Ah yes, very true. But what he wrote was based on a lot of
documented experimentation.
That does not mean it was totally right, of course, but because of the
empirical evidence he
collected himself, Skinner did not need to quote
"authorities".
People who theorise are very valuable to the world of thought, giving
fresh ideas and fresh angles
on existing beliefs; so long as they hold back from writing as if they
knew the truth, they
also should not feel the need to cite others. But if they want to
proclaim something as "fact", then
one person's theorising just wont do.
Anita
At 21:16 09/03/2005, Ken Smith wrote:
In his seminal work, Skinner
made not a single reference to the work of
anyone else. He may not be flavour of the month but his work is
remembered.
The strength of his evidence and the power of his argument made people
take
notice.
Be brave say what you think and why you think it. If the agument
holds
water people will listen.
-----Original Message-----
From: Virtual Learning Environments
***************** List information: *****************
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Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave vle
=========================================================================
Date: Thu, 10 Mar 2005 09:39:59 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Daniel McAtominey <[log in to unmask]>
Subject: Re: How widespread is the use of the term (and the concept) of
e-learning?
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Surely there needs to be a new thread here as these messages have
nothing at all to do with the original question.=20
=20
Is there not a more suitable forum for debates of this kind or is the
answer for those of us with better things to do to simply de-register
from the list?
=20
There is only so much theorising about Skinner et al a sane person can
take, especially as it is all subjective.
=20
Academics - Pah!
=20
Danny
________________________________
From: Virtual Learning Environments [mailto:[log in to unmask]]
On Behalf Of Anita Pincas
Sent: 10 March 2005 06:29
To: [log in to unmask]
Subject: Re: [VLES] How widespread is the use of the term (and
the concept) of e-learning?
=09
=09
Ah yes, very true. But what he wrote was based on a lot of
documented experimentation. =20
That does not mean it was totally right, of course, but because
of the empirical evidence he=20
collected himself, Skinner did not need to quote "authorities".
=09
People who theorise are very valuable to the world of thought,
giving fresh ideas and fresh angles
on existing beliefs; so long as they hold back from writing as
if they knew the truth, they=20
also should not feel the need to cite others. But if they want
to proclaim something as "fact", then
one person's theorising just wont do.
=09
Anita
=09
At 21:16 09/03/2005, Ken Smith wrote:
=09
In his seminal work, Skinner made not a single reference
to the work of
anyone else. He may not be flavour of the month but his
work is remembered.
The strength of his evidence and the power of his
argument made people take
notice.
Be brave say what you think and why you think it. If
the agument holds
water people will listen.
=09
-----Original Message-----
From: Virtual Learning Environments *****************
List information: ***************** Remember - replies go by default to
the entire list. Access the list via the web on
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email
[log in to unmask] with the message: leave vle
***************** List information: *****************
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Surely there needs to be a new thread here as =
these=20
messages have nothing at all to do with the original question.=20
Is there not a more suitable forum for debates =
of this kind=20
or is the answer for those of us with better things to do to simply =
de-register=20
from the list?
There is only so much theorising about Skinner =
et al a sane=20
person can take, especially as it is all subjective.
Academics - Pah!
Danny
From: Virtual Learning =
Environments=20
[mailto:[log in to unmask]] On Behalf Of Anita =
Pincas Sent:=20
10 March 2005 06:29 To: =
[log in to unmask] Subject: Re:=20
[VLES] How widespread is the use of the term (and the concept) of=20
e-learning?
Ah yes, very true. But what he wrote was based on a =
lot of=20
documented experimentation. That does not mean it was =
totally right,=20
of course, but because of the empirical evidence he collected =
himself,=20
Skinner did not need to quote "authorities".
People who =
theorise=20
are very valuable to the world of thought, giving fresh ideas and =
fresh=20
angles on existing beliefs; so long as they hold back from writing =
as if=20
they knew the truth, they also should not feel the need to cite=20
others. But if they want to proclaim something as "fact", =
then one=20
person's theorising just wont do.
Anita
At 21:16 =
09/03/2005, Ken=20
Smith wrote:
In his seminal work, =
Skinner made=20
not a single reference to the work of anyone else. He may =
not be=20
flavour of the month but his work is remembered. The strength of =
his=20
evidence and the power of his argument made people =
take notice. Be=20
brave say what you think and why you think it. If the agument=20
holds water people will listen.
-----Original=20
Message----- From: Virtual Learning Environments =
***************** List=20
information: ***************** Remember - replies go by default to =
the=20
entire list. Access the list via the web on=20
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email=20
[log in to unmask] with the message: leave=20
vle
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------_=_NextPart_001_01C52555.20F93762--
=========================================================================
Date: Thu, 10 Mar 2005 09:46:23 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Michael Begg <[log in to unmask]>
Subject: Re: How widespread is the use of the term (and the concept) of
e-learning?
In-Reply-To: <[log in to unmask]>
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I have actually found this to be one of the most stimulating threads on this
list in some time - full of cut and thrust, balls and bite! These lists are
at their most interesting when allowed to sprawl organically in this way. It
is a safe environment with no great consequence, other than the occasional
scorch from a flame :-)
If you want to pull the original issue back into focus it might be an idea
to simply launch a new thread.
All good Things,
Michael
=======================
Michael Begg
Special Projects Manager
Learning Technology Section
College of Medicine and Veterinary Medicine
University of Edinburgh
Hugh Robson Building
15 George Square
Edinburgh
EH8 9XD
_____
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Daniel McAtominey
Sent: 10 March 2005 09:40
To: [log in to unmask]
Subject: Re: [VLES] How widespread is the use of the term (and the concept)
of e-learning?
Surely there needs to be a new thread here as these messages have nothing at
all to do with the original question.
Is there not a more suitable forum for debates of this kind or is the answer
for those of us with better things to do to simply de-register from the
list?
There is only so much theorising about Skinner et al a sane person can take,
especially as it is all subjective.
Academics - Pah!
Danny
_____
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Anita Pincas
Sent: 10 March 2005 06:29
To: [log in to unmask]
Subject: Re: [VLES] How widespread is the use of the term (and the concept)
of e-learning?
Ah yes, very true. But what he wrote was based on a lot of documented
experimentation.
That does not mean it was totally right, of course, but because of the
empirical evidence he
collected himself, Skinner did not need to quote "authorities".
People who theorise are very valuable to the world of thought, giving fresh
ideas and fresh angles
on existing beliefs; so long as they hold back from writing as if they knew
the truth, they
also should not feel the need to cite others. But if they want to proclaim
something as "fact", then
one person's theorising just wont do.
Anita
At 21:16 09/03/2005, Ken Smith wrote:
In his seminal work, Skinner made not a single reference to the work of
anyone else. He may not be flavour of the month but his work is remembered.
The strength of his evidence and the power of his argument made people take
notice.
Be brave say what you think and why you think it. If the agument holds
water people will listen.
-----Original Message-----
From: Virtual Learning Environments ***************** List information:
***************** Remember - replies go by default to the entire list.
Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html To
unsubscribe, email [log in to unmask] with the message: leave vle
***************** List information: ***************** Remember - replies go
by default to the entire list. Access the list via the web on
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[log in to unmask] with the message: leave vle
***************** List information: *****************
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I have actually found this to be =
one of
the most stimulating threads on this list in some time – full of =
cut and
thrust, balls and bite! These lists are at their most interesting when =
allowed
to sprawl organically in this way. It is a safe environment with no =
great
consequence, other than the occasional scorch from a flame =
J
If you want to pull the original =
issue
back into focus it might be an idea to simply launch a new =
thread.
From: =
Virtual Learning Environments
[mailto:[log in to unmask]] On =
Behalf Of Daniel
McAtominey Sent: 10 March 2005 =
09:40 To: =
[log in to unmask] Subject: Re: [VLES] How =
widespread
is the use of the term (and the concept) of =
e-learning?
Surely there needs to be a new =
thread here
as these messages have nothing at all to do with the original question. =
Is there not a more suitable forum =
for
debates of this kind or is the answer for those of us with better things =
to do
to simply de-register from the list?
There is only so much theorising =
about
Skinner et al a sane person can take, especially as it is all =
subjective.
Academics - =
Pah!
Danny
From:Virtual Learning Environments
[mailto:[log in to unmask]] On =
Behalf Of Anita
Pincas Sent: 10 March 2005 =
06:29 To: =
[log in to unmask] Subject: Re: [VLES] How =
widespread
is the use of the term (and the concept) of =
e-learning?
Ah yes, very true. But what he wrote was based on a lot of
documented experimentation.
That does not mean it was totally right, of course, but because of the
empirical evidence he
collected himself, Skinner did not need to quote =
"authorities".
People who theorise are very valuable to the world of thought, giving =
fresh
ideas and fresh angles
on existing beliefs; so long as they hold back from writing as if they =
knew the
truth, they
also should not feel the need to cite others. But if they want to
proclaim something as "fact", then
one person's theorising just wont do.
Anita
At 21:16 09/03/2005, Ken Smith wrote:
In his seminal work, Skinner made not a single reference to the =
work of
anyone else. He may not be flavour of the month but his work is
remembered.
The strength of his evidence and the power of his argument made people =
take
notice.
Be brave say what you think and why you think it. If the agument =
holds
water people will listen.
-----Original Message-----
From: Virtual Learning =
Environments
***************** List information: ***************** Remember - replies =
go by
default to the entire list. Access the list via the web on
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email
[log in to unmask] with the message: leave =
vle
***************** List information: *****************
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To unsubscribe, email [log in to unmask] with the message: leave vle
***************** List information: *****************
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=========================================================================
Date: Thu, 10 Mar 2005 02:25:02 -0800
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: niki lambropoulos <[log in to unmask]>
Subject: Re: How widespread is the use of the term (and the concept) of
e-learning?
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset=us-ascii
Einstein wrote a paper once with 3 references, all
his.
Einstein was never accepted from the academic
community in Europe when he started his academic
career.
there are two books from a guy from UCL, Prof Arthour
I. Miller - Science and Technology Studies, he is
American and his office is huge and full, I mean full
like everywhere, of books>
Eistein - Picasso
and 'Insights of Genius'
he says exactly what you are discussing now..
this is a discussion that shakes the foundations of
science as founded in teh 19th century based on the
experiments' pillars> if you conduct the same
experiment and you get the same result it is true.
Today, after a century and more, nobody believes this
any more.. we match the theories according to what we
want to prove as everything is so subjective. some
times we are given colour glasses to wear and after a
while we forgot that we there are there, permanently..
I dont feel that wisdom exists any more..
***************** List information: *****************
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=========================================================================
Date: Thu, 10 Mar 2005 10:43:55 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Daniel McAtominey <[log in to unmask]>
Subject: Re: How widespread is the use of the term (and the concept) of
e-learning?
MIME-Version: 1.0
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Surely it would have been better for those interested in organic sprawl
to start off a new thread?
=20
On the positive side I notice that Private Eye pay a tenner for
submissions to pseuds corner so I might get a holiday out of sending in
some of the abosolute tripe that has been posted on this thread.
=20
As for cut, thrust, balls and bite you really must try and get out more
________________________________
From: Virtual Learning Environments [mailto:[log in to unmask]]
On Behalf Of Michael Begg
Sent: 10 March 2005 09:46
To: [log in to unmask]
Subject: Re: [VLES] How widespread is the use of the term (and
the concept) of e-learning?
=09
=09
I have actually found this to be one of the most stimulating
threads on this list in some time - full of cut and thrust, balls and
bite! These lists are at their most interesting when allowed to sprawl
organically in this way. It is a safe environment with no great
consequence, other than the occasional scorch from a flame :-)
If you want to pull the original issue back into focus it might
be an idea to simply launch a new thread.
All good Things,
Michael
=20
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D
Michael Begg
Special Projects Manager
Learning Technology Section
College of Medicine and Veterinary Medicine
University of Edinburgh
Hugh Robson Building
15 George Square
Edinburgh
EH8 9XD
=09
________________________________
From: Virtual Learning Environments [mailto:[log in to unmask]]
On Behalf Of Daniel McAtominey
Sent: 10 March 2005 09:40
To: [log in to unmask]
Subject: Re: [VLES] How widespread is the use of the term (and
the concept) of e-learning?
=20
Surely there needs to be a new thread here as these messages
have nothing at all to do with the original question.=20
=20
Is there not a more suitable forum for debates of this kind or
is the answer for those of us with better things to do to simply
de-register from the list?
=20
There is only so much theorising about Skinner et al a sane
person can take, especially as it is all subjective.
=20
Academics - Pah!
=20
Danny
=20
=09
________________________________
From: Virtual Learning Environments
[mailto:[log in to unmask]] On Behalf Of Anita Pincas
Sent: 10 March 2005 06:29
To: [log in to unmask]
Subject: Re: [VLES] How widespread is the use of the
term (and the concept) of e-learning?
Ah yes, very true. But what he wrote was based on a lot
of documented experimentation. =20
That does not mean it was totally right, of course, but
because of the empirical evidence he=20
collected himself, Skinner did not need to quote
"authorities". =20
=09
People who theorise are very valuable to the world of
thought, giving fresh ideas and fresh angles
on existing beliefs; so long as they hold back from
writing as if they knew the truth, they=20
also should not feel the need to cite others. But if
they want to proclaim something as "fact", then
one person's theorising just wont do.
=09
Anita
=09
At 21:16 09/03/2005, Ken Smith wrote:
=09
=09
In his seminal work, Skinner made not a single reference
to the work of
anyone else. He may not be flavour of the month but his
work is remembered.
The strength of his evidence and the power of his
argument made people take
notice.
Be brave say what you think and why you think it. If
the agument holds
water people will listen.
=09
-----Original Message-----
From: Virtual Learning Environments *****************
List information: ***************** Remember - replies go by default to
the entire list. Access the list via the web on
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email
[log in to unmask] with the message: leave vle
***************** List information: ***************** Remember -
replies go by default to the entire list. Access the list via the web on
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email
[log in to unmask] with the message: leave vle *****************
List information: ***************** Remember - replies go by default to
the entire list. Access the list via the web on
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[log in to unmask] with the message: leave vle
***************** List information: *****************
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Surely it would have been better for those =
interested in=20
organic sprawl to start off a new thread?
On the=20
positive side I notice that Private Eye pay a tenner for submissions to =
pseuds=20
corner so I might get a holiday out of sending in some of the abosolute =
tripe=20
that has been posted on this thread.
As for=20
cut, thrust, balls and bite you really must try and get out=20
more
From: Virtual Learning =
Environments=20
[mailto:[log in to unmask]] On Behalf Of Michael =
Begg Sent:=20
10 March 2005 09:46 To: =
[log in to unmask] Subject: Re:=20
[VLES] How widespread is the use of the term (and the concept) of=20
e-learning?
I have =
actually found=20
this to be one of the most stimulating threads on this list in some =
time –=20
full of cut and thrust, balls and bite! These lists are at their most=20
interesting when allowed to sprawl organically in this way. It is a =
safe=20
environment with no great consequence, other than the occasional =
scorch from a=20
flame J
If you want =
to pull=20
the original issue back into focus it might be an idea to simply =
launch a new=20
thread.
College of =
Medicine and =
Veterinary=20
Medicine
University of =
Edinburgh
Hugh =
Robson Building
15 George=20
Square
Edinburgh
EH8=20
9XD
From:=20
Virtual Learning =
Environments=20
[mailto:[log in to unmask]] On =
Behalf Of=20
Daniel McAtominey Sent: 10 March 2005 =
09:40 To: =
[log in to unmask] Subject: Re: [VLES] How =
widespread is the=20
use of the term (and the concept) of=20
e-learning?
Surely =
there needs to=20
be a new thread here as these messages have nothing at all to do with =
the=20
original question.
Is there =
not a more=20
suitable forum for debates of this kind or is the answer for those of =
us with=20
better things to do to simply de-register from the=20
list?
There is =
only so much=20
theorising about Skinner et al a sane person can take, especially as =
it is all=20
subjective.
Academics - =
Pah!
Danny
From:=20
Virtual Learning =
Environments=20
[mailto:[log in to unmask]] On =
Behalf Of=20
Anita Pincas Sent: 10 March 2005 =
06:29 To: =
[log in to unmask] Subject: Re: [VLES] How =
widespread is=20
the use of the term (and the concept) of=20
e-learning?
Ah yes, very true. But what he wrote =
was based=20
on a lot of documented experimentation. That does not mean =
it was=20
totally right, of course, but because of the empirical evidence he=20
collected himself, Skinner did not need to quote =
"authorities". =20
People who theorise are very valuable to the world of =
thought,=20
giving fresh ideas and fresh angles on existing beliefs; so long =
as they=20
hold back from writing as if they knew the truth, they also =
should not=20
feel the need to cite others. But if they want to proclaim =
something=20
as "fact", then one person's theorising just wont=20
do.
Anita
At 21:16 09/03/2005, Ken Smith=20
wrote:
In his seminal work, Skinner made not a =
single=20
reference to the work of anyone else. He may not be flavour =
of the=20
month but his work is remembered. The strength of his evidence =
and the=20
power of his argument made people take notice. Be brave say =
what you=20
think and why you think it. If the agument holds water =
people will=20
listen.
