[Advisory] RE: Virtual Learning 2
Ray Tolley
rjt@maximise-ict.co.uk
Wed, 25 Nov 2009 15:07:50 -0000
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Roger said:
=E2=80=98There is also a major issue for schools about engaging young =
people with their community of learning and all the activities and =
opportunities it provides, and here the online platform also has a major =
role to play.=E2=80=99
=20
Yes, as a teacher, or =E2=80=98learning manager=E2=80=99, I sometimes =
wonder if those who keep promulgating =E2=80=98cloud computing=E2=80=99 =
really understand the benefits of the VLE not only to the teacher but =
also to a whole range of stakeholders. The artefacts that children =
produce, the audit trail of the learning process, the centralisation of =
assessment tools, intelligent =E2=80=98real time=E2=80=99 reporting to =
parents, the central archiving of work for external assessors etc etc =
are all part of an integrated VLE.
I agree that the emergent devices will have an increasing part to play =
in learning but I still maintain that the VLE is a necessary and central =
tool for teaching and learning.
=20
I, too, have been following the HE/FE discussions for several years. I =
do not doubt that an intelligent, well educated adult community may not =
need the constraints of a VLE for most of their time at College but even =
then some form of VLE will be needed to submit their final work =
=E2=80=93 unless tutors still need hard-copy? It was almost 50 years =
ago when I submitted my first thesis =E2=80=93 hand stitched and bound =
in soft blue leather, titles impressed in gold =E2=80=93 perhaps times =
have not changed?
=20
BW
=20
Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: <http://raytolley.v2efolioworld.mnscu.edu/> =
http://raytolley.v2efolioworld.mnscu.edu/
B: <http://www.efoliointheuk.blogspot.com/> =
http://www.efoliointheuk.blogspot.com/
W: <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'
=20
From: advisory-admin@talk.naace.org =
[mailto:advisory-admin@talk.naace.org] On Behalf Of Roger Broadie
Sent: 25 November 2009 11:42
To: Advisory NaaceTalk
Subject: Re: [Advisory] RE: Virtual Learning 2
=20
=20
=20
Hi Neil,
=20
A safe, focused and scaffolded online environment for pupils, teachers =
and all others who engage in supporting schools and the learning of =
pupils (and teachers!).
=20
There is an interesting debate that has been progressing on the JISC VLE =
list (mainly populated by FE colleges) as to whether the VLE is dead - =
as the Internet offers many of the tools found in VLEs.
=20
I reckon that the school/college VLE (or whatever you call it) is a =
route to using the Internet as VLE. Really mature learners (not many =
teachers!) know how they want to focus and design their online =
environment and can find and use available tools to do it.=20
=20
Schools should be in the business of guiding young people into learning =
and helping them to appreciate how they would like their online worlds =
to work. - and progressively helping them launch themselves into use of =
the Internet. There is also a major issue for schools about engaging =
young people with their community of learning and all the activities and =
opportunities it provides, and here the online platform also has a major =
role to play.
=20
=20
Interestingly, we are also coming across similar needs in the commercial =
sector. Though many employees are happily using what the Internet =
provides, for fun, work or learning, there is increasing concern to use =
company intranets to engage employees and to focus their attention on =
the priorities of the business and the systems they need their staff and =
customers to interact with. Which essentially means employee engagement =
and closed (more focused) social networking platforms.
=20
Roger.
=20
=20
=20
=20
=20
On 25 Nov 2009, at 10:17, Neil Adam wrote:
Hi Paul
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.
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 my feeling is that it =
is very much how they are used which is the key.
As with Interactive Whiteboards, VLEs are not going to replace teachers. =
However, I do feel they have huge latent potential.=20
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:
* how to address people on-line (ie. what is and what is not acceptable)
* how to behave on-line - which would include inappropriate and/or bad =
and/or abusive language
* how important it is to read and comment constructively about other =
people's comments (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 (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'.=20
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.
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.=20
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:
* setting up forums for students where their contributions are graded as =
an addition to their course work=20
* 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)
* setting up YouTube videos for students to share at home with family =
friends
* setting up podcasts for students to watch, listen and remind =
themselves how to construct models, carry out experiments etc
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.
