[Advisory] RE: Virtual Learning 2
Paul Vale Vale
paulvalev@yahoo.co.uk
Wed, 25 Nov 2009 18:34:41 +0000 (GMT)
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Hi Neil,=0A=0AYes - you are right I am certainly talking about collaboratio=
n, publication and a range of other learning tools - and whilst tools such =
as Interactive Whiteboards, as an example, can be used as stand alone tools=
without a VLE - to stop a class part way through a lesson and get one of m=
y students to use the IWB to retrieve their work and explain how they have =
uploaded a video clip, game, or whatever they had been researching - and th=
en see messages appear from the rest of the class on the same page saying '=
how cool it is' - apart from boosting the student's self-esteem - can be an=
extremely powerful teaching and learning tool.=0A=0AI wasn't talking about=
formally constructed courses specifically - more about getting people usin=
g the tools to enhance their teaching and make learning more enjoyable. How=
ever, VLEs lend themselves particularly well to setting up coursework. Assi=
gning coursework to students using a VLE can be differentiated to meet diff=
erent students needs and some teachers are using the facility where a stude=
nt submits a piece of work, the teacher annotates and grades the assignment=
- with notes telling the student that although the work is a 'D' grade - a=
nd if corrections, alterations and additions were made the assignment would=
move to a 'C' grade etc. Schools are seeing students progress move dramati=
cally and hand in work that could start off at a 'D' grade and rise to an '=
A' grade through continued work on it. =0A=0AHaving independently evaluated=
11 high schools that were using the Frog VLE last year - I was amazed at h=
ow some schools are using their VLEs. I pulled out some common features tha=
t all the schools found really useful as well as highlighting a case study =
from each school. The URL below is a link to the White Papers produced:=0A=
=0Ahttp://www.frogtrade.com/index.phtml?d=3D324325=0A=0AEqually Alastair We=
lls at the Netherall School using Oracle's Thinkquest has set all his GCSE =
and other course work up on the various on-line pages he has created (you w=
ould need to be enrolled as a teacher within Oracle's Thinkquest to view) -=
but are on show for students and teachers to see. =0A=0AWith regard to a d=
efinition - I think I would agree with Roger about a VLE definition and may=
be add from my experiences in leading Oracle's Thinkquest projects in scho=
ol that within that on-line environment, teachers and their students can - =
(and this is not an exhaustive list - because teachers will adapt and expan=
d better than I can):=0A=0A* create on-line courses, projects and lessons s=
pecific to their students and be able to differentiate tasks and activities=
to meet the needs of their students=0A=0A* within those projects, courses =
and lessons create on line pages that include text, pictures/photos, music/=
sound, podcasts/video to make those pages come alive=0A=0A* to have tools w=
ithin those pages creative enough to make them interactive (so teachers/stu=
dents post messages and can set up votes, debates, hot seats, forums etc) =
=0A=0A .... as well as where teachers can encourage and develop 21st centur=
y learning skills such as critical thinking, teamwork, communication, creat=
ivity, technology, self-direction and cross cultural understanding.=0A=0ARe=
gards=0A=0A=0APaul=0A=0AParticipants develop 21st century skills such as cr=
itical thinking, teamwork, communications, creativity, technology, self dir=
ection, and cross cultural understanding.=0A=0A=0A=0A=0A=0A=0A_____________=
___________________=0AFrom: Roger Broadie <Roger@broadieassociates.co.uk>=
=0ATo: Advisory NaaceTalk <advisory@talk.naace.org>=0ASent: Wed, 25 Novembe=
r, 2009 11:42:05=0ASubject: Re: [Advisory] RE: Virtual Learning 2=0A=0A=0A=
=0A=0AHi Neil,=0A=0AA safe, focused and scaffolded online environment for p=
upils, teachers and all others who engage in supporting schools and the lea=
rning of pupils (and teachers!).=0A=0AThere is an interesting debate that h=
as 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 fo=
und in VLEs.=0A=0AI reckon that the school/college VLE (or whatever you cal=