-----Original Message----- From: Virtual Learning =
Environments=20
***************** List information: ***************** Remember - =
replies go=20
by default to the entire list. Access the list via the web on=20
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email=20
[log in to unmask] with the message: leave=20
vle
***************** =
List=20
information: ***************** Remember - replies go by default to the =
entire=20
list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html=20
To unsubscribe, email [log in to unmask] with the message: leave =
vle=20
***************** List information: ***************** Remember - =
replies go by=20
default to the entire list. Access the list via the web on=20
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email=20
[log in to unmask] with the message: leave =
vle
***************** List information: *****************
Remember - replies go by default to the entire list.
Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave vle
------_=_NextPart_001_01C5255E.0EF3C5A2--
=========================================================================
Date: Thu, 10 Mar 2005 10:44:43 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Daniel McAtominey <[log in to unmask]>
Subject: Re: How widespread is the use of the term (and the concept) of
e-learning?
MIME-Version: 1.0
Content-Type: text/plain; charset="US-ASCII"
Content-Transfer-Encoding: quoted-printable
Another one for pseuds corner...
>-----Original Message-----
>From: Virtual Learning Environments=20
>[mailto:[log in to unmask]] On Behalf Of niki lambropoulos
>Sent: 10 March 2005 10:25
>To: [log in to unmask]
>Subject: Re: [VLES] How widespread is the use of the term (and=20
>the concept) of e-learning?
>
>Einstein wrote a paper once with 3 references, all his.
>Einstein was never accepted from the academic community in=20
>Europe when he started his academic career.
>
>there are two books from a guy from UCL, Prof Arthour I.=20
>Miller - Science and Technology Studies, he is American and=20
>his office is huge and full, I mean full like everywhere, of=20
>books> Eistein - Picasso and 'Insights of Genius'
>
>he says exactly what you are discussing now..
>
>this is a discussion that shakes the foundations of science as=20
>founded in teh 19th century based on the experiments' pillars>=20
>if you conduct the same experiment and you get the same result=20
>it is true.
>Today, after a century and more, nobody believes this any=20
>more.. we match the theories according to what we want to=20
>prove as everything is so subjective. some times we are given=20
>colour glasses to wear and after a while we forgot that we=20
>there are there, permanently..
>I dont feel that wisdom exists any more..
>
>***************** List information: ***************** Remember=20
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>Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
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>
>
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=========================================================================
Date: Thu, 10 Mar 2005 10:54:12 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Rod Cullen <[log in to unmask]>
Subject: Re: How widespread is the use of the term (and the concept) of
e-learning?
In-Reply-To: <[log in to unmask]>
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Sorry but I have to disagree, I think you have this the wrong way round. If
I was to search these threads looking for an interesting discussion on 'how
widespread the term eLearning is' and came across a philosophical discussion
on the nature of referencing (no matter how interesting) I'd be a bit
frustrated. When a thread is getting off topic is the time to start a new
thread, not when you want to get back on topic.
Rod
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
_____
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Michael Begg
Sent: 10 March 2005 09:46
To: [log in to unmask]
Subject: Re: [VLES] How widespread is the use of the term (and the concept)
of e-learning?
I have actually found this to be one of the most stimulating threads on this
list in some time - full of cut and thrust, balls and bite! These lists are
at their most interesting when allowed to sprawl organically in this way. It
is a safe environment with no great consequence, other than the occasional
scorch from a flame :-)
If you want to pull the original issue back into focus it might be an idea
to simply launch a new thread.
All good Things,
Michael
=======================
Michael Begg
Special Projects Manager
Learning Technology Section
College of Medicine and Veterinary Medicine
University of Edinburgh
Hugh Robson Building
15 George Square
Edinburgh
EH8 9XD
_____
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Daniel McAtominey
Sent: 10 March 2005 09:40
To: [log in to unmask]
Subject: Re: [VLES] How widespread is the use of the term (and the concept)
of e-learning?
Surely there needs to be a new thread here as these messages have nothing at
all to do with the original question.
Is there not a more suitable forum for debates of this kind or is the answer
for those of us with better things to do to simply de-register from the
list?
There is only so much theorising about Skinner et al a sane person can take,
especially as it is all subjective.
Academics - Pah!
Danny
_____
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Anita Pincas
Sent: 10 March 2005 06:29
To: [log in to unmask]
Subject: Re: [VLES] How widespread is the use of the term (and the concept)
of e-learning?
Ah yes, very true. But what he wrote was based on a lot of documented
experimentation.
That does not mean it was totally right, of course, but because of the
empirical evidence he
collected himself, Skinner did not need to quote "authorities".
People who theorise are very valuable to the world of thought, giving fresh
ideas and fresh angles
on existing beliefs; so long as they hold back from writing as if they knew
the truth, they
also should not feel the need to cite others. But if they want to proclaim
something as "fact", then
one person's theorising just wont do.
Anita
At 21:16 09/03/2005, Ken Smith wrote:
In his seminal work, Skinner made not a single reference to the work of
anyone else. He may not be flavour of the month but his work is remembered.
The strength of his evidence and the power of his argument made people take
notice.
Be brave say what you think and why you think it. If the agument holds
water people will listen.
-----Original Message-----
From: Virtual Learning Environments ***************** List information:
***************** Remember - replies go by default to the entire list.
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Sorry but I have to disagree, I =
think you
have this the wrong way round. If I was to search these threads =
looking
for an interesting discussion on ‘how widespread the term =
eLearning is’
and came across a philosophical discussion on the nature of referencing =
(no
matter how interesting) I’d be a bit frustrated. When a =
thread is
getting off topic is the time to start a new thread, not when you want =
to get
back on topic.
From:
Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of Michael Begg Sent: 10 March 2005 =
09:46 To: =
[log in to unmask] Subject: Re: [VLES] How =
widespread
is the use of the term (and the concept) of =
e-learning?
I have actually =
found
this to be one of the most stimulating threads on this list in some time
– full of cut and thrust, balls and bite! These lists are at their =
most
interesting when allowed to sprawl organically in this way. It is a safe
environment with no great consequence, other than the occasional scorch =
from a
flame J
If you want to =
pull the
original issue back into focus it might be an idea to simply launch a =
new
thread.
From:Virtual Learning =
Environments
[mailto:[log in to unmask]] On =
Behalf Of Daniel
McAtominey Sent: 10 March 2005 =
09:40 To: =
[log in to unmask] Subject: Re: [VLES] How =
widespread
is the use of the term (and the concept) of =
e-learning?
Surely there =
needs to be
a new thread here as these messages have nothing at all to do with the =
original
question.
Is there not a =
more
suitable forum for debates of this kind or is the answer for those of us =
with
better things to do to simply de-register from the =
list?
There is only so =
much
theorising about Skinner et al a sane person can take, especially as it =
is all
subjective.
Academics - =
Pah!
Danny
From:Virtual Learning =
Environments
[mailto:[log in to unmask]] On =
Behalf Of Anita
Pincas Sent: 10 March 2005 =
06:29 To: =
[log in to unmask] Subject: Re: [VLES] How =
widespread
is the use of the term (and the concept) of =
e-learning?
Ah yes, very
true. But what he wrote was based on a lot of documented
experimentation.
That does not mean it was totally right, of course, but because of the
empirical evidence he
collected himself, Skinner did not need to quote =
"authorities".
People who theorise are very valuable to the world of thought, giving =
fresh
ideas and fresh angles
on existing beliefs; so long as they hold back from writing as if they =
knew the
truth, they
also should not feel the need to cite others. But if they want to
proclaim something as "fact", then
one person's theorising just wont do.
Anita
At 21:16 09/03/2005, Ken Smith wrote:
In his seminal work, Skinner made not a =
single
reference to the work of
anyone else. He may not be flavour of the month but his work is
remembered.
The strength of his evidence and the power of his argument made people =
take
notice.
Be brave say what you think and why you think it. If the agument =
holds
water people will listen.
-----Original Message-----
From: Virtual Learning =
Environments
***************** List information: ***************** Remember - replies =
go by
default to the entire list. Access the list via the web on
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email
[log in to unmask] with the message: leave =
vle
***************** List information: *****************
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vle
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=========================================================================
Date: Thu, 10 Mar 2005 11:04:11 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Matthew Tipson <[log in to unmask]>
Subject: List Moderation - Re: [VLES] How widespread is the use of the
term (and the concept) of e-learning?
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Dear All,
=20
As Amber mentioned in her posting about list moderation, we have
attempted to maintain a 'light-touch' with this list to encourage
discussion and free exchange of ideas. However, we have to balance the
interests of all member of this list and I believe that the current
discussion has now moved beyond the reasonable boundaries of this list.
=20
I would therefore ask that anyone who wishes to continue this discussion
should await instructions about the formation of a more appropriate
forum for these discussions. Please do not continue to use this list
for this discussion.
=20
If you wish to contact me regarding this decision please contact me
off-list at [log in to unmask]
=20
=20
Regards,
=20
=20
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: [log in to unmask]=20
http://ferl.becta.org.uk =20
=20
=20
=20
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Dear All,
As Amber mentioned in her posting about list moderation,=
we
have attempted to maintain a ‘light-touch’ with this list to
encourage discussion and free exchange of ideas. However, we have to
balance the interests of all member of this list and I believe that the cur=
rent
discussion has now moved beyond the reasonable boundaries of this list.
I would therefore ask that anyone who wishes to continue
this discussion should await instructions about the formation of a more
appropriate forum for these discussions. Please do not continue to use this list for this discussion.
If you wish to contact me regarding this decision please
contact me off-list at matth=
[log in to unmask]
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=========================================================================
Date: Thu, 10 Mar 2005 11:07:15 +0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: John Konrad <[log in to unmask]>
Subject: Re: How widespread is the use of the term (and the concept) of
e-learning?
In-Reply-To: <[log in to unmask]>
Mime-version: 1.0
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If that's the best you can do with a carefully crafted point, I suggest that
you are on the wrong list, or, possibly, that Niki and I are!
John
On 10/3/05 10:44 am, "Daniel McAtominey" <[log in to unmask]>
wrote:
> Another one for pseuds corner...
>
>> -----Original Message-----
>> From: Virtual Learning Environments
>> [mailto:[log in to unmask]] On Behalf Of niki lambropoulos
>> Sent: 10 March 2005 10:25
>> To: [log in to unmask]
>> Subject: Re: [VLES] How widespread is the use of the term (and
>> the concept) of e-learning?
>>
>> Einstein wrote a paper once with 3 references, all his.
>> Einstein was never accepted from the academic community in
>> Europe when he started his academic career.
>>
>> there are two books from a guy from UCL, Prof Arthour I.
>> Miller - Science and Technology Studies, he is American and
>> his office is huge and full, I mean full like everywhere, of
>> books> Eistein - Picasso and 'Insights of Genius'
>>
>> he says exactly what you are discussing now..
>>
>> this is a discussion that shakes the foundations of science as
>> founded in teh 19th century based on the experiments' pillars>
>> if you conduct the same experiment and you get the same result
>> it is true.
>> Today, after a century and more, nobody believes this any
>> more.. we match the theories according to what we want to
>> prove as everything is so subjective. some times we are given
>> colour glasses to wear and after a while we forgot that we
>> there are there, permanently..
>> I dont feel that wisdom exists any more..
>>
>> ***************** List information: ***************** Remember
>> - replies go by default to the entire list.
>> Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
>> To unsubscribe, email [log in to unmask] with the
>> message: leave vle
>>
>>
>
> ***************** List information: *****************
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=========================================================================
Date: Thu, 10 Mar 2005 11:11:22 +0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: CHRIS JEFFRIES <[log in to unmask]>
Subject: Re: How widespread is the use of the term (and the concept) of
e-learning?
In-Reply-To: <[log in to unmask]>
Mime-Version: 1.0
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Naming things is absolutely at the heart of communication. Without common
reference points communication is fatally flawed.
In this e-learning (I use the term with some trepidation) field, as has been
stated, the language is still new and we must tread with care. So many of
the terms we use mean so many different things to different people that they
are practically useless. While it is just talk, we can create the illusion
of agreement (as diplomats and politicians often do), but when the time
comes to realise the outcomes of the dicussion we will discover that we were
each actually referring to different referents and we will have to start all
over again.
Let's NOT be scared of taking time to define the terms. We will not make
real progress until we do.
Amber Thomas writes:
> posted on behalf of Sarah
>
>
>
> -----Original Message-----
> From: Sarah Currier [mailto:[log in to unmask]]
> Sent: 09 March 2005 12:49
> To: Virtual Learning Environments
> Subject: Re: [VLES] How widespread is the use of the term (and the
> concept) of e-learning?
>
>
>
> Ken Smith wrote:
>
>
>
> What really surprises me is that this list has very little traffic when
> peeps want to discuss materials or learning technology but ask what
> something is being called these days and the world and his dog wants to
> air
> their opinion. A rose by any other name would surely smell as sweet.
>
>
>
>
>
> It doesn't surprise me at all. Working as an information specialist
> within e-learning, developing taxonomies and classification schemes, has
> taught me that there is very little that is as emotive as discussing
> what we call things, what we mean by what we call them, and how that
> meaning or name is situated within the rest of our understandings of
> things that we more or less share (or don't share at all). Phew, that is
> a baaad sentence, sorry!
>
> As an example, anyone involved in e-learning communities of practice
> must be familiar with the intense discussion that in the past has always
> followed the question "What is a learning object?". Many of us have long
> since decided to say "We're not going to define it too closely because
> it will derail this meeting/discussion etc."
>
> Best
> Sarah
>
>
>
>
>
>
>
> -----Original Message-----
> From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf
> ***************** List information: *****************
> Remember - replies go by default to the entire list.
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> vle
>
>
> **********************************************************************
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> the system manager.
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>
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=========================================================================
Date: Thu, 10 Mar 2005 04:10:11 -0800
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: niki lambropoulos <[log in to unmask]>
Subject: Re: How widespread is the use of the term (and the concept) of
e-learning?
In-Reply-To: 6667
MIME-Version: 1.0
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when we discuss on a subject there are no oppositions.
THIS IS BECAUSE THE SUBJECT WE DISCUSS IS IMPORTANT
NOT THE INDIVIDUALS.
> > Another one for pseuds corner...
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=========================================================================
Date: Thu, 10 Mar 2005 12:30:22 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Peter Trethewey <[log in to unmask]>
Subject: E-truth
MIME-Version: 1.0
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Discussion lists rarely come to any truth but a gap in
discussion can be immensely helpful.
Let's take a e-breath, have an e-space and then return to a question:
Does putting an e- in front any word make any difference to the word?
What is learning?
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=========================================================================
Date: Thu, 10 Mar 2005 12:33:02 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Steve Davies <[log in to unmask]>
Subject: Re: E-truth
MIME-Version: 1.0
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An e-space is a car made by Renault :)
Steve
-----Original Message-----
From: Peter Trethewey [mailto:[log in to unmask]]=20
Sent: 10 March 2005 12:30
To: [log in to unmask]
Subject: [VLES] E-truth
Discussion lists rarely come to any truth but a gap in
discussion can be immensely helpful.
Let's take a e-breath, have an e-space and then return to a question:
Does putting an e- in front any word make any difference to the word?
What is learning?
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=========================================================================
Date: Thu, 10 Mar 2005 12:40:55 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Shirley Crawford <[log in to unmask]>
Subject: Re: E-truth
MIME-Version: 1.0
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E stands for enthusiasm, energy and electric! Without enthusiastic
people none of this would be happening.
Shirley =20
=20
=20
Shirley Crawford
E-learning Champion / WebCT Administrator
Cornwall College - St Austell
01726 226755
=20
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]] On
Behalf Of Steve Davies
Sent: 10 March 2005 12:33
To: [log in to unmask]
Subject: Re: [VLES] E-truth
An e-space is a car made by Renault :)
Steve
-----Original Message-----
From: Peter Trethewey [mailto:[log in to unmask]]=20
Sent: 10 March 2005 12:30
To: [log in to unmask]
Subject: [VLES] E-truth
Discussion lists rarely come to any truth but a gap in
discussion can be immensely helpful.
Let's take a e-breath, have an e-space and then return to a question:
Does putting an e- in front any word make any difference to the word?
What is learning?
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=========================================================================
Date: Thu, 10 Mar 2005 13:08:20 +0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Stuart Lee <[log in to unmask]>
Subject: E-learning: Some student reactions [transcript]
Comments: To: [log in to unmask],
[log in to unmask]
Comments: cc: [log in to unmask]
MIME-Version: 1.0
Content-Type: TEXT/PLAIN; charset=US-ASCII
Dear All,
We have just posted up a transcript of a round table discussion last year
at our 'Beyond the Learner' conference in Oxford. At this four students (2
A-level, 1 undergraduate, 1 postgraduate), a school teacher, and an NUS
representative were asked a range of questions related to e-learning.
