Virtual learning

When Jim Fanning got involved in higher education, he saw the power and potential of learning platforms. "The universities were using online tools to deliver courses and much more," he says. Jim is assistant head at Tideway School, a specialist technology college in Newhaven, East Sussex, with some 700 students aged 11-16. He is also the driving force behind the school developing its use of a virtual learning environment or VLE.

Tideway did a lot of research before selecting its VLE. This included staff presentations by the various VLE vendors. "We felt that some providers were pushing their content rather than the functionality of the system. We wanted to control our VLE and decide the content we used. We also wanted a system that was easy to use," notes Jim. The school opted to use a VLE called Fronter, developed by a Norwegian company. "The company provides regular updates and listens to its customers — there's a Fronter User Group, for example," explains Jim.

Tideway started using the VLE with its Key Stage 4 year group in 2004/5. "We felt it was a good opportunity to help with GCSE revision and to set up assessment opportunities online," says Jim. All students have access to an email account, debating area, individual work areas, subject rooms and message boards. Around 80 per cent of students have internet access at home, and they can also use the school's ICT suite after hours. The focus is on four subject areas: English, maths, science and history. Students are taught how to upload work and assignments for online assessment. They can also download files, or post work to an individual work area.

"It's a private area that only the student and I can access. It's less threatening to upload work to a private folder than to a public area. It also means I can make individual subject folders for a student and I can track them more effectively," says Jim. "The downside is that it's very time-consuming. Anyone who tells you that using a VLE saves you time is wrong in my experience."

At present, Tideway's VLE is rolling out across the school. Zoe Wright, head of English, uses the VLE extensively. "The first thing I used it for was to upload lesson materials that students could access for revision or if they missed a lesson, and this proved popular," she says. "Since then, I've added links to English sites, created a forum and used chat — the students were enthusiastic about using chat, because it is interactive. I've also added media such as slide shows. The VLE is also used for uploading support materials for staff." The VLE proved very useful after Tideway suffered a major arson attack in 2005, rendering 80 per cent of the school buildings uninhabitable. "It meant that our VLE was still intact and so there was lots of material that could be accessed online," says Jim. The VLE has also proved useful for subjects such as social education, where topics or debates initiated in class can be continued online.

There are also non-curriculum areas, including a Harry Potter room and a Star Wars room, which encourage students to use the VLE. The VLE's debating chamber has proved popular and new topics are posted every fortnight or so. Topics discussed include banning junk food from schools, and the Iraq war. One novel idea was to use eModerators, ex-students who manage the discussion sessions. James Winder (23) is an eModerator: "We started out trying to help students with their work, but we soon found that the discussions tended to go on to other topics!" recalls James. "An interesting thing was most students wanted to use their real name online rather than an alias, because they wanted others to hear their voice." The VLE has also been used to carry out student surveys. "I'd like to say that our VLE was planned, but it wasn't," says Jim. "It's evolving, and we're learning what works and what doesn't. We're only just starting to realise the potential of it."

What is a learning platform?

The basic elements of a learning platform include: online access so that learning can take place anytime, anywhere; communication systems such as email, chat and messaging; online courses and content; online support; plus online assessment and tracking. Such a system is also known as a Virtual Learning Environment (VLE), although some prefer the term Virtual Learning and Teaching Environment (VLTE), because such systems are also used to support teaching. Some schools link their VLE to their Management Information System, and these are known as Managed Learning Environments or MLEs. Learning platform is an umbrella term for these systems. In its drive for students to have improved access to online personalised learning, the DfES wants all schools to be able to use these technologies by 2008.

The Holocaust Project

Tideway's VLE has driven the development of a remarkable Holocaust project. The project was inspired by the students and is an ongoing part of GCSE history study. It began with a visit to Tideway by Holocaust survivor Josef Perl, which led to an online debate. In November 2006, Jim Fanning, the four eModerators and a handful of students visited Auschwitz. "It was a very moving experience and so different from what you see on the television," says eModerator James Winder. "We took pictures and video clips, and we put together a report." Various Holocaust resources have been posted on Tideway's VLE and these will be added to over time. Tideway's students have even raised money to send the eModerators to the Anne Frank House in Amsterdam, where they will collect further material and conduct interviews, which will be posted online.

Words: George Cole Illustration: Dermot Flynn

For more information

Tideway has developed a website for teachers where they can learn more about learning platforms. It's at: www.learningplatforms.info

Becta has produced an electronic booklet, An Introduction to Learning Platforms, which can be downloaded at http://tinyurl.com/yebmjd

VLE and MLE suppliers can be found at www.besa.org.uk

Did you know?

The DfES wants all schools to be using learning platform technology by 2008

This content was published in January 2007 and may not reflect current policy