Learning Platforms
If you believe the hype, learning platforms are set to transform education – so we asked our teachers' panel member how they use the new technology
The Government has set an ambitious target for learning platforms – it wants all pupils to be able to access a personalised online workspace, capable of supporting an e-portfolio, by 2008.
However, this is still an area where there's much confusion among schools. For example, we haven't even yet agreed on a common name for this all-encompassing mix of hardware and software. Some call them 'learning platforms' while others refer to them as 'virtual learning environments' (VLEs).
Still, at least there's some measure of agreement around what a learning platform/VLE should do. Becta outlines the basics: "At the heart of any learning platform is the concept of an online personal learning space for the pupil. The space should offer teachers and pupils access to stored work, e-learning resources, communication and collaboration with peers and the facility to track progress."
While there's some general agreement on what a learning platform should do, there's still some scepticism in the education community about its benefits. According to Ofsted Inspector and ICT Advisor Jason Anderson: "There's still a great deal of confusion surrounding learning platforms, particularly in our understanding of the rationale behind why schools should implement one. What appears to be missing from the initiative is the 'what are we trying to achieve?' aspect."
Despite the scepticism, there are undoubtedly benefits to implementing a learning platform if it is done correctly.
Anytime, anywhere learning finally becomes possible, since pupils can work from any PC as long as they have access to the internet. The much-hyped concept of personalised learning also becomes more achievable; teachers can tailor learning to the individual needs of their pupils, assigning different tasks to different pupils according to abilities and learning styles. Parents or guardians can also get detailed information about their child's work.
Teachers should benefit too, since a learning platform can help them share resources and lesson plans more easily and quickly.
We asked our teachers' panel for their top learning platform dos and don'ts
- Meeting an IT need– don't invent a reason for using a learning environment. Use it where there is a real need. Staff and students will only use the system if they find it useful. Think about the system's potential and what you want from it (collaborative learning, peer review and support, 24/7 access, for example) and work out how the platform will assist learning
- Best practice– talk to and visit other schools that have been through the process of setting up a learning platform. Go to the schools with a list of any questions you have and make sure you get them answered
- Test the water before taking the plunge– pilot a platform first before making a decision to buy try Moodle or www.think.com
- Don't start until you're ready– set up a test site for eight to 12 weeks before planning the detailed implementation
- Staged integration– experiment in one or two curriculum areas to begin with
- Review progress– after a term, evaluate your system, look at the successes and pitfalls and build from there
- Parent participation– invite parents in, tell them what you're doing and why and ask for their involvement
- Proper training is key– schedule in regular training and CPD events
- Think ahead– have a long-term plan for the implementation of the platform. It's not just a short-term measure – you need to be looking at five to six years down the line in terms of development
Where to go next
Teachernet
Download two booklets on the use of learning platforms in primary and secondary schools
www.teachernet.gov.uk/learningplatforms/
A short guide to learning platforms for busy teachers
Produced by Tideway School, where teachers' panel member Jim Fanning works. This excellent resource looks at how learning platforms have been implemented in this East Sussex secondary
Becta
Type learning platforms into the search box to find documents on the benefits of the technology>
The view from our teachers' panel
Two members of our expert panel share their first-hand experiences of setting up a learning platform
Paul Vale, Advanced Skills Teacher in ICT and Freelance Educational Consultant
"My experience of using a learning platform is with the Oracle Education Foundation's absolutely fantastic web medium at www.think.com
I've been an avid user for some five years, and now work as a consultant specifically to develop the potential it has to engage, inspire and interest the most disaffected to the most able students.
This year Oracle has commissioned me to lead a global project linked to the Beijing 2008 Olympic Games. This will involve around 12 schools in Manchester as well as schools in Germany, Holland and Romania and they'll all be linking to schools in China. The idea is that children produce their own web pages linked to the activities I plan for them and also contribute towards a project area for schools to share and compare information."
Jason Anderson, Ofsted Inspector and Advisor to Southampton Council
"We've been piloting Microsoft's Learning Gateway and have been using the product over the last four years with a selection of primary and secondary schools, with varying degrees of success.
The feature most welcomed by the schools is the ability to communicate more easily with colleagues via email and instant messages and the calendar functionality. The e-portfolio feature has been the least successful, especially when compared to the power and ease of sites such as Facebook and MySpace.
Staff who are not confident users of technology have found the transition to a learning platform quite a struggle. This has been flagged up in many schools, and CPD is an aspect of implementation that is often overlooked, or 'bolted on' at the last moment.
Teachers who are ICT literate are able to embrace the technology. But students have found it's not as intuitive as many of the Web 2.0 application and sites available."
This article originally appeared in the October 2007 edition of Active ICT.