Delegates at the conference found it fascinating (they said it was one of
the best sessions they had been to at an e-learning conference in a long
time), and certainly illustrated just how informative it is when learners
finally get a chance to speak at such meetings. The replies are
interesting, amusing, and occasionally blunt! There was some discussion
of VLEs, LAMS, access to computers, IT skills, use of IT in lectures,
etc. A rough transcript of this is now available as a PDF at:
http://www.oucs.ox.ac.uk/ltg/events/beyond2004/beyondstudent.pdf
If you find this interesting then please note that in the morning session
of this year's 'Beyond' (8th April, Oxford University) there will be
another discussion/debate involving students centred around the motion
"Should technology revolutionize education?". For more details, a
programme, and a booking form see:
http://www.oucs.ox.ac.uk/ltg/events/beyond2005/
Stuart Lee
***************************************************************************
Dr Stuart D Lee | Head of the Learning Technologies
Oxford University Computing | Group (http://www.oucs.ox.ac.uk/ltg/)
Services |
13 Banbury Road | Member of the English Faculty
Oxford OX2 6NN
--------------------------------------------------------------------------
E-mail: [log in to unmask]; Tel: +44 1865 283403; Fax: +44 1865
273275; URL: http://users.ox.ac.uk/~stuart/
--------------------------------------------------------------------------
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=========================================================================
Date: Thu, 10 Mar 2005 13:14:12 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Phil Alberts <[log in to unmask]>
Subject: Re: E-truth
MIME-Version: 1.0
Content-Type: text/plain; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
In general, does e-learning not refer to a sub-set of all "learning"?
This sub-set is facilitated by means of electronic / online technology =
and people behind the technology. One purpose to identify the sub-set =
would be to examine the quality of such learning. This will lead to =
evaluation of the effectiveness of the use of the technology. =20
Ultimately all sub-sets of learning constitute "learning", but in the =
light of current technological developments, how effective is the =
technology as a means to facilitate authentic learning?
Regards
Phil Alberts
____________________________________
Phil Alberts D.Ed
Head of e-Learning
Brunel University
___________________________________
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf
Of Peter Trethewey
Sent: 10 March 2005 12:30
To: [log in to unmask]
Subject: [VLES] E-truth
Discussion lists rarely come to any truth but a gap in
discussion can be immensely helpful.
Let's take a e-breath, have an e-space and then return to a question:
Does putting an e- in front any word make any difference to the word?
What is learning?
***************** List information: *****************
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=========================================================================
Date: Thu, 10 Mar 2005 13:24:17 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Rod Cullen <[log in to unmask]>
Subject: Re: E-truth
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: 7bit
I've been giving this quite a bit of thought recently as we have been taking
a close look at the issue of online assessment - some folks here prefer the
term e-assessment even (I'm not just referring to objective testing e.g.
MCQ's here but all modes and methods of assessment). The main conclusion
that I have come to is that what were actually talking about is just
assessment the "e" is a prefix that indicates to some extent how we are
delivering it. When designing assessment it is, I believe important not to
be seduced by the technology that is available. Design the assessment with
respect to what you want your students to learn and demonstrate to you as
the assessor and then decide which the best tools to deliver the assessment
are.
My feeling is that the same applies to e-Learning as a whole. We should be
concentrating more on designing the learning and then deciding how best to
deliver it rather than being driven by how the software would like it
organised.
Regards Rod
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
> -----Original Message-----
> From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf
> Of Peter Trethewey
> Sent: 10 March 2005 12:30
> To: [log in to unmask]
> Subject: [VLES] E-truth
>
> Discussion lists rarely come to any truth but a gap in
> discussion can be immensely helpful.
>
> Let's take a e-breath, have an e-space and then return to a question:
>
> Does putting an e- in front any word make any difference to the word?
>
> What is learning?
>
> ***************** List information: *****************
> Remember - replies go by default to the entire list.
> Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
> To unsubscribe, email [log in to unmask] with the message: leave vle
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=========================================================================
Date: Thu, 10 Mar 2005 13:40:40 +0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Ian Dolphin <[log in to unmask]>
Subject: Sakai Project Releases
Mime-Version: 1.0 (Apple Message framework v619.2)
Content-Transfer-Encoding: 7bit
Content-Type: text/plain; charset=US-ASCII; format=flowed
Apologies for x-posting
List members may be interested in the release of version 1.5 of the
Sakai Collaboration and Learning Environment, which includes the Samigo
Assessment toolset. There's a full press release with details of the
1.5 release over at
http://www.sakaiproject.org/
for those who wish to see further details.
Ian
---------------------
Ian Dolphin
Head of e-Strategy & e-Services Integration
Brynmor Jones Library
The University of Hull
Kingston upon Hull HU6 7RX
[log in to unmask]
http://www.hull.ac.uk/esig/
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=========================================================================
Date: Thu, 10 Mar 2005 14:06:10 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: David Wallace <[log in to unmask]>
Subject: Re: E-truth
MIME-Version: 1.0
Content-Type: text/plain; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Students' needs differ and when we realise that something can be taught =
through electronic means we may realise that may suit some students and =
not others. HE and FE might differ with regards to this point. =
e-materials are fine but can the meet all learner styles and needs? =
Even when they don't their use by teachers/lecturers/facilitators in =
teaching should not be precluded surely?
Regards
David
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf
Of Rod Cullen
Sent: 10 March 2005 13:24
To: [log in to unmask]
Subject: Re: [VLES] E-truth
I've been giving this quite a bit of thought recently as we have been =
taking
a close look at the issue of online assessment - some folks here prefer =
the
term e-assessment even (I'm not just referring to objective testing e.g.
MCQ's here but all modes and methods of assessment). The main =
conclusion
that I have come to is that what were actually talking about is just
assessment the "e" is a prefix that indicates to some extent how we are
delivering it. When designing assessment it is, I believe important not =
to
be seduced by the technology that is available. Design the assessment =
with
respect to what you want your students to learn and demonstrate to you =
as
the assessor and then decide which the best tools to deliver the =
assessment
are.
My feeling is that the same applies to e-Learning as a whole. We should =
be
concentrating more on designing the learning and then deciding how best =
to
deliver it rather than being driven by how the software would like it
organised.
Regards Rod
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
> -----Original Message-----
> From: Virtual Learning Environments [mailto:[log in to unmask]] On =
Behalf
> Of Peter Trethewey
> Sent: 10 March 2005 12:30
> To: [log in to unmask]
> Subject: [VLES] E-truth
>
> Discussion lists rarely come to any truth but a gap in
> discussion can be immensely helpful.
>
> Let's take a e-breath, have an e-space and then return to a question:
>
> Does putting an e- in front any word make any difference to the word?
>
> What is learning?
>
> ***************** List information: *****************
> Remember - replies go by default to the entire list.
> Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html
> To unsubscribe, email [log in to unmask] with the message: leave =
vle
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vle
Come along to our Information Open Day, Thursday 21st April 2005, 2pm - =
8pm, Milton Road Campus.
This email and any files transmitted with it are confidential and solely =
for the use of the individual or organisation to whom it is addressed. =
If you receive this email in error, please notify the sender immediately =
by reply email, delete it, and do not make use of, disclose or copy it. =
Opinions, conclusions or any other information in this message are =
attributed to the sender and are not necessarily endorsed by Jewel & Esk =
Valley College.
No liability is accepted for virus or malicious code and you are advised =
to scan attachments (if any).=20
For further information about Jewel & Esk Valley College, we can be =
contacted at:=20
web: www.jevc.ac.uk
email: [log in to unmask]
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=========================================================================
Date: Thu, 10 Mar 2005 11:59:25 +0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: "M.West" <[log in to unmask]>
Organization: University of Wales, Bangor
Subject: Re: E-truth
MIME-Version: 1.0
Content-Type: text/plain; charset=us-ascii; format=flowed
Content-Transfer-Encoding: 7bit
.... and there's me thinking it's something to do with the Yorkshire accent.
"When folks say 'e-bygum tha'asent has lost thee "accent", I tell em
"when I find summat better to replace it with, then appen I will".
:)
Peter Trethewey wrote:
> Discussion lists rarely come to any truth but a gap in
> discussion can be immensely helpful.
>
> Let's take a e-breath, have an e-space and then return to a question:
>
> Does putting an e- in front any word make any difference to the word?
>
> What is learning?
>
> ***************** List information: *****************
> Remember - replies go by default to the entire list.
> Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
> To unsubscribe, email [log in to unmask] with the message: leave vle
--
M.West [log in to unmask]
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=========================================================================
Date: Thu, 10 Mar 2005 14:27:27 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Peter Trethewey <[log in to unmask]>
Subject: Re: E-truth
MIME-Version: 1.0
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
The old e-jokes are the best e-ones=20
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]] On
Behalf Of M.West
Sent: 10 March 2005 11:59
To: [log in to unmask]
Subject: Re: [VLES] E-truth
.... and there's me thinking it's something to do with the Yorkshire
accent.
"When folks say 'e-bygum tha'asent has lost thee "accent", I tell em
"when I find summat better to replace it with, then appen I will".
:)
Peter Trethewey wrote:
> Discussion lists rarely come to any truth but a gap in
> discussion can be immensely helpful.
>
> Let's take a e-breath, have an e-space and then return to a question:
>
> Does putting an e- in front any word make any difference to the word?
>
> What is learning?
>
> ***************** List information: ***************** Remember -=20
> replies go by default to the entire list.
> Access the list via the web on=20
> http://www.jiscmail.ac.uk/lists/vle.html
> To unsubscribe, email [log in to unmask] with the message: leave=20
> vle
--
M.West [log in to unmask]
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vle
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=========================================================================
Date: Thu, 10 Mar 2005 14:37:17 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Phil Alberts <[log in to unmask]>
Subject: Re: E-truth
MIME-Version: 1.0
Content-Type: text/plain; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
I believe in the "blended" approach for teachers in HE. Technology may =
be seen as a "set of tools" and the teacher should use a tool (or =
combination of tools) in the most appropriate way for the given learning =
/ teaching situation. The tools may even enable the teacher to provide =
a range of learning opportunities that may suit a range of learning =
styles and needs. The teacher should be the learning / teaching =
specialist for the situation and make the decisions. Ideally, =
evaluation of the quality of the learning achieved will follow.
Regards
Phil
____________________________________
Phil Alberts D.Ed
Head of e-Learning
Brunel University
___________________________________
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf
Of David Wallace
Sent: 10 March 2005 14:06
To: [log in to unmask]
Subject: Re: [VLES] E-truth
Students' needs differ and when we realise that something can be taught =
through electronic means we may realise that may suit some students and =
not others. HE and FE might differ with regards to this point. =
e-materials are fine but can the meet all learner styles and needs? =
Even when they don't their use by teachers/lecturers/facilitators in =
teaching should not be precluded surely?
Regards
David
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf
Of Rod Cullen
Sent: 10 March 2005 13:24
To: [log in to unmask]
Subject: Re: [VLES] E-truth
I've been giving this quite a bit of thought recently as we have been =
taking
a close look at the issue of online assessment - some folks here prefer =
the
term e-assessment even (I'm not just referring to objective testing e.g.
MCQ's here but all modes and methods of assessment). The main =
conclusion
that I have come to is that what were actually talking about is just
assessment the "e" is a prefix that indicates to some extent how we are
delivering it. When designing assessment it is, I believe important not =
to
be seduced by the technology that is available. Design the assessment =
with
respect to what you want your students to learn and demonstrate to you =
as
the assessor and then decide which the best tools to deliver the =
assessment
are.
My feeling is that the same applies to e-Learning as a whole. We should =
be
concentrating more on designing the learning and then deciding how best =
to
deliver it rather than being driven by how the software would like it
organised.
Regards Rod
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
> -----Original Message-----
> From: Virtual Learning Environments [mailto:[log in to unmask]] On =
Behalf
> Of Peter Trethewey
> Sent: 10 March 2005 12:30
> To: [log in to unmask]
> Subject: [VLES] E-truth
>
> Discussion lists rarely come to any truth but a gap in
> discussion can be immensely helpful.
>
> Let's take a e-breath, have an e-space and then return to a question:
>
> Does putting an e- in front any word make any difference to the word?
>
> What is learning?
>
> ***************** List information: *****************
> Remember - replies go by default to the entire list.
> Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html
> To unsubscribe, email [log in to unmask] with the message: leave =
vle
***************** List information: *****************
Remember - replies go by default to the entire list.
Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave =
vle
Come along to our Information Open Day, Thursday 21st April 2005, 2pm - =
8pm, Milton Road Campus.
This email and any files transmitted with it are confidential and solely =
for the use of the individual or organisation to whom it is addressed. =
If you receive this email in error, please notify the sender immediately =
by reply email, delete it, and do not make use of, disclose or copy it. =
Opinions, conclusions or any other information in this message are =
attributed to the sender and are not necessarily endorsed by Jewel & Esk =
Valley College.
No liability is accepted for virus or malicious code and you are advised =
to scan attachments (if any).=20
For further information about Jewel & Esk Valley College, we can be =
contacted at:=20
web: www.jevc.ac.uk
email: [log in to unmask]
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=========================================================================
Date: Thu, 10 Mar 2005 15:16:19 +0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Anita Pincas <[log in to unmask]>
Subject: Re: List Moderation - Re: [VLES] How widespread is the use of the
term (and the concept) of e-learning?
In-Reply-To: <[log in to unmask] .uk>
Mime-Version: 1.0
Content-Type: multipart/alternative;
boundary="=====================_1877809116==.ALT"
--=====================_1877809116==.ALT
Content-Type: text/plain; charset="us-ascii"; format=flowed
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people
are continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions
that has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will
informed Niki.
As a discussion between total strangers [I have come across only one or two
familiar names] I find it a model of useful internet interaction. Even the
rare little flaming gives it a touch of reality, and certainly has not
spoiled it in any way for me. It is something to show the sceptics that
cyber-talk among strangers does have a point. I very rarely feel impelled
to bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
>Dear All,
>
>As Amber mentioned in her posting about list moderation, we have attempted
>to maintain a 'light-touch' with this list to encourage discussion and
>free exchange of ideas. However, we have to balance the interests of all
>member of this list and I believe that the current discussion has now
>moved beyond the reasonable boundaries of this list.
>
>I would therefore ask that anyone who wishes to continue this discussion
>should await instructions about the formation of a more appropriate forum
>for these discussions. Please do not continue to use this list for this
>discussion.
>
>If you wish to contact me regarding this decision please contact me
>off-list at [log in to unmask]
>
>
>Regards,
>
>
> Matthew Tipson
> Content Officer - Technology
> Ferl, Becta
>t: 024 7641 6994 ext 2216
>f: 024 7684 7166
>e: [log in to unmask]
> http://ferl.becta.org.uk
>
>
>
>
>**********************************************************************
>This email and any files transmitted with it are confidential and
>intended solely for the use of the individual or entity to whom they
>are addressed. If you have received this email in error please notify
>the system manager.
>This footnote also confirms that this email message has been swept by
>MIMEsweeper for the presence of computer viruses.
>www.mimesweeper.com
>**********************************************************************
>***************** List information: ***************** Remember - replies
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>http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email
>[log in to unmask] with the message: leave vle
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--=====================_1877809116==.ALT
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Content-Transfer-Encoding: quoted-printable
X-MIME-Autoconverted: from 8bit to quoted-printable by kili.jiscmail.ac.uk id j2AFGScO021045
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people
are continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions
that has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will
informed Niki.
As a discussion between total strangers [I have come across only one or
two familiar names] I find it a model of useful internet
interaction. Even the rare little flaming gives it a touch of
reality, and certainly has not spoiled it in any way for me. It is
something to show the sceptics that cyber-talk among strangers does have
a point. I very rarely feel impelled to bother, but this
time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear
All,
As Amber mentioned in her posting about list moderation, we have
attempted to maintain a =91light-touch=92 with this list to encourage
discussion and free exchange of ideas. However, we have to balance
the interests of all member of this list and I believe that the current
discussion has now moved beyond the reasonable boundaries of this
list.
I would therefore ask that anyone who wishes to continue this discussion
should await instructions about the formation of a more appropriate forum
for these discussions. Please do not continue to use this list
for this discussion.
If you wish to contact me regarding this decision please contact me
off-list at
[log in to unmask]
***************** List information: *****************
Remember - replies go by default to the entire list.
Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave vle
--=====================_1877809116==.ALT--
=========================================================================
Date: Thu, 10 Mar 2005 16:40:55 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Matthew Tipson <[log in to unmask]>
Subject: Re: List Moderation - Re: [VLES] How widespread is the use of the
term (and the concept) of e-learning?
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----_=_NextPart_001_01C5258F.EE29B593"
This is a multi-part message in MIME format.
------_=_NextPart_001_01C5258F.EE29B593
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Hi All,
=20
As promised, a new venue for this debate to continue has now been found,
the NLN Online Technical demonstrator. A thread has been started within
the Further Education Forum entitled 'How widespread is the use of the
term (and the concept) of e-learning?'.