l 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 environ=
ment and can find and use available tools to do it. =0A=0ASchools 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 progressi=
vely 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.=0A=0A=0AInterestingly, =
we are also coming across similar needs in the commercial sector. Though ma=
ny employees are happily using what the Internet provides, for fun, work or=
learning, there is increasing concern to use company intranets to engage e=
mployees and to focus their attention on the priorities of the business and=
the systems they need their staff and customers to interact with. Which es=
sentially means employee engagement and closed (more focused) social networ=
king platforms.=0A=0ARoger.=0A=0A=0A=0A=0A=0AOn 25 Nov 2009, at 10:17, Neil=
Adam wrote:=0A=0AHi Paul=0A>=0A>Sounds to me you are talking about collabo=
ration/publication and a range of learning tools, most of which are not nec=
essarily 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 d=
ata 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.=0A>=
=0A>Perhaps it is a safe environment for teachers?=0A>=0A>Regards=0A>=0A>Ne=
il=0A>=0A>=0A>At 23:08 24/11/2009, Paul Vale Vale wrote:=0A>=0A>Having look=
ed at on-line communities within VLEs my feeling is that it is very much ho=
w they are used which is the key.=0A>>=0A>>As with Interactive Whiteboards,=
VLEs are not going to replace teachers. However, I do feel they have huge =
latent potential. =0A>>=0A>>I have used a variety of on-line environments w=
ith students and perhaps the most important aspect for me has been to devel=
op 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, go=
vernors, LA etc., and then go about 'teaching' certain aspects - such as ba=
sic ground rules starting with meetings with parents and their children and=
running through parental/teacher/student responsibilities and general prin=
ciples of e-safety as well as including:=0A>>=0A>>* how to address people o=
n-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>=
>* how important it is to read and comment constructively about other peopl=
e's comments (for example, writing something critical without being negativ=
e!)=0A>>* being aware that street talk is or is not allowed in certain envi=
ronments=0A>>=0A>>.... in order to encourage every student (including stude=
nts who are either very bright, least able, or disaffected or just quiet) t=
o think carefully about what they write - yet feel comfortable and confiden=
t about writing what they think within a 'critical community'. =0A>>=0A>>In=
terestingly I often see teachers (as much as students) struggling to develo=
p 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. Eq=
ually difficult is to encourage students to expand their ideas into good se=
ntences without putting them off writing in a 'public', albeit closed, foru=
m.=0A>>=0A>>I have been privileged to work alongside some brilliant teacher=
s who have used their VLE to engage inspire and excite students who had pre=
viously been disaffected - as well as eliciting brilliant work from student=
s with a positive attitude to learning. =0A>>=0A>>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 o=
f colleagues, and as with children see the spark in their eyes when they su=
ddenly realise they can use their IWB or VLE to work for them and inspire t=
heir children in ways I hadn't even contemplated! With increasing confidenc=
e many of those teachers are using their virtual environments for out of sc=
hool, often fun activities which enhance their curriculum. Such activities =
include:=0A>>=0A>>* setting up forums for students where their contribution=
s are graded as an addition to their course work =0A>>* setting up 'hot sea=
ts' where a teacher poses as a person in history (eg. a first world war sol=
dier) and students have to pose questions as to what life was like in the t=
renches prior to writing an essay about it)=0A>>* setting up YouTube videos=
for students to share at home with family friends=0A>>* setting up podcast=
s for students to watch, listen and remind themselves how to construct mode=
ls, carry out experiments etc=0A>>=0A>>Thus I would have to say that as lon=
g as there is appropriate and skilled support from teachers/trainers for te=
