio-01.htm
>Winner of the IMS 'Leadership Regional Award 2009'
>
>
>
>
>----------
>
>The Open University is incorporated by Royal=20
>Charter (RC 000391), an exempt charity in=20
>England & Wales and a charity registered in Scotland (SC 038302).
Neil Adam
Beacon ICT
Twitter: NeilAdam
www.beaconict.co.uk
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
122 Beacon Road, Broadstairs, Kent CT10 3DQ
Mobile 07720 288540
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Please note: Emails and documents sent from this=20
computer are continually checked for viruses=20
using a recently updated version of Norton=20
AntiVirus. Nevertheless, recipients should always=20
ensure that their computers are adequately protected.
This email and any attachments are intended only=20
for those in the address list above. If it has=20
come to you by mistake, please let me know,=20
delete the message and any attachments, and=20
please do not forward the material to anyone else. =20
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Content-Type: text/html; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
<html>
<body>
<font size=3D3>Hi Paul<br><br>
Sounds to me you are talking about collaboration/publication and a range
of learning tools, most of which are not necessarily part of a VLE -
certainly they don't require a VLE to manage them. The tools may be
"virtual", but without the need to feed back assessment data or
manage formally constructed courses (which doesn't appear to be what you
are talking about), I'm not sure what your definition of a VLE
is.<br><br>
Perhaps it is a safe environment for teachers?<br><br>
Regards<br><br>
Neil<br><br>
<br>
At 23:08 24/11/2009, Paul Vale Vale wrote:<br>
<blockquote type=3Dcite class=3Dcite cite=3D"">Having looked at on-line
communities within VLEs my feeling is that it is very much how they are
used which is the key.<br><br>
As with Interactive Whiteboards, VLEs are not going to replace teachers.
However, I do feel they have huge latent potential. <br><br>
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 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 principles
of e-safety as well as including:<br><br>
* how to address people on-line (ie. what is and what is not
acceptable)<br>
* how to behave on-line - which would include inappropriate and/or bad
and/or abusive language<br>
* how important it is to read and comment constructively about other
people's comments (for example, writing something critical without being
negative!)<br>
* being aware that street talk is or is not allowed in certain
environments<br><br>
.... in order to encourage every student (including students who are
either very bright, least able, or disaffected or just quiet) to think
carefully about what they write - yet feel comfortable and confident
about writing what they think within a 'critical community'. <br><br>
Interestingly 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 student their work is good or excellent is not enough
and it can be quite difficult to phrase good comments without sounding
patronising. Equally difficult is to encourage students to expand their
ideas into good sentences without putting them off writing in a 'public',
albeit closed, forum.<br><br>
I have been privileged to work alongside some brilliant teachers who have
used their VLE to engage inspire and excite students who had previously
been disaffected - as well as eliciting brilliant work from students with
a positive attitude to learning. <br><br>
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 children see
the spark in their eyes when they suddenly realise they can 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 teachers are using
their virtual environments for out of school, often fun activities which
enhance their curriculum. Such activities include:<br><br>
* setting up forums for students where their contributions are graded as
an addition to their course work <br>
* setting up 'hot seats' where a teacher poses as 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)<br>
* setting up YouTube videos for students to share at home with family
friends<br>
* setting up podcasts for students to watch, listen and remind themselves
how to construct models, carry out experiments etc<br><br>
Thus I would have to say that as long as there is appropriate and skilled
support from teachers/trainers for teachers the idea of extending VLEs to
reach students and/or even adults there is great potential value in
developing virtual environments to enhance both teaching and
learning.<br><br>
Paul<br><br>
<br>
</font><font face=3D"Tahoma" size=3D2><b>From:</b> P.Twining
<P.Twining@open.ac.uk><br>
<b>To:</b> Ray Tolley <rjt@maximise-ict.co.uk>;
"secondary@talk.naace.org"
<secondary@talk.naace.org><br>
<b>Cc:</b> Mal Lee <mal.lee@netspeed.com.au>;
"advisory@talk.naace.org" <advisory@talk.naace.org><br>
<b>Sent:</b> Tue, 24 November, 2009 7:04:14<br>
<b>Subject:</b> [Advisory] RE: Virtual Learning 2<br>
</font><font size=3D3><br>
We need to bear in mind that for many (maybe even most) families home
schooling is problematic because of the supervision elements =96 parents
need to go out to work. This is likely to limit the take up of =E2=80=98pure
Virtual Learning=E2=80=99 =E2=80=93 cos we still need the custodial element =
that
school provides.<br><br>
<br><br>
Having 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, personal tutors outside
school time). <br><br>
<br><br>
Lots of interesting challenges here - but I suspect that gathering
children together in physical locations so that they can be supervised,
even if they are then studying online, is always going to be an important
element of our education system. <br><br>
<br><br>
PeterT<br><br>
<br><br>
<b>From:</b> Ray Tolley
[<a href=3D"mailto:rjt@maximise-ict.co.uk" eudora=3D"autourl">
mailto:rjt@maximise-ict.co.uk</a>] <br>
<b>Sent:</b> 18 November 2009 09:53<br>
<b>To:</b> advisory@talk.naace.org; secondary@talk.naace.org<br>
<b>Cc:</b> 'P.Twining'; 'Mal Lee'<br>
<b>Subject:</b> Virtual Learning 2<br><br>
<br><br>
There 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:<br><br>
<br><br>
<a href=3D"http://www.eschoolnews.com/news/top-news/index.cfm?i=3D61825">
http://www.eschoolnews.com/news/top-news/index.cfm?i=3D61825</a><br><br>
<br><br>
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 d=
o
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 Programme enables more families to get
on line =96 even if NOT communicating with their neighbbourhood
school.<br><br>
<br><br>
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
extra-curricula VL advice/support?<br><br>
<br><br>
BW<br><br>
<br><br>
Ray Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P:
<a href=3D"http://raytolley.v2efolioworld.mnscu.edu/">
http://raytolley.v2efolioworld.mnscu.edu/</a><br><br>
B:
<a href=3D"http://www.efoliointheuk.blogspot.com/">
http://www.efoliointheuk.blogspot.com/</a><br>
W:
<a href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm">
http://www.maximise-ict.co.uk/eFolio-01.htm</a><br>
Winner of the IMS 'Leadership Regional Award 2009'<br><br>
<br><br>
<hr>
</font><font size=3D3 color=3D"#808080"><br>
The Open University is incorporated by Royal Charter (RC 000391), an
exempt charity in England & Wales and a charity registered in
Scotland (SC 038302).<br>
</font><font size=3D3></blockquote>
<x-sigsep><p></x-sigsep>
<br>
Neil Adam<br>
Beacon ICT<br>
Twitter: NeilAdam<br>
<a href=3D"http://www.beaconict.co.uk/" eudora=3D"autourl">
www.beaconict.co.uk</a> <br><br>
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~<br>
122 Beacon Road, Broadstairs, Kent CT10 3DQ<br>
Mobile 07720 288540<br>
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~<br><br>
Please note: Emails and documents sent from this computer are continually
checked for viruses using a recently updated version of Norton AntiVirus.
Nevertheless, recipients should always ensure that their computers are
adequately protected.<br><br>
This email and any attachments are intended only for those in the address
list above. If it has come to you by mistake, please let me know, delete
the message and any attachments, and please do not forward the material
to anyone else. </font></body>
</html>
--=====================_609801531==.ALT--