=20
To visit this forum go to
http://nlnonline.nln.ac.uk/mvnforum/viewthread?thread=3D31. This forum is
open for anyone to view (remember this when posting!) but to post to the
tread you will need to register for NLN Online
(http://nlnonline.nln.ac.uk/). =20
=20
I do hope that this change of venue does not disrupt what has been an
interesting debate. As before, any comments please let me know off-list
[log in to unmask]
=20
Regards,
=20
Matt
=20
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: [log in to unmask]=20
http://ferl.becta.org.uk =20
=20
=20
=20
-----Original Message-----
From: Anita Pincas [mailto:[log in to unmask]]=20
Sent: 10 March 2005 15:16
To: [log in to unmask]
Subject: Re: [VLES] List Moderation - Re: [VLES] How widespread is the
use of the term (and the concept) of e-learning?
=20
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people
are continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions
that has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will
informed Niki.
As a discussion between total strangers [I have come across only one or
two familiar names] I find it a model of useful internet interaction.
Even the rare little flaming gives it a touch of reality, and certainly
has not spoiled it in any way for me. It is something to show the
sceptics that cyber-talk among strangers does have a point. I very
rarely feel impelled to bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear All,
=20
As Amber mentioned in her posting about list moderation, we have
attempted to maintain a 'light-touch' with this list to encourage
discussion and free exchange of ideas. However, we have to balance the
interests of all member of this list and I believe that the current
discussion has now moved beyond the reasonable boundaries of this list.
=20
I would therefore ask that anyone who wishes to continue this discussion
should await instructions about the formation of a more appropriate
forum for these discussions. Please do not continue to use this list
for this discussion.
=20
If you wish to contact me regarding this decision please contact me
off-list at [log in to unmask]
=20
=20
Regards,
=20
=20
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: [log in to unmask]=20
http://ferl.becta.org.uk =20
=20
=20
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------_=_NextPart_001_01C5258F.EE29B593
Content-Type: text/html; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Hi All,
As promised, a new venue for this deba=
te
to continue has now been found, the NLN Online Technical demonstrator. &nbs=
p;A
thread has been started within the Further Education Forum entitled ‘=
How
widespread is the use of the term (and the concept) of e-learning?‘.<=
/span>
I do hope that this change of venue do=
es
not disrupt what has been an interesting debate. As before, any comme=
nts
please let me know off-list =
[log in to unmask].
-----Original
Message----- From: Anita Pincas [mailto:a=
[log in to unmask]]
Sent: 10 March 2005 15:16 To:[log in to unmask] Subject: Re: [VLES] List
Moderation - Re: [VLES] How widespread is the use of the term (and the conc=
ept)
of e-learning?
Dear Matthew, and=
others,
I know you asked to be contacted off-line, but - as one can see - people are
continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions th=
at
has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will inform=
ed
Niki.
As a discussion between total strangers [I have come across only one or two
familiar names] I find it a model of useful internet interaction. Even
the rare little flaming gives it a touch of reality, and certainly has not
spoiled it in any way for me. It is something to show the sceptics th=
at
cyber-talk among strangers does have a point. I very rarely feel impelled to
bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear All,
As Amber mentioned in her posting about list moderation, we have attempted =
to
maintain a ‘light-touch’ with this list to encourage discussion=
and
free exchange of ideas. However, we have to balance the interests of =
all
member of this list and I believe that the current discussion has now moved
beyond the reasonable boundaries of this list.
I would therefore ask that anyone who wishes to continue this discussion sh=
ould
await instructions about the formation of a more appropriate forum for these
discussions. Please do not contin=
ue to
use this list for this discussion.
If you wish to contact me regarding this decision please contact me off-lis=
t at
[log in to unmask]<=
/a>
**********************************************************************
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are addressed. If you have received this email in error please notify
the system manager.
This footnote also confirms that this email message has been swept by
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m
**********************************************************************
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by
default to the entire list. Access the list via the web on http://w=
ww.jiscmail.ac.uk/lists/vle.html
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/p>
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------_=_NextPart_001_01C5258F.EE29B593--
=========================================================================
Date: Thu, 10 Mar 2005 17:03:27 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Julian Swindell <[log in to unmask]>
Subject: When is a VLE not a VLE?
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----_=_NextPart_001_01C52593.14310B1A"
This is a multi-part message in MIME format.
------_=_NextPart_001_01C52593.14310B1A
Content-Type: text/plain;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Dear All
I have watched this list for some months, without feeling much urge to =
contribute, but, as with many others, the comments flying around that =
took it off list, have stirred me out of my lethargy (and the result is =
more or less cogent to this list).
=20
Over the aeons we have developed and used an endless number of =
teaching/learning systems.=20
* Cavemen scratched pictures of deer and lions in the sand to teach =
their kids what to eat and when to run. And the kids managed to get it =
right, despite Dad being a completely uncool Neanderthal who still =
chipped his axes.
* Boring old school masters made boys learn by rote, chant their answers =
and copy on slates and still William Shakespeare learnt to write the =
greatest of English plays.=20
* Crusty Cambridge dons hectored students in Latin verse and still =
Newton learned how to unravel the physics of existence.
* Now we use computers and whiteboards and presentation systems and VLEs =
and still the students come out having learnt just as well as the ones I =
taught with those new-fangled overhead projectors all those years ago.
No matter how hard we teachers work at it, we just can't stop people =
learning. The ability to learn is possibly the most important defining =
feature of humanity. We may help in this process, but when we do, it is =
not usually in the way we anticipated.
=20
So what serious point am I trying to make? People will learn, whatever =
environment they are immersed in. We can encourage, advise, criticise, =
praise, motivate, assess, demoralise (sadly) or whatever, but the basic =
learning they do themselves. When I look at how most VLEs are used, I =
think "They are not learning environments, they are teaching =
environments." The learning goes on between a student's two ears, not in =
front of her two eyes and certainly not inside the processors of a =
computer. VLEs can be and will be very useful tools, but as is so often =
the case with any new tool, we the practitioners run the risk of =
concentrating on the tool itself and not the people we are trying to aid =
through its use. I think this is why this list suddenly erupted, when it =
did go off list and started discussing ideas rather than processes. Then =
we all became learners and wanted to make our own points.
=20
The message from Stuart Lee today, on E-learning: Some student =
reactions, I think makes the point that I am struggling to make:if we =
want to discuss learning, we need to talk to the learners. The =
discussions we have amongst ourselves are often of no greater =
consequence than those old Shakespearian school masters discussing what =
sort of chalks to make their boys use for the next copying session. =
Young William didn't care. He was miles ahead of them.
=20
If anyone can figure out what I'm trying to say, I would be interested =
in hearing!
Julian
--
Julian Swindell,
Principal lecturer in GIS and digital education
Royal Agricultural College, Cirencester, GL7 6JS, UK
tel. +44(0)1285 652531 fax. +44(0)1285 642740
email [log in to unmask]
http://www.rac.ac.uk/~julian_swindell=20
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf =
Of Anita Pincas
Sent: 10 March 2005 15:16
To: [log in to unmask]
Subject: Re: [VLES] List Moderation - Re: [VLES] How widespread is the =
use of the term (and the concept) of e-learning?
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people =
are continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions =
that has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will =
informed Niki.
As a discussion between total strangers [I have come across only one or =
two familiar names] I find it a model of useful internet interaction. =
Even the rare little flaming gives it a touch of reality, and certainly =
has not spoiled it in any way for me. It is something to show the =
sceptics that cyber-talk among strangers does have a point. I very =
rarely feel impelled to bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear All,
=20
As Amber mentioned in her posting about list moderation, we have =
attempted to maintain a 'light-touch' with this list to encourage =
discussion and free exchange of ideas. However, we have to balance the =
interests of all member of this list and I believe that the current =
discussion has now moved beyond the reasonable boundaries of this list.
=20
I would therefore ask that anyone who wishes to continue this discussion =
should await instructions about the formation of a more appropriate =
forum for these discussions. Please do not continue to use this list =
for this discussion.
=20
If you wish to contact me regarding this decision please contact me =
off-list at [log in to unmask]
=20
=20
Regards,
=20
=20
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: [log in to unmask] http://ferl.becta.org.uk
=20
=20
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please notify
the system manager.
This footnote also confirms that this email message has been swept by
MIMEsweeper for the presence of computer viruses.
www.mimesweeper.com =20
**********************************************************************
***************** List information: ***************** Remember - replies =
go by default to the entire list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email =
[log in to unmask] with the message: leave vle=20
***************** List information: ***************** Remember - replies =
go by default to the entire list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email =
[log in to unmask] with the message: leave vle=20
***************** List information: *****************
Remember - replies go by default to the entire list.
Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave vle
------_=_NextPart_001_01C52593.14310B1A
Content-Type: text/html;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Dear=20
All
I have =
watched this list=20
for some months, without feeling much urge to contribute, but, as with =
many=20
others, the comments flying around that took it off list, have stirred =
me out of=20
my lethargy (and the result is more or less cogent to this=20
list).
Over the =
aeons we have=20
developed and used an endless number of teaching/learning systems.=20
Cavemen =
scratched=20
pictures of deer and lions in the sand to teach their kids what to eat =
and=20
when to run. And the kids managed to get it right, despite Dad being a =
completely uncool Neanderthal who still chipped his =
axes.
Boring old =
school=20
masters made boys learn by rote, chant their answers and copy on =
slates=20
and still William Shakespeare learnt to write the greatest of English=20
plays.
Crusty =
Cambridge dons=20
hectored students in Latin verse and still Newton learned how to =
unravel the=20
physics of existence.
Now we use =
computers=20
and whiteboards and presentation systems and VLEs and still the =
students come=20
out having learnt just as well as the ones I taught with those =
new-fangled=20
overhead projectors all those =
years ago.
No matter =
how hard we=20
teachers work at it, we just can't stop people learning. The ability to =
learn is=20
possibly the most important defining feature of humanity. We may help in =
this=20
process, but when we do, it is not usually in the way we=20
anticipated.
So what=20
serious point am I trying to make? People will learn, whatever =
environment they=20
are immersed in. We can encourage, advise, criticise, praise, motivate, =
assess,=20
demoralise (sadly) or whatever, but the basic learning they do =
themselves. When=20
I look at how most VLEs are used, I think "They are not =
learning=20
environments, they are teaching environments." The learning =
goes on=20
between a student's two ears, not in front of her two eyes and certainly =
not=20
inside the processors of a computer. VLEs can be and will be very useful =
tools,=20
but as is so often the case with any new tool, we the practitioners run =
the risk=20
of concentrating on the tool itself and not the people we are trying to =
aid=20
through its use. I think this is why this list suddenly erupted, when it =
did go=20
off list and started discussing ideas rather than processes. Then we all =
became=20
learners and wanted to make our own points.
The message=20
from Stuart Lee today, on E-learning: Some student=20
reactions, I think makes the point that I am struggling to =
make:if we=20
want to discuss learning, we need to talk to the =
learners. The=20
discussions we have amongst ourselves are often of no greater =
consequence than=20
those old Shakespearian school masters discussing what sort of chalks to =
make=20
their boys use for the next copying session. Young William didn't care. =
He was=20
miles ahead of them.
If anyone can=20
figure out what I'm trying to say, I would be interested in=20
hearing!
Julian -- Julian Swindell, Principal =
lecturer in=20
GIS and digital education Royal Agricultural College, Cirencester, =
GL7 6JS,=20
UK tel. +44(0)1285 652531 fax. +44(0)1285 642740 email=20
[log in to unmask] http://www.rac.ac.uk/~julian_swindell =
-----Original =
Message----- From: Virtual Learning Environments=20
[mailto:[log in to unmask]]On Behalf Of Anita =
Pincas Sent: 10=20
March 2005 15:16 To:[log in to unmask] Subject: =
Re:=20
[VLES] List Moderation - Re: [VLES] How widespread is the use of the =
term (and=20
the concept) of e-learning?
Dear Matthew, and =
others,
I=20
know you asked to be contacted off-line, but - as one can see - people =
are=20
continuing with a slight change of subject header.
I think it =
would be=20
a pity to cut off one of the rare online discussions that has aroused=20
considerable reactions of so many varied kinds, and offered quite=20
stimulating titbits, especially from the very will informed =
Niki.
As a=20
discussion between total strangers [I have come across only one or two =
familiar names] I find it a model of useful internet =
interaction. Even=20
the rare little flaming gives it a touch of reality, and certainly has =
not=20
spoiled it in any way for me. It is something to show the =
sceptics that=20
cyber-talk among strangers does have a point. I very rarely feel =
impelled to=20
bother, but this time....
Anita
At 11:04 AM 10/03/2005, =
Matthew=20
Tipson wrote:
Dear =
All,
As Amber=20
mentioned in her posting about list moderation, we have attempted to =
maintain a ‘light-touch’ with this list to encourage =
discussion and free=20
exchange of ideas. However, we have to balance the interests =
of all=20
member of this list and I believe that the current discussion has =
now moved=20
beyond the reasonable boundaries of this list.
I would=20
therefore ask that anyone who wishes to continue this discussion =
should=20
await instructions about the formation of a more appropriate forum =
for these=20
discussions. Please do not continue to use this list for =
this=20
discussion.
If you wish to contact me regarding =
this=20
decision please contact me off-list at [log in to unmask]=20
***************************************************************=
******* This=20
email and any files transmitted with it are confidential =
and intended=20
solely for the use of the individual or entity to whom they are=20
addressed. If you have received this email in error please =
notify the=20
system manager. This footnote also confirms that this email =
message has=20
been swept by MIMEsweeper for the presence of computer =
viruses. www.mimesweeper.com ***************************=
******************************************* *****************=20
List information: ***************** Remember - replies go by default =
to the=20
entire list. Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html To=20
unsubscribe, email [log in to unmask] with the message: leave =
vle=20
***************** List information: ***************** =
Remember -=20
replies go by default to the entire list. Access the list via the web =
on=20
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email=20
[log in to unmask] with the message: leave vle =
***************** List information: *****************
Remember - replies go by default to the entire list.
Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave vle
------_=_NextPart_001_01C52593.14310B1A--
=========================================================================
Date: Thu, 10 Mar 2005 17:40:42 +0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Miles Berry <[log in to unmask]>
Organization: St Ives School, Haslemere
Subject: Re: When is a VLE not a VLE?
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset=ISO-8859-1; format=flowed
Content-Transfer-Encoding: 7bit
Julian Swindell wrote: (and I hope I'm not taking the quote too far out
of context)
> * Now we use computers and whiteboards and presentation systems
> and VLEs and still the students come out having learnt just as well
> as the ones I taught with those new-fangled overhead projectors all
> those years ago.
This raises an interesting question: do the students only learn /just as
well/, or do they, in fact, learn /better/?
I'll acknowledge that there are tremendous difficulties with quantifying
this, and perhaps it's impossible to make comparisons, as our
understanding (definition?) of learning has expanded so much since the
days of the OHP. However, the VLEs have the potential to promote
learning in ways that an OHP never could, or at least rarely did (any
time, any place, collaboration, social constructivism, instant feedback,
resource rich environment, etc.).
What interests me is, do they? What work has been / is being done to
evaluate learning gains brought about through this technology? If as
Julian suggests, the learning is only just as good as it was without the
technology, then perhaps I'll give up!
--
Miles Berry
Deputy Head
St Ives School Haslemere
www.stiveshaslemere.com
***************** List information: *****************
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=========================================================================
Date: Thu, 10 Mar 2005 17:54:32 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: "Kilcoyne, Peter" <[log in to unmask]>
Subject: Re: List Moderation - Re: [VLES] How widespread is the use of the
term (and the concept) of e-learning?
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----_=_NextPart_001_01C5259A.641E95DF"
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------_=_NextPart_001_01C5259A.641E95DF
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Mathew
not sure if this is the best place for this thread. I think that most =
people taking part have been from HE and not FE. I think the thread is =
fine here been interesting to follow
Peter
________________________________
From: Virtual Learning Environments on behalf of Matthew Tipson
Sent: Thu 10/03/2005 16:40
To: [log in to unmask]
Subject: Re: [VLES] List Moderation - Re: [VLES] How widespread is the =
use of the term (and the concept) of e-learning?
Hi All,
=20
As promised, a new venue for this debate to continue has now been found, =
the NLN Online Technical demonstrator. A thread has been started within =
the Further Education Forum entitled 'How widespread is the use of the =
term (and the concept) of e-learning?'.
=20
To visit this forum go to =
http://nlnonline.nln.ac.uk/mvnforum/viewthread?thread=3D31. This forum =
is open for anyone to view (remember this when posting!) but to post to =
the tread you will need to register for NLN Online =
(http://nlnonline.nln.ac.uk/). =20
=20
I do hope that this change of venue does not disrupt what has been an =
interesting debate. As before, any comments please let me know off-list =
[log in to unmask]
=20
Regards,
=20
Matt
=20
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: [log in to unmask]=20
http://ferl.becta.org.uk =20
=20
=20
=20
-----Original Message-----
From: Anita Pincas [mailto:[log in to unmask]]=20
Sent: 10 March 2005 15:16
To: [log in to unmask]
Subject: Re: [VLES] List Moderation - Re: [VLES] How widespread is the =
use of the term (and the concept) of e-learning?