achers the idea of extending VLEs to reach students and/or even adults ther=
e is great potential value in developing virtual environments to enhance bo=
th teaching and learning.=0A>>=0A>>Paul=0A>>=0A>>=0A>>From: P.Twining <P.Tw=
ining@open.ac.uk>=0A>>To: Ray Tolley <rjt@maximise-ict.co.uk>; "secondary@t=
alk.naace.org" <secondary@talk.naace.org>=0A>>Cc: Mal Lee <mal.lee@netspeed=
.com.au>; "advisory@talk.naace.org" <advisory@talk.naace.org>=0A>>Sent: Tue=
, 24 November, 2009 7:04:14=0A>>Subject: [Advisory] RE: Virtual Learning 2=
=0A>>=0A>>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 provide=
s.=0A>>=0A>> =0A>>=0A>>Having said that, my personal view is that there is =
a great deal of scope for complementary or extra-curricula VL provision (th=
ere is already quite a large market for face to face, one to one, personal =
tutors outside school time). =0A>>=0A>> =0A>>=0A>>Lots of interesting chall=
enges here - but I suspect that gathering children together in physical loc=
ations so that they can be supervised, even if they are then studying onlin=
e, is always going to be an important element of our education system. =0A>=
>=0A>> =0A>>=0A>>PeterT=0A>>=0A>> =0A>>=0A>>From: Ray Tolley [mailto:rjt@ma=
ximise-ict.co.uk] =0A>>Sent: 18 November 2009 09:53=0A>>To: advisory@talk.n=
aace.org; secondary@talk.naace.org=0A>>Cc: 'P.Twining'; 'Mal Lee'=0A>>Subje=
ct: Virtual Learning 2=0A>>=0A>> =0A>>=0A>>There appears to be a growing de=
mand for on-line or Virtual Learning (VL) not only in adult education but a=
lso for K-12 if the following article is to be believed:=0A>>=0A>> =0A>>=0A=
>>http://www.eschoolnews.com/news/top-news/index.cfm?i=3D61825=0A>>=0A>> =
=0A>>=0A>>Thus my question is, =C3=A2=E2=82=AC=CB=9CIs there any guidance f=
or 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 h=
ome-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.=0A>>=0A>> =0A>>=0A>>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?=0A>>=0A>> =0A>>=0A>>BW=0A>>=0A>> =0A>>=
=0A>>Ray Tolley FEIDCT, NAACE Fellow, MBILD=0A>>ICT Education Consultant=
=0A>>Maximise ICT Ltd=0A>>P: http://raytolley.v2efolioworld.mnscu.edu/=0A>=
>=0A>>B: http://www.efoliointheuk.blogspot.com/=0A>>W: http://www.maximis=
e-ict.co.uk/eFolio-01.htm=0A>>Winner of the IMS 'Leadership Regional Award =
2009'=0A>>=0A>> =0A>>=0A>>________________________________=0A =0A>>The Open=
University is incorporated by Royal Charter (RC 000391), an exempt charity=
in England & Wales and a charity registered in Scotland (SC 038302).=0A>>=
=0A>=0A>Neil Adam=0A>Beacon ICT=0A>Twitter: NeilAdam=0A>www.beaconict.co.uk=
=0A>=0A>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~=
=0A>122 Beacon Road, Broadstairs, Kent CT10 3DQ=0A>Mobile 07720 288540=0A>~=
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~=0A>=0A>Plea=
se note: Emails and documents sent from this computer are continually check=
ed for viruses using a recently updated version of Norton AntiVirus. Nevert=
heless, recipients should always ensure that their computers are adequately=
protected.=0A>=0A>This email and any attachments are intended only for tho=
se 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. =0A=0ARoger Broadie=0ABroadie Associates Ltd=
=0A=0ABusiness Development Director=0AFrogtrade=0Ahttp://www.frogtrade.com=
=0A01 422 250800=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>Hi Neil,</div><div><br></div><div>Yes - you are right I am certai=
nly talking about collaboration, publication and a range of other learning =
tools - and whilst tools such as Interactive Whiteboards, as an example, ca=
n be used as stand alone tools without a VLE - to stop a class part way thr=
ough a lesson and get one of my students to use the IWB to retrieve their w=
ork and explain how they have uploaded a video clip, game, or whatever they=
had been researching - and then see messages appear from the rest of the c=
lass on the same page saying 'how cool it is' - apart from boosting the stu=
dent's self-esteem - can be an extremely powerful teaching and learning too=
l.</div><div><br></div><div>I wasn't talking about formally constructed cou=
rses specifically - more about getting people using the tools to enhance
their teaching and make learning more enjoyable. However, VLEs lend themse=
lves particularly well to setting up coursework. Assigning coursework to st=