Paul
From: P.Twining <P.Twining@open.ac.uk>
To: Ray Tolley <rjt@maximise-ict.co.uk>; "secondary@talk.naace.org" =
<secondary@talk.naace.org>
Cc: Mal Lee <mal.lee@netspeed.com.au>; "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 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 =
=C3=A2=E2=82=AC=CB=9Cpure Virtual Learning=C3=A2=E2=82=AC=E2=84=A2 =
=C3=A2=E2=82=AC=E2=80=9C cos we still need the custodial element that =
school provides.
=20
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).=20
=20
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.=20
=20
PeterT
=20
From: Ray Tolley [ mailto:rjt@maximise-ict.co.uk =
<mailto:rjt@maximise-ict.co.uk> ]=20
Sent: 18 November 2009 09:53
To: advisory@talk.naace.org; secondary@talk.naace.org
Cc: 'P.Twining'; 'Mal Lee'
Subject: Virtual Learning 2
=20
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:
=20
http://www.eschoolnews.com/news/top-news/index.cfm?i=3D61825
=20
Thus my question is, =C3=A2=E2=82=AC=CB=9CIs there any guidance for =
families about on-line learning in the UK?=C3=A2=E2=82=AC=E2=84=A2 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 Programme =
enables more families to get on line =E2=80=93 even if NOT communicating =
with their neighbbourhood school.
=20
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?
=20
BW
=20
Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytolley.v2efolioworld.mnscu.edu/
B: http://www.efoliointheuk.blogspot.com/
W: http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
=20
_____ =20
The Open University is incorporated by Royal Charter (RC 000391), an =
exempt charity in England & Wales and a charity registered in Scotland =
(SC 038302).
Neil Adam
Beacon ICT
Twitter: NeilAdam
www.beaconict.co.uk <http://www.beaconict.co.uk/> =20
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Mobile 07720 288540
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Roger Broadie
Broadie Associates Ltd
=20
Business Development Director
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<div class=3DSection1>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Roger said:<o:p></o:p></span></p>
<p class=3DMsoNormal><i>=E2=80=98There is also a major issue for schools =
about engaging
young people with their community of learning and all the activities and
opportunities it provides, and here the online platform also has a major =
role
to play.=E2=80=99<o:p></o:p></i></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Yes, as a teacher, or =E2=80=98learning =
manager=E2=80=99,=C2=A0 I sometimes wonder if
those who keep promulgating =E2=80=98cloud computing=E2=80=99 really =
understand the benefits of
the VLE not only to the teacher but also to a whole range of =
stakeholders.=C2=A0 The
artefacts that children produce, the audit trail of the learning =
process, the
centralisation of assessment tools, intelligent =E2=80=98real =
time=E2=80=99 reporting to
parents, the central archiving of work for external assessors etc etc =
are all
part of an integrated VLE.<br>
<br>
I agree that the emergent devices will have an increasing part to play =
in
learning but I still maintain that the VLE is a necessary and central =
tool for
teaching and learning.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>I, too, have been following the HE/FE discussions for =
several years.=C2=A0
I do not doubt that an intelligent, well educated adult community may =
not need
the constraints of a VLE for most of their time at College but even then =
some
form of VLE will be needed to submit their final work =E2=80=93 unless =
tutors still
need hard-copy?=C2=A0 It was almost 50 years ago when I submitted my =
first thesis =E2=80=93 hand
stitched and bound in soft blue leather, titles impressed in gold =
=E2=80=93 perhaps times
have not changed?<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>BW<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Ray Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://raytol=
ley.v2efolioworld.mnscu.edu/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>B: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a href=3D"http://www.efoliointheuk.blogspot.com/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ef=
oliointheuk.blogspot.com/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
W: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ma=
ximise-ict.co.uk/eFolio-01.htm</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
</span><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award =
2009'</span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> advisory-admin@talk.naace.org
[mailto:advisory-admin@talk.naace.org] <b>On Behalf Of </b>Roger =
Broadie<br>
<b>Sent:</b> 25 November 2009 11:42<br>
<b>To:</b> Advisory NaaceTalk<br>
<b>Subject:</b> Re: [Advisory] RE: Virtual Learning =
2<o:p></o:p></span></p>
</div>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>Hi Neil,<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>A safe, focused and scaffolded online environment =
for pupils,