=20
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people =
are continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions =
that has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will =
informed Niki.
As a discussion between total strangers [I have come across only one or =
two familiar names] I find it a model of useful internet interaction. =
Even the rare little flaming gives it a touch of reality, and certainly =
has not spoiled it in any way for me. It is something to show the =
sceptics that cyber-talk among strangers does have a point. I very =
rarely feel impelled to bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear All,
=20
As Amber mentioned in her posting about list moderation, we have =
attempted to maintain a 'light-touch' with this list to encourage =
discussion and free exchange of ideas. However, we have to balance the =
interests of all member of this list and I believe that the current =
discussion has now moved beyond the reasonable boundaries of this list.
=20
I would therefore ask that anyone who wishes to continue this discussion =
should await instructions about the formation of a more appropriate =
forum for these discussions. Please do not continue to use this list =
for this discussion.
=20
If you wish to contact me regarding this decision please contact me =
off-list at [log in to unmask]
=20
=20
Regards,
=20
=20
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: [log in to unmask]=20
http://ferl.becta.org.uk =20
=20
=20
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please notify
the system manager.
This footnote also confirms that this email message has been swept by
MIMEsweeper for the presence of computer viruses.
www.mimesweeper.com =20
**********************************************************************
***************** List information: ***************** Remember - replies =
go by default to the entire list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email =
[log in to unmask] with the message: leave vle=20
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please notify
the system manager.
This footnote also confirms that this email message has been swept by
MIMEsweeper for the presence of computer viruses.
www.mimesweeper.com
**********************************************************************
***************** List information: ***************** Remember - replies =
go by default to the entire list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email =
[log in to unmask] with the message: leave vle ***************** =
List information: ***************** Remember - replies go by default to =
the entire list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email =
[log in to unmask] with the message: leave vle
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=0A=
=0A=
=0A=
=0A=
=0A=
=0A=
=0A=
Mathew
=0A=
not sure if this is the best =
place for this =0A=
thread. I think that most people taking part have been from HE and not =
FE. I =0A=
think the thread is fine here been interesting to follow
=0A=
Peter
=0A=
=0A=
=0A=
From: Virtual Learning Environments =
on behalf of =0A=
Matthew Tipson Sent: Thu 10/03/2005 16:40 To: =0A=
[log in to unmask] Subject: Re: [VLES] List Moderation - Re: =
[VLES] =0A=
How widespread is the use of the term (and the concept) of =0A=
e-learning?
=0A=
=0A=
=0A=
Hi =0A=
All,
=0A=
=0A=
As promised, =
a new =0A=
venue for this debate to continue has now been found, the NLN Online =
Technical =0A=
demonstrator. A thread has been started within the Further =
Education Forum =0A=
entitled ‘How widespread is the use of the term (and the concept) =
of =0A=
e-learning?‘.
I do hope =
that this =0A=
change of venue does not disrupt what has been an interesting =
debate. As =0A=
before, any comments please let me know off-list [log in to unmask].
-----Original =0A=
Message----- From: =
Anita Pincas =0A=
[mailto:[log in to unmask]] Sent: 10 March 2005 =
15:16 To: =
[log in to unmask] Subject: Re: [VLES] List =
Moderation - Re: =0A=
[VLES] How widespread is the use of the term (and the concept) of =0A=
e-learning?
=0A=
=0A=
Dear Matthew, and =
others,
I know you =0A=
asked to be contacted off-line, but - as one can see - people are =
continuing =0A=
with a slight change of subject header.
I think it would be a =
pity to cut =0A=
off one of the rare online discussions that has aroused considerable =
reactions =0A=
of so many varied kinds, and offered quite stimulating titbits, =
especially =0A=
from the very will informed Niki.
As a discussion between total =
strangers =0A=
[I have come across only one or two familiar names] I find it a model of =
useful =0A=
internet interaction. Even the rare little flaming gives it a =
touch of =0A=
reality, and certainly has not spoiled it in any way for me. It is =0A=
something to show the sceptics that cyber-talk among strangers does have =
a =0A=
point. I very rarely feel impelled to bother, but this =0A=
time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson =0A=
wrote:
=0A=
Dear All,
As =
Amber =0A=
mentioned in her posting about list moderation, we have attempted to =
maintain a =0A=
‘light-touch’ with this list to encourage discussion and =
free exchange of =0A=
ideas. However, we have to balance the interests of all member of =
this =0A=
list and I believe that the current discussion has now moved beyond the =0A=
reasonable boundaries of this list.
I would therefore ask =
that =0A=
anyone who wishes to continue this discussion should await instructions =
about =0A=
the formation of a more appropriate forum for these discussions. =
Please do not continue to use this list for =
this =0A=
discussion.
If you wish to contact me regarding =
this =0A=
decision please contact me off-list at [log in to unmask] =0A=
Regards,
Matthew =
Tipson =0A=
Content Officer - Technology Ferl, =
Becta t: 024 =0A=
7641 6994 ext 2216 f: 024 7684 7166 e: =0A=
[log in to unmask] =0A=
http://ferl.becta.org.uk
********************=
************************************************** This =0A=
email and any files transmitted with it are confidential and intended =
solely =0A=
for the use of the individual or entity to whom they are addressed. =
If you =0A=
have received this email in error please notify the system =
manager. This =0A=
footnote also confirms that this email message has been swept =
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************** This =0A=
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If you =0A=
have received this email in error please notify the system =
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footnote also confirms that this email message has been swept =
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------_=_NextPart_001_01C5259A.641E95DF--
=========================================================================
Date: Thu, 10 Mar 2005 21:05:13 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Dick Cervantes <[log in to unmask]>
Subject: Re: E-learning: Some student reactions [transcript]
MIME-Version: 1.0
Content-Type: text/plain; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
A very interesting read, thank you. The live qualitative data format =
makes it very accessible, to me at least, and the points made by the =
students are particularly worth considering. I'm forwarding on to =
others and encouraging them to have a look at it too. Particularly =
relevant to me were the skills that we need to develop in staff and =
students in FE, eg Internet searching, general IT, and authoring. The =
usefulness for students to be able to wordprocess their exams is also =
well expressed.=20
Dick Cervantes
Eastleigh College
023 8091 1083
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf
Of Stuart Lee
Sent: 10 March 2005 13:08
To: [log in to unmask]
Subject: [VLES] E-learning: Some student reactions [transcript]
Dear All,
We have just posted up a transcript of a round table discussion last =
year
at our 'Beyond the Learner' conference in Oxford. At this four students =
(2
A-level, 1 undergraduate, 1 postgraduate), a school teacher, and an NUS
representative were asked a range of questions related to e-learning.
Delegates at the conference found it fascinating (they said it was one =
of
the best sessions they had been to at an e-learning conference in a long
time), and certainly illustrated just how informative it is when =
learners
finally get a chance to speak at such meetings. The replies are
interesting, amusing, and occasionally blunt! There was some discussion
of VLEs, LAMS, access to computers, IT skills, use of IT in lectures,
etc. A rough transcript of this is now available as a PDF at:
http://www.oucs.ox.ac.uk/ltg/events/beyond2004/beyondstudent.pdf
If you find this interesting then please note that in the morning =
session
of this year's 'Beyond' (8th April, Oxford University) there will be
another discussion/debate involving students centred around the motion
"Should technology revolutionize education?". For more details, a
programme, and a booking form see:
http://www.oucs.ox.ac.uk/ltg/events/beyond2005/
Stuart Lee
*************************************************************************=
**
Dr Stuart D Lee | Head of the Learning Technologies
Oxford University Computing | Group (http://www.oucs.ox.ac.uk/ltg/)
Services |
13 Banbury Road | Member of the English Faculty
Oxford OX2 6NN
-------------------------------------------------------------------------=
-
E-mail: [log in to unmask]; Tel: +44 1865 283403; Fax: +44 1865
273275; URL: http://users.ox.ac.uk/~stuart/
-------------------------------------------------------------------------=
-
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vle
=20
=20
DISCLAIMER:=20
=20
The information in this e-mail and any attachments is confidential and =
may be subjected to legal professional privilege.=20
It is intended solely for the attention and use of the named =
addressee(s). If you are not the intended recipient, or person =
responsible for delivering this information to the intended recipient, =
please notify the sender immediately. Unless you are the intended =
recipient, or his/her representative you are not authorised to, and must =
not, read, copy, distribute, use or retain this message or any part of =
it.=20
Eastleigh College has taken reasonable precautions to ensure that no =
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=========================================================================
Date: Fri, 11 Mar 2005 09:29:48 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Derek House <[log in to unmask]>
Subject: Re: When is a VLE not a VLE?
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----_=_NextPart_001_01C5261C.DE5005E7"
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------_=_NextPart_001_01C5261C.DE5005E7
Content-Type: text/plain;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Julian
=20
I did raise the idea of us being in an eTeaching scenario some time =
early in this discussion. It is absolutely clear that what goes on in =
the individual environment of the so called eLearning zone is actually =
inspired and motivated by the teaching medium. We should therefore,of =
course, divorce ourselves from the idea of eLearning and rename it =
eTeaching.
=20
It is, after all, the nature of all study with respect to this =
technology that we predominate in the teaching technology issues, =
delivery, assessment, mentoring, tutoring, resourses, etc. None of these =
issues is studiey by students when they are learning online or in the =
eMedia.
=20
Cheers
=20
All
Del
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf =
Of Julian Swindell
Sent: 10 March 2005 17:03
To: [log in to unmask]
Subject: [VLES] When is a VLE not a VLE?
Dear All
I have watched this list for some months, without feeling much urge to =
contribute, but, as with many others, the comments flying around that =
took it off list, have stirred me out of my lethargy (and the result is =
more or less cogent to this list).
=20
Over the aeons we have developed and used an endless number of =
teaching/learning systems.=20
* Cavemen scratched pictures of deer and lions in the sand to teach =
their kids what to eat and when to run. And the kids managed to get it =
right, despite Dad being a completely uncool Neanderthal who still =
chipped his axes.=20
* Boring old school masters made boys learn by rote, chant their answers =
and copy on slates and still William Shakespeare learnt to write the =
greatest of English plays. =20
* Crusty Cambridge dons hectored students in Latin verse and still =
Newton learned how to unravel the physics of existence.=20
* Now we use computers and whiteboards and presentation systems and VLEs =
and still the students come out having learnt just as well as the ones I =
taught with those new-fangled overhead projectors all those years ago.
No matter how hard we teachers work at it, we just can't stop people =
learning. The ability to learn is possibly the most important defining =
feature of humanity. We may help in this process, but when we do, it is =
not usually in the way we anticipated.
=20
So what serious point am I trying to make? People will learn, whatever =
environment they are immersed in. We can encourage, advise, criticise, =
praise, motivate, assess, demoralise (sadly) or whatever, but the basic =
learning they do themselves. When I look at how most VLEs are used, I =
think "They are not learning environments, they are teaching =
environments." The learning goes on between a student's two ears, not in =
front of her two eyes and certainly not inside the processors of a =
computer. VLEs can be and will be very useful tools, but as is so often =
the case with any new tool, we the practitioners run the risk of =
concentrating on the tool itself and not the people we are trying to aid =
through its use. I think this is why this list suddenly erupted, when it =
did go off list and started discussing ideas rather than processes. Then =
we all became learners and wanted to make our own points.
=20
The message from Stuart Lee today, on E-learning: Some student =
reactions, I think makes the point that I am struggling to make:if we =
want to discuss learning, we need to talk to the learners. The =
discussions we have amongst ourselves are often of no greater =
consequence than those old Shakespearian school masters discussing what =
sort of chalks to make their boys use for the next copying session. =
Young William didn't care. He was miles ahead of them.
=20
If anyone can figure out what I'm trying to say, I would be interested =
in hearing!
Julian
--
Julian Swindell,
Principal lecturer in GIS and digital education
Royal Agricultural College, Cirencester, GL7 6JS, UK
tel. +44(0)1285 652531 fax. +44(0)1285 642740
email [log in to unmask]
http://www.rac.ac.uk/~julian_swindell=20
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf =
Of Anita Pincas
Sent: 10 March 2005 15:16
To: [log in to unmask]
Subject: Re: [VLES] List Moderation - Re: [VLES] How widespread is the =
use of the term (and the concept) of e-learning?
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people =
are continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions =
that has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will =
informed Niki.
As a discussion between total strangers [I have come across only one or =
two familiar names] I find it a model of useful internet interaction. =
Even the rare little flaming gives it a touch of reality, and certainly =
has not spoiled it in any way for me. It is something to show the =
sceptics that cyber-talk among strangers does have a point. I very =
rarely feel impelled to bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear All,
=20
As Amber mentioned in her posting about list moderation, we have =
attempted to maintain a 'light-touch' with this list to encourage =
discussion and free exchange of ideas. However, we have to balance the =
interests of all member of this list and I believe that the current =
discussion has now moved beyond the reasonable boundaries of this list.
=20
I would therefore ask that anyone who wishes to continue this discussion =
should await instructions about the formation of a more appropriate =
forum for these discussions. Please do not continue to use this list =
for this discussion.
=20
If you wish to contact me regarding this decision please contact me =
off-list at [log in to unmask]
=20
=20
Regards,
=20
=20
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: [log in to unmask] http://ferl.becta.org.uk
=20
=20
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please notify
the system manager.
This footnote also confirms that this email message has been swept by
MIMEsweeper for the presence of computer viruses.
www.mimesweeper.com =20
**********************************************************************
***************** List information: ***************** Remember - replies =
go by default to the entire list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email =
[log in to unmask] with the message: leave vle=20
***************** List information: ***************** Remember - replies =
go by default to the entire list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email =
[log in to unmask] with the message: leave vle=20
***************** List information: ***************** Remember - replies =
go by default to the entire list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email =
[log in to unmask] with the message: leave vle=20
.
***************** List information: *****************
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To unsubscribe, email [log in to unmask] with the message: leave vle
------_=_NextPart_001_01C5261C.DE5005E7
Content-Type: text/html;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Julian
I did=20
raise the idea of us being in an eTeaching scenario some time early in =
this=20
discussion. It is absolutely clear that what goes on in the individual=20
environment of the so called eLearning zone is actually inspired and =
motivated=20
by the teaching medium. We should therefore,of course, divorce =
ourselves=20
from the idea of eLearning and rename it eTeaching.
It is,=20
after all, the nature of all study with respect to this technology that =
we=20
predominate in the teaching technology issues, delivery, assessment, =
mentoring,=20
tutoring, resourses, etc. None of these issues is studiey by students =
when they=20
are learning online or in the eMedia.
Cheers
All
Del
-----Original Message----- From: Virtual Learning=20
Environments [mailto:[log in to unmask]]On Behalf Of Julian=20
Swindell Sent: 10 March 2005 17:03 To:=20
[log in to unmask] Subject: [VLES] When is a VLE not a=20
VLE?
Dear=20
All
I have =
watched this=20
list for some months, without feeling much urge to contribute, but, as =
with=20
many others, the comments flying around that took it off list, have =
stirred me=20
out of my lethargy (and the result is more or less cogent to this=20
list).
Over the =
aeons we have=20
developed and used an endless number of teaching/learning systems.=20
Cavemen =
scratched=20
pictures of deer and lions in the sand to teach their kids what to =
eat and=20
when to run. And the kids managed to get it right, despite Dad being =
a=20
completely uncool Neanderthal who still chipped his =
axes.=20
Boring =
old school=20
masters made boys learn by rote, chant their answers and copy =
on slates=20
and still William Shakespeare learnt to write the greatest of =
English=20
plays. =20
Crusty =
Cambridge dons=20
hectored students in Latin verse and still Newton learned how to =
unravel the=20
physics of existence.=20
Now we =
use computers=20
and whiteboards and presentation systems and VLEs and still the =
students=20
come out having learnt just as well as the ones I taught with those=20
new-fangled overhead projectors all those=20
years ago.
No matter =
how hard we=20
teachers work at it, we just can't stop people learning. The ability =
to learn=20
is possibly the most important defining feature of humanity. We may =
help in=20
this process, but when we do, it is not usually in the way we=20
anticipated.
So what=20
serious point am I trying to make? People will learn, whatever =
environment=20
they are immersed in. We can encourage, advise, criticise, praise, =
motivate,=20
assess, demoralise (sadly) or whatever, but the basic learning they do =
themselves. When I look at how most VLEs are used, I think "They are =
not=20
learning environments, they are teaching =
environments." The=20
learning goes on between a student's two ears, not in front of her two =
eyes=20
and certainly not inside the processors of a computer. VLEs can be and =
will be=20
very useful tools, but as is so often the case with any new tool, we =
the=20
practitioners run the risk of concentrating on the tool itself and not =
the=20
people we are trying to aid through its use. I think this is why this =
list=20
suddenly erupted, when it did go off list and started discussing ideas =
rather=20
than processes. Then we all became learners and wanted to make our own =
points.