udents using a VLE can be differentiated to meet different students needs a=
nd some teachers are using the facility where a student submits a piece of =
work, the teacher annotates and grades the assignment - with notes telling =
the student that although the work is a 'D' grade - and if corrections, alt=
erations and additions were made the assignment would move to a 'C' grade e=
tc. Schools are seeing students progress move dramatically and hand in work=
that could start off at a 'D' grade and rise to an 'A' grade through conti=
nued work on it. </div><div><br></div><div>Having independently evalua=
ted 11 high schools that were using the Frog VLE last year - I was amazed a=
t how some schools are using their VLEs. I pulled out some common features =
that all the schools found really useful as well as highlighting a
case study from each school. The URL below is a link to the White Papers p=
roduced:</div><div><br></div><div><span><a target=3D"_blank" href=3D"http:/=
/www.frogtrade.com/index.phtml?d=3D324325">http://www.frogtrade.com/index.p=
html?d=3D324325</a></span></div><div><br></div><div>Equally Alastair Wells =
at the Netherall School using Oracle's Thinkquest has set all his GCSE and =
other course work up on the various on-line pages he has created (you would=
need to be enrolled as a teacher within Oracle's Thinkquest to view) - but=
are on show for students and teachers to see. </div><div><br></div><d=
iv>With regard to a definition - I think I would agree with Roger about a V=
LE definition and may be add from my experiences in leading Oracle's Thinkq=
uest projects in school that within that on-line environment, teachers and =
their students can - (and this is not an exhaustive list - because teachers=
will adapt and expand better than I can):</div><div><br></div><div>* creat=
e
on-line courses, projects and lessons specific to their students and be ab=
le to differentiate tasks and activities to meet the needs of their student=
s</div><div><br></div><div>* within those projects, courses and lessons cre=
ate on line pages that include text, pictures/photos, music/sound, podcasts=
/video to make those pages come alive</div><div><br></div><div>* to have to=
ols within those pages creative enough to make them interactive (so teacher=
s/students post messages and can set up votes, debates, hot seats, forums e=
tc) </div><div><br></div><div> .... as well as where teachers can=
encourage and develop 21st century learning skills such as critical thinki=
ng, teamwork, communication, creativity, technology, self-direction and cro=
ss cultural understanding.</div><div><br></div><div>Regards</div><div><br><=
/div><div><br></div><div>Paul</div><div><br></div><div><span class=3D"Apple=
-style-span" style=3D"font-family: Verdana, Arial, Helvetica,
sans-serif; font-size: 13px; color: rgb(255, 255, 255); ">Participants dev=
elop 21st century skills such as critical thinking, teamwork, communication=
s, creativity, technology, self direction, and cross cultural understanding=
.</span></div><div><br></div><div><br></div><div><br></div><div style=3D"fo=
nt-family:arial, helvetica, sans-serif;font-size:10pt"><br><div style=3D"fo=
nt-family:times new roman, new york, times, serif;font-size:12pt"><font siz=
e=3D"2" face=3D"Tahoma"><hr size=3D"1"><b><span style=3D"font-weight: bold;=
">From:</span></b> Roger Broadie <Roger@broadieassociates.co.uk><br><=
b><span style=3D"font-weight: bold;">To:</span></b> Advisory NaaceTalk <=
advisory@talk.naace.org><br><b><span style=3D"font-weight: bold;">Sent:<=
/span></b> Wed, 25 November, 2009 11:42:05<br><b><span style=3D"font-weight=
: bold;">Subject:</span></b> Re: [Advisory] RE: Virtual Learning 2<br></fon=
t><br><div><br></div><div><br></div><div>Hi Neil,</div><div><br></div><div>=
A safe,
focused and scaffolded online environment for pupils, teachers and all oth=
ers who engage in supporting schools and the learning of pupils (and teache=
rs!).</div><div><br></div><div>There is an interesting debate that has been=
progressing on the JISC VLE list (mainly populated by FE colleges) as to w=
hether the VLE is dead - as the Internet offers many of the tools found in =
VLEs.</div><div><br></div><div>I reckon that the school/college VLE (or wha=
tever you call it) is a route to using the Internet as VLE. Really mature l=