teachers and all others who engage in supporting schools and the =
learning of
pupils (and teachers!).<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>There is an interesting debate that has been =
progressing on
the JISC VLE list (mainly populated by FE colleges) as to whether the =
VLE is
dead - as the Internet offers many of the tools found in =
VLEs.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>I reckon that the school/college VLE (or whatever =
you call
it) is a route to using the Internet as VLE. Really mature learners (not =
many
teachers!) know how they want to focus and design their online =
environment and
can find and use available tools to do it. <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>Schools should be in the business of guiding young =
people
into learning and helping them to appreciate how they would like their =
online
worlds to work. - and progressively helping them launch themselves into =
use of
the Internet. There is also a major issue for schools about engaging =
young
people with their community of learning and all the activities and
opportunities it provides, and here the online platform also has a major =
role
to play.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>Interestingly, we are also coming across similar =
needs in
the commercial sector. Though many employees are happily using what the
Internet provides, for fun, work or learning, there is increasing =
concern to
use company intranets to engage employees and to focus their attention =
on the
priorities of the business and the systems they need their staff and =
customers
to interact with. Which essentially means employee engagement and closed =
(more
focused) social networking platforms.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>Roger.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<div>
<div>
<p class=3DMsoNormal>On 25 Nov 2009, at 10:17, Neil Adam =
wrote:<o:p></o:p></p>
</div>
<p class=3DMsoNormal><br>
<br>
<o:p></o:p></p>
<div>
<p class=3DMsoNormal>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>
<br>
<o:p></o:p></p>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'>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>
<b><span =
style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'>From:</span>=
</b><span
style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'> P.Twining =
<<a
href=3D"mailto:P.Twining@open.ac.uk">P.Twining@open.ac.uk</a>><br>
<b>To:</b> Ray Tolley <<a =
href=3D"mailto:rjt@maximise-ict.co.uk">rjt@maximise-ict.co.uk</a>>;
"<a =
href=3D"mailto:secondary@talk.naace.org">secondary@talk.naace.org</a>&quo=
t;
<<a =
href=3D"mailto:secondary@talk.naace.org">secondary@talk.naace.org</a>>=
<br>
<b>Cc:</b> Mal Lee <<a =
href=3D"mailto:mal.lee@netspeed.com.au">mal.lee@netspeed.com.au</a>>;
"<a =
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</a>"=
<<a =
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</a>><b=
r>
<b>Sent:</b> Tue, 24 November, 2009 7:04:14<br>
<b>Subject:</b> [Advisory] RE: Virtual Learning 2<br>
</span><br>
We need 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 =C3=A2=E2=82=AC=CB=9Cpure =
Virtual Learning=C3=A2=E2=82=AC=E2=84=A2 =C3=A2=E2=82=AC=E2=80=9C
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"> =
mailto:rjt@maximise-ict.co.uk</a>]
<br>
<b>Sent:</b> 18 November 2009 09:53<br>
<b>To:</b> <a =
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</a>;
<a =
href=3D"mailto:secondary@talk.naace.org">secondary@talk.naace.org</a><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">htt=
p://www.eschoolnews.com/news/top-news/index.cfm?i=3D61825</a><br>
<br>
<br>
<br>
Thus my question is, =C3=A2=E2=82=AC=CB=9C<i>Is there any guidance for =
families about on-line
learning in the UK?=C3=A2=E2=82=AC=E2=84=A2</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 could very well be an explosion in VL if the =
Home-Access
Programme enables more families to get on line =E2=80=93 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.v2efo=
lioworld.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>
<o:p></o:p></p>
<div class=3DMsoNormal align=3Dcenter style=3D'text-align:center'>
<hr size=3D2 width=3D"100%" align=3Dcenter>
</div>
<p class=3DMsoNormal><span style=3D'color:gray'><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).</span><o:p></o:p></p>
<p><br>
Neil Adam<br>
Beacon ICT<br>
Twitter: NeilAdam<br>
<a href=3D"http://www.beaconict.co.uk/">www.beaconict.co.uk</a> <br>
<br>
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Nevertheless, recipients should always ensure that their computers are
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<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<p class=3DMsoNormal>Roger Broadie<o:p></o:p></p>
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<p class=3DMsoNormal>Broadie Associates Ltd<o:p></o:p></p>
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<p class=3DMsoNormal>Business Development Director<o:p></o:p></p>
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