The message=20
from Stuart Lee today, on E-learning: Some student=20
reactions, I think makes the point that I am struggling to =
make:if=20
we want to discuss learning, we need to talk to the=20
learners. The discussions we have amongst ourselves are often =
of no=20
greater consequence than those old Shakespearian school masters =
discussing=20
what sort of chalks to make their boys use for the next copying =
session. Young=20
William didn't care. He was miles ahead of them.
If anyone=20
can figure out what I'm trying to say, I would be interested in=20
hearing!
Julian -- Julian Swindell, Principal =
lecturer=20
in GIS and digital education Royal Agricultural College, =
Cirencester, GL7=20
6JS, UK tel. +44(0)1285 652531 fax. +44(0)1285 642740 email=20
[log in to unmask] http://www.rac.ac.uk/~julian_swindell =
-----Original=20
Message----- From: Virtual Learning Environments=20
[mailto:[log in to unmask]]On Behalf Of Anita =
Pincas Sent:=20
10 March 2005 15:16 To: =
[log in to unmask] Subject: Re:=20
[VLES] List Moderation - Re: [VLES] How widespread is the use of the =
term=20
(and the concept) of e-learning?
Dear Matthew, and=20
others,
I know you asked to be contacted off-line, but - as =
one can=20
see - people are continuing with a slight change of subject =
header.
I=20
think it would be a pity to cut off one of the rare online =
discussions that=20
has aroused considerable reactions of so many varied kinds, and =
offered=20
quite stimulating titbits, especially from the very will informed=20
Niki.
As a discussion between total strangers [I have come =
across=20
only one or two familiar names] I find it a model of useful internet =
interaction. Even the rare little flaming gives it a touch of =
reality,=20
and certainly has not spoiled it in any way for me. It is =
something to=20
show the sceptics that cyber-talk among strangers does have a point. =
I very=20
rarely feel impelled to bother, but this =
time....
Anita
At=20
11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear =
All,
As Amber=20
mentioned in her posting about list moderation, we have attempted =
to=20
maintain a ‘light-touch’ with this list to encourage =
discussion and free=20
exchange of ideas. However, we have to balance the interests =
of all=20
member of this list and I believe that the current discussion has =
now=20
moved beyond the reasonable boundaries of this =
list.
I would=20
therefore ask that anyone who wishes to continue this discussion =
should=20
await instructions about the formation of a more appropriate forum =
for=20
these discussions. Please do not continue to use this =
list for=20
this discussion.
If you wish to contact me =
regarding this=20
decision please contact me off-list at [log in to unmask]=20
***************************************************************=
******* This=20
email and any files transmitted with it are confidential =
and intended=20
solely for the use of the individual or entity to whom they are =
addressed. If you have received this email in error please =
notify the=20
system manager. This footnote also confirms that this email =
message has=20
been swept by MIMEsweeper for the presence of computer =
viruses. www.mimesweeper.com ***************************=
******************************************* *****************=20
List information: ***************** Remember - replies go by =
default to=20
the entire list. Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html To =
unsubscribe, email [log in to unmask] with the message: leave =
vle=20
***************** List information: ***************** =
Remember=20
- replies go by default to the entire list. Access the list via the =
web on=20
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email=20
[log in to unmask] with the message: leave vle=20
***************** List information: ***************** =
Remember -=20
replies go by default to the entire list. Access the list via the web =
on=20
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email=20
[log in to unmask] with the message: leave vle =
Infor=
mation transmitted in this electronic message may contain confidential =
and or privileged materials.
***************** List information: *****************
Remember - replies go by default to the entire list.
Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave vle
------_=_NextPart_001_01C5261C.DE5005E7--
=========================================================================
Date: Fri, 11 Mar 2005 09:49:53 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Rod Cullen <[log in to unmask]>
Subject: Re: When is a VLE not a VLE?
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----=_NextPart_000_0003_01C5261F.ACF27660"
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------=_NextPart_000_0003_01C5261F.ACF27660
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charset="us-ascii"
Content-Transfer-Encoding: 7bit
Do we really want to divorce ourselves from the idea of eLearning? One of
the biggest problems that I see is that too much teaching be it face-to-face
or 'eTeaching' is done with no thought to the learning that is sought in the
student or pitched at a level that is inappropriate to the student.
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
_____
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Derek House
Sent: 11 March 2005 09:30
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?
Julian
I did raise the idea of us being in an eTeaching scenario some time early in
this discussion. It is absolutely clear that what goes on in the individual
environment of the so called eLearning zone is actually inspired and
motivated by the teaching medium. We should therefore,of course, divorce
ourselves from the idea of eLearning and rename it eTeaching.
It is, after all, the nature of all study with respect to this technology
that we predominate in the teaching technology issues, delivery, assessment,
mentoring, tutoring, resourses, etc. None of these issues is studiey by
students when they are learning online or in the eMedia.
Cheers
All
Del
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf Of
Julian Swindell
Sent: 10 March 2005 17:03
To: [log in to unmask]
Subject: [VLES] When is a VLE not a VLE?
Dear All
I have watched this list for some months, without feeling much urge to
contribute, but, as with many others, the comments flying around that took
it off list, have stirred me out of my lethargy (and the result is more or
less cogent to this list).
Over the aeons we have developed and used an endless number of
teaching/learning systems.
* Cavemen scratched pictures of deer and lions in the sand to teach
their kids what to eat and when to run. And the kids managed to get it
right, despite Dad being a completely uncool Neanderthal who still chipped
his axes.
* Boring old school masters made boys learn by rote, chant their
answers and copy on slates and still William Shakespeare learnt to write the
greatest of English plays.
* Crusty Cambridge dons hectored students in Latin verse and still
Newton learned how to unravel the physics of existence.
* Now we use computers and whiteboards and presentation systems and
VLEs and still the students come out having learnt just as well as the ones
I taught with those new-fangled overhead projectors all those years ago.
No matter how hard we teachers work at it, we just can't stop people
learning. The ability to learn is possibly the most important defining
feature of humanity. We may help in this process, but when we do, it is not
usually in the way we anticipated.
So what serious point am I trying to make? People will learn, whatever
environment they are immersed in. We can encourage, advise, criticise,
praise, motivate, assess, demoralise (sadly) or whatever, but the basic
learning they do themselves. When I look at how most VLEs are used, I think
"They are not learning environments, they are teaching environments." The
learning goes on between a student's two ears, not in front of her two eyes
and certainly not inside the processors of a computer. VLEs can be and will
be very useful tools, but as is so often the case with any new tool, we the
practitioners run the risk of concentrating on the tool itself and not the
people we are trying to aid through its use. I think this is why this list
suddenly erupted, when it did go off list and started discussing ideas
rather than processes. Then we all became learners and wanted to make our
own points.
The message from Stuart Lee today, on E-learning: Some student reactions, I
think makes the point that I am struggling to make:if we want to discuss
learning, we need to talk to the learners. The discussions we have amongst
ourselves are often of no greater consequence than those old Shakespearian
school masters discussing what sort of chalks to make their boys use for the
next copying session. Young William didn't care. He was miles ahead of them.
If anyone can figure out what I'm trying to say, I would be interested in
hearing!
Julian
--
Julian Swindell,
Principal lecturer in GIS and digital education
Royal Agricultural College, Cirencester, GL7 6JS, UK
tel. +44(0)1285 652531 fax. +44(0)1285 642740
email [log in to unmask]
http://www.rac.ac.uk/~julian_swindell
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf Of
Anita Pincas
Sent: 10 March 2005 15:16
To: [log in to unmask]
Subject: Re: [VLES] List Moderation - Re: [VLES] How widespread is the use
of the term (and the concept) of e-learning?
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people are
continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions
that has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will
informed Niki.
As a discussion between total strangers [I have come across only one or two
familiar names] I find it a model of useful internet interaction. Even the
rare little flaming gives it a touch of reality, and certainly has not
spoiled it in any way for me. It is something to show the sceptics that
cyber-talk among strangers does have a point. I very rarely feel impelled to
bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear All,
As Amber mentioned in her posting about list moderation, we have attempted
to maintain a 'light-touch' with this list to encourage discussion and free
exchange of ideas. However, we have to balance the interests of all member
of this list and I believe that the current discussion has now moved beyond
the reasonable boundaries of this list.
I would therefore ask that anyone who wishes to continue this discussion
should await instructions about the formation of a more appropriate forum
for these discussions. Please do not continue to use this list for this
discussion.
If you wish to contact me regarding this decision please contact me off-list
at [log in to unmask]
Regards,
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: [log in to unmask] http://ferl.becta.org.uk
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please notify
the system manager.
This footnote also confirms that this email message has been swept by
MIMEsweeper for the presence of computer viruses.
www.mimesweeper.com
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Information transmitted in this electronic message may contain confidential
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------=_NextPart_000_0003_01C5261F.ACF27660
Content-Type: text/html;
charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Do we really want to divorce =
ourselves
from the idea of eLearning? One of the biggest problems that I see =
is that too
much teaching be it face-to-face or ‘eTeaching’ is done with =
no
thought to the learning that is sought in the student or pitched at a =
level
that is inappropriate to the student.
From:Virtual Learning =
Environments
[mailto:[log in to unmask]] On =
Behalf Of Derek
House Sent: 11 March 2005 =
09:30 To: =
[log in to unmask] Subject: Re: [VLES] When =
is a VLE
not a VLE?
Julian
I did raise the idea of us being in =
an
eTeaching scenario some time early in this discussion. It is absolutely =
clear
that what goes on in the individual environment of the so called =
eLearning zone
is actually inspired and motivated by the teaching medium. We should
therefore,of course, divorce ourselves from the idea of eLearning =
and
rename it eTeaching.
It is, after all, the nature of all =
study
with respect to this technology that we predominate in the teaching =
technology
issues, delivery, assessment, mentoring, tutoring, resourses, etc. None =
of
these issues is studiey by students when they are learning online or in =
the
eMedia.
Cheers
All
Del
-----Original =
Message----- From:Virtual
Learning Environments =
[mailto:[log in to unmask]]On Behalf Of Julian Swindell Sent: 10 March 2005 =
17:03 To: =
[log in to unmask] Subject: [VLES] When is a =
VLE not
a VLE?
Dear =
All
I have watched this list for some =
months,
without feeling much urge to contribute, but, as with many others, the =
comments
flying around that took it off list, have stirred me out of my lethargy =
(and
the result is more or less cogent to this =
list).
Over the aeons we have developed =
and used
an endless number of teaching/learning systems. =
Cavemen scratched pictures of =
deer and
lions in the sand to teach their kids what to eat and when to run. =
And the
kids managed to get it right, despite Dad being a completely uncool
Neanderthal who still chipped his axes. =
Boring old school masters =
made boys
learn by rote, chant their answers and copy on slates and =
still
William Shakespeare learnt to write the greatest of English =
plays.
Crusty Cambridge
dons hectored students in Latin verse and still Newton learned how to unravel =
the
physics of existence.
Now we use computers and =
whiteboards
and presentation systems and VLEs and still the students come out =
having
learnt just as well as the ones I taught with those new-fangled =
overhead
projectors all those =
years ago.
No matter how hard we teachers =
work at it,
we just can't stop people learning. The ability to learn is possibly the =
most
important defining feature of humanity. We may help in this process, but =
when
we do, it is not usually in the way we =
anticipated.
So what serious point am I trying =
to make?
People will learn, whatever environment they are immersed in. We can =
encourage,
advise, criticise, praise, motivate, assess, demoralise (sadly) or =
whatever,
but the basic learning they do themselves. When I look at how most VLEs =
are
used, I think "They are not learning
environments, they are teaching
environments." The learning goes on between a student's two ears, =
not in
front of her two eyes and certainly not inside the processors of a =
computer.
VLEs can be and will be very useful tools, but as is so often the case =
with any
new tool, we the practitioners run the risk of concentrating on the tool =
itself
and not the people we are trying to aid through its use. I think this is =
why
this list suddenly erupted, when it did go off list and started =
discussing
ideas rather than processes. Then we all became learners and wanted to =
make our
own points.
The message from Stuart Lee today,
on E-learning: Some =
student
reactions, I think makes the point that I am =
struggling to
make:if we want to discuss learning,
we need to talk to the learners.
The discussions we have amongst ourselves are often of no greater =
consequence
than those old Shakespearian school masters discussing what sort of =
chalks to
make their boys use for the next copying session. Young William didn't =
care. He
was miles ahead of them.
If anyone can figure out what I'm =
trying to
say, I would be interested in hearing!
Julian
--
Julian Swindell,
Principal lecturer in GIS and digital education
Royal Agricultural College, Cirencester,
GL7 6JS, =
UK
tel. +44(0)1285 652531 fax. +44(0)1285 642740
email [log in to unmask] http://www.rac.ac.uk/~julian_swindell=
-----Original
Message----- From:Virtual
Learning Environments =
[mailto:[log in to unmask]]On Behalf Of Anita Pincas Sent: 10 March 2005 =
15:16 To: =
[log in to unmask] Subject: Re: [VLES] List
Moderation - Re: [VLES] How widespread is the use of the term (and the =
concept)
of e-learning?
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people =
are
continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions =
that
has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will =
informed
Niki.
As a discussion between total strangers [I have come across only one or =
two
familiar names] I find it a model of useful internet interaction. =
Even
the rare little flaming gives it a touch of reality, and certainly has =
not
spoiled it in any way for me. It is something to show the sceptics =
that
cyber-talk among strangers does have a point. I very rarely feel =
impelled to
bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear All,
As Amber mentioned in her posting about list moderation, we have =
attempted to
maintain a ‘light-touch’ with this list to encourage =
discussion and
free exchange of ideas. However, we have to balance the interests =
of all
member of this list and I believe that the current discussion has now =
moved
beyond the reasonable boundaries of this list.
I would therefore ask that anyone who wishes to continue this discussion =
should
await instructions about the formation of a more appropriate forum for =
these
discussions. Please do not =
continue to
use this list for this discussion.
If you wish to contact me regarding this decision please contact me =
off-list at
[log in to unmask]
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please =
notify
the system manager.
This footnote also confirms that this email message has been swept =
by
MIMEsweeper for the presence of computer viruses. www.mimesweeper.com
**********************************************************************
***************** List information: ***************** Remember - replies =
go by
default to the entire list. Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave =
vle
***************** List information: ***************** Remember -
replies go by default to the entire list. Access the list via the web on
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email
[log in to unmask] with the message: leave vle =
***************** List information: ***************** Remember -
replies go by default to the entire list. Access the list via the web on
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email
[log in to unmask] with the message: leave vle =
Information transmitted =
in this electronic message may contain confidential and or privileged =
materials.
***************** List information: *****************
Remember - replies go by default to the entire list.
Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave vle
***************** List information: *****************
Remember - replies go by default to the entire list.
Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave vle
------=_NextPart_000_0003_01C5261F.ACF27660--
=========================================================================
Date: Fri, 11 Mar 2005 10:32:20 +0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Jeff Jaeckle <[log in to unmask]>
Subject: Re: When is a VLE not a VLE?
Mime-Version: 1.0
Content-Type: text/plain; charset=US-ASCII
Content-Transfer-Encoding: 7bit
Content-Disposition: inline
Well Stated!! At times, things get to far away from the student and the
learning they seek.... might be time for some common sense tablets.
Jeff "Jake" Jaeckle
Curriculum Manager - New Media & Photography
City of Bristol College - College Green
Faculty of Art, Design, Media and Performing Arts
St. George Road
Bristol BS1 5UA
email: [log in to unmask]
Voice: 0117 3125143
>>> [log in to unmask] 03/11/05 9:49 AM >>>
Do we really want to divorce ourselves from the idea of eLearning? One
of
the biggest problems that I see is that too much teaching be it
face-to-face
or 'eTeaching' is done with no thought to the learning that is sought in
the
student or pitched at a level that is inappropriate to the student.
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
_____
From: Virtual Learning Environments [mailto:[log in to unmask]] On
Behalf Of
Derek House
Sent: 11 March 2005 09:30
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?
Julian
I did raise the idea of us being in an eTeaching scenario some time
early in
this discussion. It is absolutely clear that what goes on in the
individual
environment of the so called eLearning zone is actually inspired and
motivated by the teaching medium. We should therefore,of course,
divorce
ourselves from the idea of eLearning and rename it eTeaching.
It is, after all, the nature of all study with respect to this
technology
that we predominate in the teaching technology issues, delivery,
assessment,
mentoring, tutoring, resourses, etc. None of these issues is studiey by
students when they are learning online or in the eMedia.
Cheers
All
Del
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf
Of
Julian Swindell
Sent: 10 March 2005 17:03
To: [log in to unmask]
Subject: [VLES] When is a VLE not a VLE?
Dear All
I have watched this list for some months, without feeling much urge to
contribute, but, as with many others, the comments flying around that
took
it off list, have stirred me out of my lethargy (and the result is more
or
less cogent to this list).