earners (not many teachers!) know how they want to focus and design their o=
nline environment and can find and use available tools to do it. </div=
><div><br></div><div>Schools should be in the business of guiding young peo=
ple into learning and helping them to appreciate how they would like their =
online worlds to work. - and progressively helping them launch themselves i=
nto use of the Internet. There is also a major issue for schools
about engaging young people with their community of learning and all the a=
ctivities and opportunities it provides, and here the online platform also =
has a major role to play.</div><div><br></div><div><br></div><div>Interesti=
ngly, we are also coming across similar needs in the commercial sector. Tho=
ugh many employees are happily using what the Internet provides, for fun, w=
ork or learning, there is increasing concern to use company intranets to en=
gage employees and to focus their attention on the priorities of the busine=
ss and the systems they need their staff and customers to interact with. Wh=
ich essentially means employee engagement and closed (more focused) social =
networking platforms.</div><div><br></div><div>Roger.</div><div><br></div><=
div><br></div><div><br></div><div><br></div><br><div><div>On 25 Nov 2009, a=
t 10:17, Neil Adam wrote:</div><br class=3D"Apple-interchange-newline"><blo=
ckquote type=3D"cite"><div> <font size=3D"3">Hi Paul<br><br> Sounds to me
you are talking about collaboration/publication and a range of learning to=
ols, 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 (w=
hich doesn't appear to be what you are talking about), I'm not sure what yo=
ur definition of a VLE is.<br><br> Perhaps it is a safe environment for tea=
chers?<br><br> Regards<br><br> Neil<br><br> <br> At 23:08 24/11/2009, Paul =
Vale Vale wrote:<br> </font><blockquote type=3D"cite" class=3D"cite" cite=
=3D""><font size=3D"3">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. H=
owever, I do feel they have huge latent potential. <br><br> I have used a v=
ariety 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 'teachi=
ng' certain aspects - such as basic ground rules starting with meetings wit=
h parents and their children and running through parental/teacher/student r=
esponsibilities 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 acceptab=
le)<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 c=
onstructively 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 wri=
te - yet feel comfortable and confident about writing what they think withi=
n a 'critical community'. <br><br> Interestingly I often see teachers (as m=
uch as students) struggling to develop their own e-facilitation skills to b=
egin with. For example for a teacher to tell a student their work is good o=
r excellent is not enough and it can be quite difficult to phrase good comm=
ents without sounding patronising. Equally difficult is to encourage studen=
ts to expand their ideas into good sentences without putting them off writi=
ng in a 'public', albeit closed, forum.<br><br> I have been privileged to w=
ork alongside some brilliant teachers who have used their VLE to engage ins=
pire and excite students who had previously been disaffected - as well as e=
liciting 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 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 teachers are =
using their virtual environments for out of school, often fun activities wh=
ich 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 pos=
e questions as to what life was like in the trenches prior to writing an es=
say 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 exp=
eriments etc<br><br> Thus I would have to say that as long as there is appr=
opriate and skilled support from teachers/trainers for teachers the idea of=
extending VLEs to reach students and/or even adults there is great potenti=
al value in developing virtual environments to enhance both teaching and le=
arning.<br><br> Paul<br><br> <br> </font><font face=3D"Tahoma" size=3D"2"><=
b>From:</b> P.Twining <<a rel=3D"nofollow" ymailto=3D"mailto:P.Twining@o=
pen.ac.uk" target=3D"_blank" href=3D"mailto:P.Twining@open.ac.uk">P.Twining=
@open.ac.uk</a>><br> <b>To:</b> Ray Tolley <<a rel=3D"nofollow" ymail=