Over the aeons we have developed and used an endless number of
teaching/learning systems.
* Cavemen scratched pictures of deer and lions in the sand to
teach
their kids what to eat and when to run. And the kids managed to get it
right, despite Dad being a completely uncool Neanderthal who still
chipped
his axes.
* Boring old school masters made boys learn by rote, chant their
answers and copy on slates and still William Shakespeare learnt to write
the
greatest of English plays.
* Crusty Cambridge dons hectored students in Latin verse and still
Newton learned how to unravel the physics of existence.
* Now we use computers and whiteboards and presentation systems
and
VLEs and still the students come out having learnt just as well as the
ones
I taught with those new-fangled overhead projectors all those years ago.
No matter how hard we teachers work at it, we just can't stop people
learning. The ability to learn is possibly the most important defining
feature of humanity. We may help in this process, but when we do, it is
not
usually in the way we anticipated.
So what serious point am I trying to make? People will learn, whatever
environment they are immersed in. We can encourage, advise, criticise,
praise, motivate, assess, demoralise (sadly) or whatever, but the basic
learning they do themselves. When I look at how most VLEs are used, I
think
"They are not learning environments, they are teaching environments."
The
learning goes on between a student's two ears, not in front of her two
eyes
and certainly not inside the processors of a computer. VLEs can be and
will
be very useful tools, but as is so often the case with any new tool, we
the
practitioners run the risk of concentrating on the tool itself and not
the
people we are trying to aid through its use. I think this is why this
list
suddenly erupted, when it did go off list and started discussing ideas
rather than processes. Then we all became learners and wanted to make
our
own points.
The message from Stuart Lee today, on E-learning: Some student
reactions, I
think makes the point that I am struggling to make:if we want to discuss
learning, we need to talk to the learners. The discussions we have
amongst
ourselves are often of no greater consequence than those old
Shakespearian
school masters discussing what sort of chalks to make their boys use for
the
next copying session. Young William didn't care. He was miles ahead of
them.
If anyone can figure out what I'm trying to say, I would be interested
in
hearing!
Julian
--
Julian Swindell,
Principal lecturer in GIS and digital education
Royal Agricultural College, Cirencester, GL7 6JS, UK
tel. +44(0)1285 652531 fax. +44(0)1285 642740
email [log in to unmask]
http://www.rac.ac.uk/~julian_swindell
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf
Of
Anita Pincas
Sent: 10 March 2005 15:16
To: [log in to unmask]
Subject: Re: [VLES] List Moderation - Re: [VLES] How widespread is the
use
of the term (and the concept) of e-learning?
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people
are
continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions
that has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will
informed Niki.
As a discussion between total strangers [I have come across only one or
two
familiar names] I find it a model of useful internet interaction. Even
the
rare little flaming gives it a touch of reality, and certainly has not
spoiled it in any way for me. It is something to show the sceptics that
cyber-talk among strangers does have a point. I very rarely feel
impelled to
bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear All,
As Amber mentioned in her posting about list moderation, we have
attempted
to maintain a 'light-touch' with this list to encourage discussion and
free
exchange of ideas. However, we have to balance the interests of all
member
of this list and I believe that the current discussion has now moved
beyond
the reasonable boundaries of this list.
I would therefore ask that anyone who wishes to continue this discussion
should await instructions about the formation of a more appropriate
forum
for these discussions. Please do not continue to use this list for this
discussion.
If you wish to contact me regarding this decision please contact me
off-list
at [log in to unmask]
Regards,
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: [log in to unmask] http://ferl.becta.org.uk
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please notify
the system manager.
This footnote also confirms that this email message has been swept by
MIMEsweeper for the presence of computer viruses.
www.mimesweeper.com
**********************************************************************
***************** List information: ***************** Remember - replies
go
by default to the entire list. Access the list via the web on
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email
[log in to unmask] with the message: leave vle
***************** List information: ***************** Remember - replies
go
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***************** List information: ***************** Remember - replies
go
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[log in to unmask] with the message: leave vle
Information transmitted in this electronic message may contain
confidential
and or privileged materials.
For full details and restrictions see
www.Grantham.ac.uk/about/disclaimer.htm
***************** List information: ***************** Remember - replies
go
by default to the entire list. Access the list via the web on
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vle
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=========================================================================
Date: Fri, 11 Mar 2005 10:27:13 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Chris Irwin <[log in to unmask]>
Subject: Re: When is a VLE not a VLE?[Scanned]
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=========================================================================
Date: Fri, 11 Mar 2005 10:40:57 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Phil Alberts <[log in to unmask]>
Subject: Re: When is a VLE not a VLE?
MIME-Version: 1.0
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I believe both "learning" and "teaching" should be considered in every =
course or programme. True, in the distant past we seemed to focus on =
the actions of the teacher in the classroom and we did not always notice =
or care whether it had much effect on learning. This eventually lead to =
the "learner-centred" movement and we started to focus on the quality of =
learning achieved by the student. Both quantitative and qualitative =
evaluations of learning achieved are important in my view.
=20
At the same time, it remains true that the planning and facilitative =
actions of the teacher determine and influence learning. Whether the =
teacher provides structure / information, access to learning resources, =
learning tasks / activities / assignments, opportunities for =
collaborative group work, guidance / feedback / motivation, or whatever, =
this has an effect - whether it is online, face to face or some =
combination of the two. The nature and frequency of facilitation from =
time to time in the course remains an ongoing concern for the teacher.
=20
Is some kind of "balance" possible?
=20
Regards
=20
Phil
__________________________________
Phil Alberts D.Ed
Head of e-Learning
Brunel University
__________________________________
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf =
Of Rod Cullen
Sent: 11 March 2005 09:50
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?
Do we really want to divorce ourselves from the idea of eLearning? One =
of the biggest problems that I see is that too much teaching be it =
face-to-face or 'eTeaching' is done with no thought to the learning that =
is sought in the student or pitched at a level that is inappropriate to =
the student.
=20
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
_____ =20
From: Virtual Learning Environments [mailto:[log in to unmask]] On =
Behalf Of Derek House
Sent: 11 March 2005 09:30
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?
=20
Julian
=20
I did raise the idea of us being in an eTeaching scenario some time =
early in this discussion. It is absolutely clear that what goes on in =
the individual environment of the so called eLearning zone is actually =
inspired and motivated by the teaching medium. We should therefore,of =
course, divorce ourselves from the idea of eLearning and rename it =
eTeaching.
=20
It is, after all, the nature of all study with respect to this =
technology that we predominate in the teaching technology issues, =
delivery, assessment, mentoring, tutoring, resourses, etc. None of these =
issues is studiey by students when they are learning online or in the =
eMedia.
=20
Cheers
=20
All
Del
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf =
Of Julian Swindell
Sent: 10 March 2005 17:03
To: [log in to unmask]
Subject: [VLES] When is a VLE not a VLE?
Dear All
I have watched this list for some months, without feeling much urge to =
contribute, but, as with many others, the comments flying around that =
took it off list, have stirred me out of my lethargy (and the result is =
more or less cogent to this list).
=20
Over the aeons we have developed and used an endless number of =
teaching/learning systems.=20
* Cavemen scratched pictures of deer and lions in the sand to teach =
their kids what to eat and when to run. And the kids managed to get it =
right, despite Dad being a completely uncool Neanderthal who still =
chipped his axes.=20
* Boring old school masters made boys learn by rote, chant their answers =
and copy on slates and still William Shakespeare learnt to write the =
greatest of English plays. =20
* Crusty Cambridge dons hectored students in Latin verse and still =
Newton learned how to unravel the physics of existence.=20
* Now we use computers and whiteboards and presentation systems and VLEs =
and still the students come out having learnt just as well as the ones I =
taught with those new-fangled overhead projectors all those years ago.=20
No matter how hard we teachers work at it, we just can't stop people =
learning. The ability to learn is possibly the most important defining =
feature of humanity. We may help in this process, but when we do, it is =
not usually in the way we anticipated.
=20
So what serious point am I trying to make? People will learn, whatever =
environment they are immersed in. We can encourage, advise, criticise, =
praise, motivate, assess, demoralise (sadly) or whatever, but the basic =
learning they do themselves. When I look at how most VLEs are used, I =
think "They are not learning environments, they are teaching =
environments." The learning goes on between a student's two ears, not in =
front of her two eyes and certainly not inside the processors of a =
computer. VLEs can be and will be very useful tools, but as is so often =
the case with any new tool, we the practitioners run the risk of =
concentrating on the tool itself and not the people we are trying to aid =
through its use. I think this is why this list suddenly erupted, when it =
did go off list and started discussing ideas rather than processes. Then =
we all became learners and wanted to make our own points.
=20
The message from Stuart Lee today, on E-learning: Some student =
reactions, I think makes the point that I am struggling to make:if we =
want to discuss learning, we need to talk to the learners. The =
discussions we have amongst ourselves are often of no greater =
consequence than those old Shakespearian school masters discussing what =
sort of chalks to make their boys use for the next copying session. =
Young William didn't care. He was miles ahead of them.
=20
If anyone can figure out what I'm trying to say, I would be interested =
in hearing!
=20
Julian
--
Julian Swindell,
Principal lecturer in GIS and digital education
Royal Agricultural College, Cirencester, GL7 6JS, UK
tel. +44(0)1285 652531 fax. +44(0)1285 642740
email [log in to unmask]
http://www.rac.ac.uk/~julian_swindell=20
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf =
Of Anita Pincas
Sent: 10 March 2005 15:16
To: [log in to unmask]
Subject: Re: [VLES] List Moderation - Re: [VLES] How widespread is the =
use of the term (and the concept) of e-learning?
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people =
are continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions =
that has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will =
informed Niki.
As a discussion between total strangers [I have come across only one or =
two familiar names] I find it a model of useful internet interaction. =
Even the rare little flaming gives it a touch of reality, and certainly =
has not spoiled it in any way for me. It is something to show the =
sceptics that cyber-talk among strangers does have a point. I very =
rarely feel impelled to bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear All,
=20
As Amber mentioned in her posting about list moderation, we have =
attempted to maintain a 'light-touch' with this list to encourage =
discussion and free exchange of ideas. However, we have to balance the =
interests of all member of this list and I believe that the current =
discussion has now moved beyond the reasonable boundaries of this list.
=20
I would therefore ask that anyone who wishes to continue this discussion =
should await instructions about the formation of a more appropriate =
forum for these discussions. Please do not continue to use this list =
for this discussion.
=20
If you wish to contact me regarding this decision please contact me =
off-list at [log in to unmask]
=20
=20
Regards,
=20
=20
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: [log in to unmask] http://ferl.becta.org.uk
=20
=20
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please notify
the system manager.
This footnote also confirms that this email message has been swept by
MIMEsweeper for the presence of computer viruses.
www.mimesweeper.com =20
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go by default to the entire list. Access the list via the web on =
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***************** List information: ***************** Remember - replies =
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***************** List information: ***************** Remember - replies =
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Information transmitted in this electronic message may contain =
confidential and or privileged materials.
For full details and restrictions see =
=
www.Grantham.ac.uk/about/disclaimer.htm=20
***************** List information: ***************** Remember - replies =
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List information: ***************** Remember - replies go by default to =
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------_=_NextPart_001_01C52626.CF5AD248
Content-Type: text/html;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
I believe=20
both "learning" and "teaching" should be considered =
in=20
every course or programme. True, in the distant past we =
seemed to=20
focus on the actions of the teacher in the classroom and we did not =
always=20
notice or care whether it had much effect on learning. =20
This eventually lead to the "learner-centred" movement and we =
started=20
to focus on the quality of learning achieved by the student. Both=20
quantitative and qualitative evaluations of learning achieved are =
important in=20
my view.
At the same =
time, it=20
remains true that the planning and facilitative actions of the =
teacher=20
determine and influence learning. Whether the teacher =
provides=20
structure / information, access to learning resources, learning tasks /=20
activities / assignments, opportunities for collaborative group=20
work, guidance / feedback / motivation, or whatever, this has an =
effect -=20
whether it is online, face to face or some combination of the two. =
The=20
nature and frequency of facilitation from time to time in the=20
course remains an ongoing concern for the =
teacher.
Is some kind =
of=20
"balance" possible?
Regards
Phil
__________________________________
Phil Alberts =
D.Ed Head of e-Learning Brunel=20
University __________________________________
-----Original Message----- From: Virtual Learning=20
Environments [mailto:[log in to unmask]]On Behalf Of Rod=20
Cullen Sent: 11 March 2005 09:50 To:=20
[log in to unmask] Subject: Re: [VLES] When is a VLE not a=20
VLE?
Do we =
really want to=20
divorce ourselves from the idea of eLearning? One of the biggest =
problems that I see is that too much teaching be it face-to-face or=20
‘eTeaching’ is done with no thought to the learning that =
is sought in the=20
student or pitched at a level that is inappropriate to the=20
student.
From:Virtual Learning Environments=20
[mailto:[log in to unmask]] On =
Behalf Of=20
Derek House Sent:=20
11 March 2005 09:30 To:=20
[log in to unmask] Subject:=20
Re: [VLES] When is a VLE not a VLE?
Julian
I did raise =
the idea=20
of us being in an eTeaching scenario some time early in this =
discussion. It is=20
absolutely clear that what goes on in the individual environment of =
the so=20
called eLearning zone is actually inspired and motivated by the =
teaching=20
medium. We should therefore,of course, divorce ourselves from =
the idea=20
of eLearning and rename it =
eTeaching.
It is, =
after all, the=20
nature of all study with respect to this technology that we =
predominate in the=20
teaching technology issues, delivery, assessment, mentoring, tutoring, =
resourses, etc. None of these issues is studiey by students when they =
are=20
learning online or in the eMedia.
Cheers
All
Del
-----Original=20
Message----- From:=20
Virtual Learning =
Environments=20
[mailto:[log in to unmask]]On =
Behalf Of=20
Julian Swindell Sent: 10 March 2005 =
17:03 To: =
[log in to unmask] Subject: [VLES] When is a VLE =
not a=20
VLE?
Dear=20
All
I have watched this list for =
some=20
months, without feeling much urge to contribute, but, as with many =
others,=20
the comments flying around that took it off list, have stirred me =
out of my=20
lethargy (and the result is more or less cogent to this=20
list).
Over the aeons we have =
developed and=20
used an endless number of teaching/learning systems.=20
Cavemen scratched pictures =
of deer=20
and lions in the sand to teach their kids what to eat and when to =
run. And=20
the kids managed to get it right, despite Dad being a completely =
uncool=20
Neanderthal who still chipped his axes.
Boring old school masters =
made boys=20
learn by rote, chant their answers and copy on slates and =
still=20
William Shakespeare learnt to write the greatest of English=20
plays.
Crusty Cambridge dons hectored students in Latin =
verse and=20
still Newton learned how to unravel =
the physics=20
of existence.
Now we use computers and =
whiteboards=20
and presentation systems and VLEs and still the students come out =
having=20
learnt just as well as the ones I taught with those new-fangled =
overhead=20
projectors all those years ago. =
No matter how hard we =
teachers work at=20
it, we just can't stop people learning. The ability to learn is =
possibly the=20
most important defining feature of humanity. We may help in this =
process,=20
but when we do, it is not usually in the way we=20
anticipated.
So what serious point am I =
trying to=20
make? People will learn, whatever environment they are immersed in. =
We can=20
encourage, advise, criticise, praise, motivate, assess, demoralise =
(sadly)=20
or whatever, but the basic learning they do themselves. When I look =
at how=20
most VLEs are used, I think "They are not learning environments, they =
are=20
teaching =
environments."=20
The learning goes on between a student's two ears, not in front of =
her two=20
eyes and certainly not inside the processors of a computer. VLEs can =
be and=20
will be very useful tools, but as is so often the case with any new =
tool, we=20
the practitioners run the risk of concentrating on the tool itself =
and not=20
the people we are trying to aid through its use. I think this is why =
this=20
list suddenly erupted, when it did go off list and started =
discussing ideas=20
rather than processes. Then we all became learners and wanted to =
make our=20
own points.
The message from Stuart Lee =
today,=20
on E-learning: Some =
student=20
reactions, I think makes the point that I am =
struggling=20
to make:if we want to discuss learning, we need to talk =
to the=20
learners. The=20
discussions we have amongst ourselves are often of no greater =
consequence=20
than those old Shakespearian school masters discussing what sort of =
chalks=20
to make their boys use for the next copying session. Young William =
didn't=20
care. He was miles ahead of them.
If anyone can figure out what =
I'm=20
trying to say, I would be interested in=20
hearing!
Julian -- Julian=20
Swindell, Principal lecturer in GIS and digital =
education Royal=20
Agricultural College, Cirencester, GL7=20
6JS, UK tel. +44(0)1285 =
652531 fax.=20
+44(0)1285 642740 email=20
[log in to unmask] http://www.rac.ac.uk/~julian_swindell=20
-----Original=20
Message----- From:=20
Virtual Learning =
Environments=20
[mailto:[log in to unmask]]On =
Behalf Of=20
Anita Pincas Sent: 10 March 2005 =
15:16 To: =
[log in to unmask] Subject: Re: [VLES] List =
Moderation -=20
Re: [VLES] How widespread is the use of the term (and the concept) =
of=20
e-learning?