to=3D"mailto:rjt@maximise-ict.co.uk" target=3D"_blank" href=3D"mailto:rjt@m=
aximise-ict.co.uk">rjt@maximise-ict.co.uk</a>>; "<a rel=3D"nofollow" yma=
ilto=3D"mailto:secondary@talk.naace.org" target=3D"_blank" href=3D"mailto:s=
econdary@talk.naace.org">secondary@talk.naace.org</a>" <<a rel=3D"nofoll=
ow"
ymailto=3D"mailto:secondary@talk.naace.org" target=3D"_blank" href=3D"mail=
to:secondary@talk.naace.org">secondary@talk.naace.org</a>><br> <b>Cc:</b=
> Mal Lee <<a rel=3D"nofollow" ymailto=3D"mailto:mal.lee@netspeed.com.au=
" target=3D"_blank" href=3D"mailto:mal.lee@netspeed.com.au">mal.lee@netspee=
d.com.au</a>>; "<a rel=3D"nofollow" ymailto=3D"mailto:advisory@talk.naac=
e.org" target=3D"_blank" href=3D"mailto:advisory@talk.naace.org">advisory@t=
alk.naace.org</a>" <<a rel=3D"nofollow" ymailto=3D"mailto:advisory@talk.=
naace.org" target=3D"_blank" href=3D"mailto:advisory@talk.naace.org">adviso=
ry@talk.naace.org</a>><br> <b>Sent:</b> Tue, 24 November, 2009 7:04:14<b=
r> <b>Subject:</b> [Advisory] RE: Virtual Learning 2<br> </font><font size=
=3D"3"><br> We need to bear in mind that for many (maybe even most) familie=
s 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 nee=
d 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 com=
plementary 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 a=
n important element of our education system. <br><br> <br><br> PeterT=
<br><br> <br><br> <b>From:</b> Ray Tolley [<a rel=3D"nofollow" ymailt=
o=3D"mailto:rjt@maximise-ict.co.uk" target=3D"_blank" href=3D"mailto:rjt@ma=
ximise-ict.co.uk"> mailto:rjt@maximise-ict.co.uk</a>] <br> <b>Sent:</b> 18 =
November 2009 09:53<br> <b>To:</b> <a rel=3D"nofollow" ymailto=3D"mailto:ad=
visory@talk.naace.org"
target=3D"_blank" href=3D"mailto:advisory@talk.naace.org">advisory@talk.na=
ace.org</a>; <a rel=3D"nofollow" ymailto=3D"mailto:secondary@talk.naace.org=
" target=3D"_blank" href=3D"mailto:secondary@talk.naace.org">secondary@talk=
.naace.org</a><br> <b>Cc:</b> 'P.Twining'; 'Mal Lee'<br> <b>Subject:</b> Vi=
rtual Learning 2<br><br> <br><br> There appears to be a growing deman=
d 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 rel=3D"nofollow" target=3D"_blank" href=3D"http://www.eschoolnews.com/=
news/top-news/index.cfm?i=3D61825"> http://www.eschoolnews.com/news/top-new=
s/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 learn=
ing in the UK?=C3=A2=E2=82=AC=E2=84=A2</i> We know that childre=
n 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 thei=
r neighbbourhood school.<br><br> <br><br> Further questions become ob=
vious: Are there on-line courses similar to INGOTS but for other subj=
ect areas? Are the Home-schooling support groups ready for VL? =
Does NAACE or Vital see a role for extra-curricula VL advice/support?<br><b=
r> <br><br> BW<br><br> <br><br> Ray Tolley FEIDCT, NAACE =
Fellow, MBILD<br> ICT Education Consultant<br> Maximise ICT Ltd<br> P: =
; <a rel=3D"nofollow" target=3D"_blank" href=3D"http://raytolley.v2efoliowo=
rld.mnscu.edu/"> http://raytolley.v2efolioworld.mnscu.edu/</a><br><br> B:&n=
bsp; <a rel=3D"nofollow" target=3D"_blank" href=3D"http://www.efoliointheuk=
.blogspot.com/"> http://www.efoliointheuk.blogspot.com/</a><br> W: <a=
rel=3D"nofollow" target=3D"_blank" href=3D"http://www.maximise-ict.co.uk/e=
Folio-01.htm">
http://www.maximise-ict.co.uk/eFolio-01.htm</a><br> Winner of the IMS 'Lea=
dership Regional Award 2009'<br><br> <br><br> <hr> </font><font size=
=3D"3" 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=3D"3"></font></b=
lockquote><font size=3D"3"> </font><p><font size=3D"3"> <br> Neil Adam<br> =
Beacon ICT<br> Twitter: NeilAdam<br> <a rel=3D"nofollow" target=3D"_blank" =
href=3D"http://www.beaconict.co.uk/"> www.beaconict.co.uk</a> <br><br> ~~~~=
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~<br> 122 Beacon=
Road, Broadstairs, Kent CT10 3DQ<br> Mobile 07720 288540<br> ~~~~~~~~~~~~~=
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nyone else. </font></p></div> </blockquote></div><div><br></div><div><br></=
div>Roger Broadie<div>Broadie Associates Ltd</div><div><br></div><div>Busin=
ess Development Director</div><div>Frogtrade</div><div><a rel=3D"nofollow" =
target=3D"_blank" href=3D"http://www.frogtrade.com">http://www.frogtrade.co=
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