Dear Matthew, and others,
I know =
you asked=20
to be contacted off-line, but - as one can see - people are =
continuing=20
with a slight change of subject header.
I think it would be =
a pity=20
to cut off one of the rare online discussions that has aroused=20
considerable reactions of so many varied kinds, and offered =
quite=20
stimulating titbits, especially from the very will informed=20
Niki.
As a discussion between total strangers [I have come =
across=20
only one or two familiar names] I find it a model of useful =
internet=20
interaction. Even the rare little flaming gives it a touch =
of=20
reality, and certainly has not spoiled it in any way for me. =
It is=20
something to show the sceptics that cyber-talk among strangers =
does have a=20
point. I very rarely feel impelled to bother, but this=20
time....
Anita
At 11:04 AM 10/03/2005, Matthew =
Tipson=20
wrote:
Dear All,
As Amber =
mentioned in her=20
posting about list moderation, we have attempted to maintain a=20
‘light-touch’ with this list to encourage discussion =
and free exchange of=20
ideas. However, we have to balance the interests of all =
member of=20
this list and I believe that the current discussion has now moved =
beyond=20
the reasonable boundaries of this list.
I would =
therefore ask=20
that anyone who wishes to continue this discussion should await=20
instructions about the formation of a more appropriate forum for =
these=20
discussions. Please do =
not=20
continue to use this list for this =
discussion.
If=20
you wish to contact me regarding this decision please contact me =
off-list=20
at [log in to unmask]=20
*********************=
************************************************* This=20
email and any files transmitted with it are confidential =
and intended=20
solely for the use of the individual or entity to whom they are =
addressed. If you have received this email in error please =
notify the=20
system manager. This footnote also confirms that this email =
message has=20
been swept by MIMEsweeper for the presence of computer =
viruses. www.mimesweeper.com ***************************=
******************************************* *****************=20
List information: ***************** Remember - replies go by =
default to=20
the entire list. Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html To =
unsubscribe, email [log in to unmask] with the message: leave =
vle=20
***************** List information:=20
***************** Remember - replies go by default to the entire =
list.=20
Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html To=20
unsubscribe, email [log in to unmask] with the message: leave =
vle=20
***************** List information:=20
***************** Remember - replies go by default to the entire =
list.=20
Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html To=20
unsubscribe, email [log in to unmask] with the message: leave =
vle=20
=
Information transmitted in this electronic message may =
contain=20
confidential and or privileged materials.
For full details and restrictions see www.Grant=
ham.ac.uk/about/disclaimer.htm
***=
**************=20
List information: ***************** Remember - replies go by default =
to the=20
entire list. Access the list via the web on=20
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email=20
[log in to unmask] with the message: leave vle ***************** =
List=20
information: ***************** Remember - replies go by default to the =
entire=20
list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html=20
To unsubscribe, email [log in to unmask] with the message: leave=20
vle
***************** List information: *****************
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To unsubscribe, email [log in to unmask] with the message: leave vle
------_=_NextPart_001_01C52626.CF5AD248--
=========================================================================
Date: Fri, 11 Mar 2005 10:56:19 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Claire Gill <[log in to unmask]>
Subject: Re: Recent Becta publication AN INTRODUCTION TO LEARNING PLATFORMS
MIME-Version: 1.0
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Hiya
Some clarification which I hope will help.
The term Learning Platforms was used because many others felt that the
confusion in terms needed some explanation, plus that is what was
becoming, in some circles, common parlance for a range of products which
delivered learning opportunities, including VLEs.
Becta is encouraging Learning Platform suppliers to register as part of
the conformance scheme and this includes any Open Source Solution
platforms; we are continuing to encourage all systems to be
interoperable.
This publication was written with the target audience of LEAs, and other
support providers and intermediaries within the schools sector in mind.
The request for an introduction came as a response to discussions with
this audience, regarding the sort of information that was being asked
of them and particularly at school and non-ICT specialist level.
Therefore levels of information were tailored to meet this need, and
many of the issues regarding Open Source etc will be covered in the more
in-depth guide later in the year.
It has been really good to see the positive reception that this
publication has, both within and beyond its target audience, and
feedback and discussion has been valuable and constructive in informing
the next publication, so many thanks for that.
Hope this information is helpful.
Claire=20
Claire Gill
Head of Institutional Support Services
Becta
Millburn Hill Road
Coventry=20
CV4 7JJ
tel: 02476 797030 / 02476 416994 ext 2262
mob: 07766808584=20
-----Original Message-----
From: Andy Black=20
Sent: 09 March 2005 15:47
To: [log in to unmask]
Subject: Re: [VLES] Recent Becta publication AN INTRODUCTION TO LEARNING
PLATFORMS
Hi Miles
Good point especially as regards open source I have forwarded to authors
at Becta for in depth answer.=20
Andy Black
Project Manager e-learning
DfES Standards Unit.
TEL: 07801612459
-----Original Message-----
From: Miles Berry [mailto:[log in to unmask]]=20
Sent: 09 March 2005 13:10
To: [log in to unmask]
Subject: Re: [VLES] Recent Becta publication AN INTRODUCTION TO LEARNING
PLATFORMS
An interesting document, Andy, and good to see BECTA's continuing work
in this area.
A couple of questions:
Why the use of 'learning platforms' rather than 'virtual learning
environments'?
Why is there an emphasis on the corportate offerings, and talk of
purchasing and tendering, without _any_ mention to highly successful and
feature rich open source projects such as Moodle and Boddington?
I look forward to seeing what the in depth guide in the summer turns out
like.
Best wishes,
--
Miles Berry
Deputy Head
St Ives School Haslemere
www.stiveshaslemere.com
Andy Black wrote
> Hi All
>
>
>
> This is a recent publication by Becta. Is a really short description
of
> what a Learning Platform or VLE (Virtual Learning Environment) it's
> worth a read.
>
>
>
> ++++++++++++++++++++++++++++++++++++++
>
>
>
> AN INTRODUCTION TO LEARNING PLATFORMS
>
> Recently published advice and guidance document for support providers,
> explaining the potential value of electronic learning environments and
> the issues associated with them.
>
> This title is part of a series of publications aimed at helping LEAs
and
> other intermediaries support schools, colleges and education
> organisations in working towards sustainable, embedded use of ICT.
>
> It has been collaboratively written by staff from the Content and
> Institutional Development directorates who are now planning to publish
> an in-depth guide to learning platforms in summer 2005.
>
> Hard copies can be ordered from http://www.becta.org.uk/publications
or
> download an electronic copy from
>
http://www.becta.org.uk/corporate/publications/documents/LEA_advice_lear
> ning_platform.pdf
>
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=========================================================================
Date: Fri, 11 Mar 2005 10:59:02 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Rod Cullen <[log in to unmask]>
Subject: Re: When is a VLE not a VLE?[Scanned]
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----=_NextPart_000_0013_01C52629.55FBB100"
This is a multi-part message in MIME format.
------=_NextPart_000_0013_01C52629.55FBB100
Content-Type: text/plain;
charset="us-ascii"
Content-Transfer-Encoding: 7bit
Hi Chris,
My point is that as academics there is supposed to be a point to the
teaching that we do i.e. that the students learn something. Some times we
want them to learn very specific things, sometimes processes/methods
sometime we want then to learn how to learn for them selves. The reason
that we do assessment is to try and see what they have learned and ensure
that what they have learned justifies giving them a qualification at the end
of their course.
Although teaching and learning are not synonymous (some folks can teach all
day and still there students learn nothing) they exert considerable
influence on each other. Learning is influenced by the teaching provided
and teaching needs to be designed to facilitate the learning that is
required.
OK as a librarian you may be interested primarily in information provision
but surely if you know what the student wants if for i.e. what they are
required to achieve this helps you to provide a better quality of
information? Perhaps this suggests that I should be working my closely with
the library when I'm designing my teaching for the learning I wish my
students to acquire but that may be another issue. "Teaching and Learning"
are from my perspective are inextricably linked.
Regards Rod
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
_____
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Chris Irwin
Sent: 11 March 2005 10:27
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?[Scanned]
As a librarian, I am not concerned about teaching students, but in making
information available for them so that they are able to learn.
As Julian says what the students do with the information they are given in
whatever way is up to them. So there is no e-learning going on unless
you're a robot. It could be called e-teaching or e-delivery. However, if
it is agreed that e-learning is the name chosen to be used as meaning to
deliver information in a new way for students to learn - a rose by any other
name. Meanings of words are created by consensus as a way of communicating
ideas and thus we are given an inkling of the thought process of others but
they are always open to mis-interpretation.
Personally I don't think you will be able to stop the use of the word
elearning until delivery of teaching or information by electronic means
becomes the norm.
Chris Irwin
Yeovil College
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Rod Cullen
Sent: 11 March 2005 09:50
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?[Scanned]
Do we really want to divorce ourselves from the idea of eLearning? One of
the biggest problems that I see is that too much teaching be it face-to-face
or 'eTeaching' is done with no thought to the learning that is sought in the
student or pitched at a level that is inappropriate to the student.
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
_____
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Derek House
Sent: 11 March 2005 09:30
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?
Julian
I did raise the idea of us being in an eTeaching scenario some time early in
this discussion. It is absolutely clear that what goes on in the individual
environment of the so called eLearning zone is actually inspired and
motivated by the teaching medium. We should therefore,of course, divorce
ourselves from the idea of eLearning and rename it eTeaching.
It is, after all, the nature of all study with respect to this technology
that we predominate in the teaching technology issues, delivery, assessment,
mentoring, tutoring, resourses, etc. None of these issues is studiey by
students when they are learning online or in the eMedia.
Cheers
All
Del
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf Of
Julian Swindell
Sent: 10 March 2005 17:03
To: [log in to unmask]
Subject: [VLES] When is a VLE not a VLE?
Dear All
I have watched this list for some months, without feeling much urge to
contribute, but, as with many others, the comments flying around that took
it off list, have stirred me out of my lethargy (and the result is more or
less cogent to this list).
Over the aeons we have developed and used an endless number of
teaching/learning systems.
* Cavemen scratched pictures of deer and lions in the sand to teach
their kids what to eat and when to run. And the kids managed to get it
right, despite Dad being a completely uncool Neanderthal who still chipped
his axes.
* Boring old school masters made boys learn by rote, chant their
answers and copy on slates and still William Shakespeare learnt to write the
greatest of English plays.
* Crusty Cambridge dons hectored students in Latin verse and still
Newton learned how to unravel the physics of existence.
* Now we use computers and whiteboards and presentation systems and
VLEs and still the students come out having learnt just as well as the ones
I taught with those new-fangled overhead projectors all those years ago.
No matter how hard we teachers work at it, we just can't stop people
learning. The ability to learn is possibly the most important defining
feature of humanity. We may help in this process, but when we do, it is not
usually in the way we anticipated.
So what serious point am I trying to make? People will learn, whatever
environment they are immersed in. We can encourage, advise, criticise,
praise, motivate, assess, demoralise (sadly) or whatever, but the basic
learning they do themselves. When I look at how most VLEs are used, I think
"They are not learning environments, they are teaching environments." The
learning goes on between a student's two ears, not in front of her two eyes
and certainly not inside the processors of a computer. VLEs can be and will
be very useful tools, but as is so often the case with any new tool, we the
practitioners run the risk of concentrating on the tool itself and not the
people we are trying to aid through its use. I think this is why this list
suddenly erupted, when it did go off list and started discussing ideas
rather than processes. Then we all became learners and wanted to make our
own points.
The message from Stuart Lee today, on E-learning: Some student reactions, I
think makes the point that I am struggling to make:if we want to discuss
learning, we need to talk to the learners. The discussions we have amongst
ourselves are often of no greater consequence than those old Shakespearian
school masters discussing what sort of chalks to make their boys use for the
next copying session. Young William didn't care. He was miles ahead of them.
If anyone can figure out what I'm trying to say, I would be interested in
hearing!
Julian
--
Julian Swindell,
Principal lecturer in GIS and digital education
Royal Agricultural College, Cirencester, GL7 6JS, UK
tel. +44(0)1285 652531 fax. +44(0)1285 642740
email [log in to unmask]
http://www.rac.ac.uk/~julian_swindell
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf Of
Anita Pincas
Sent: 10 March 2005 15:16
To: [log in to unmask]
Subject: Re: [VLES] List Moderation - Re: [VLES] How widespread is the use
of the term (and the concept) of e-learning?
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people are
continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions
that has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will
informed Niki.
As a discussion between total strangers [I have come across only one or two
familiar names] I find it a model of useful internet interaction. Even the
rare little flaming gives it a touch of reality, and certainly has not
spoiled it in any way for me. It is something to show the sceptics that
cyber-talk among strangers does have a point. I very rarely feel impelled to
bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear All,
As Amber mentioned in her posting about list moderation, we have attempted
to maintain a 'light-touch' with this list to encourage discussion and free
exchange of ideas. However, we have to balance the interests of all member
of this list and I believe that the current discussion has now moved beyond
the reasonable boundaries of this list.
I would therefore ask that anyone who wishes to continue this discussion
should await instructions about the formation of a more appropriate forum
for these discussions. Please do not continue to use this list for this
discussion.
If you wish to contact me regarding this decision please contact me off-list
at [log in to unmask]
Regards,
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: [log in to unmask] http://ferl.becta.org.uk
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please notify
the system manager.
This footnote also confirms that this email message has been swept by
MIMEsweeper for the presence of computer viruses.
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Information transmitted in this electronic message may contain confidential
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Yeovil College
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Yeovil
Somerset
BA21 4DR
UK
Tel: +44 (01935) 423921
Fax: +44 (01935) 429962
Website: http://www.yeovil.ac.uk
----------------------------------------------------------------------
Disclaimer
This email is confidential and should not be used by anyone who is not the
original intended recipient. If you have received this e-mail in error
please inform the sender and delete it from your mailbox or any other
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College by Sophos Anti-Virus and Symantec Anti-Virus. Every effort has been
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------=_NextPart_000_0013_01C52629.55FBB100
Content-Type: text/html;
charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Message
Hi =
Chris,
My point is that as academics there =
is supposed
to be a point to the teaching that we do i.e. that the students learn =
something.
Some times we want them to learn very specific things, sometimes =
processes/methods
sometime we want then to learn how to learn for them selves. The =
reason
that we do assessment is to try and see what they have learned and =
ensure that
what they have learned justifies giving them a qualification at the end =
of their
course.
Although teaching and learning are =
not synonymous
(some folks can teach all day and still there students learn nothing) =
they
exert considerable influence on each other. Learning is influenced =
by the
teaching provided and teaching needs to be designed to facilitate the =
learning
that is required.
OK as a librarian you may be =
interested primarily
in information provision but surely if you know what the student wants =
if for i.e.
what they are required to achieve this helps you to provide a better =
quality of
information? Perhaps this suggests that I should be working my closely =
with the
library when I’m designing my teaching for the learning I wish my
students to acquire but that may be another issue. “Teaching =
and
Learning” are from my perspective are inextricably =
linked.
From:Virtual Learning =
Environments
[mailto:[log in to unmask]] On =
Behalf Of Chris
Irwin Sent: 11 March 2005 =
10:27 To: =
[log in to unmask] Subject: Re: [VLES] When =
is a VLE
not a VLE?[Scanned]
As a librarian, I am not =
concerned about
teaching students, but in making information available for them so that =
they
are able to learn.
=
As Julian says what the students =
do with
the information they are given in whatever way is up to them. So =
there is
no e-learning going on unless you’re a robot. It could be =
called
e-teaching or e-delivery. However, if it is agreed that e-learning =
is the
name chosen to be used as meaning to deliver information in a new way =
for
students to learn - a rose by any other name. Meanings of words =
are
created by consensus as a way of communicating ideas and thus we are =
given an
inkling of the thought process of others but they are always open to
mis-interpretation.
Personally I don’t think =
you will
be able to stop the use of the word elearning until delivery of teaching =
or
information by electronic means becomes the norm.
Chris =
Irwin
Yeovil =
College
-----Original
Message----- From:Virtual
Learning Environments [mailto:[log in to unmask]] =
On Behalf Of Rod
Cullen Sent: 11 March 2005 =
09:50 To: =
[log in to unmask] Subject: Re: [VLES] When =
is a VLE
not a VLE?[Scanned]
Do we really want to divorce =
ourselves
from the idea of eLearning? One of the biggest problems that I see =
is
that too much teaching be it face-to-face or ‘eTeaching’ is =
done
with no thought to the learning that is sought in the student or pitched =
at a
level that is inappropriate to the student.
From:Virtual Learning Environments
[mailto:[log in to unmask]] On =
Behalf Of Derek
House Sent: 11 March 2005 =
09:30 To: =
[log in to unmask] Subject: Re: [VLES] When =
is a VLE
not a VLE?
Julian
I did raise the idea of us being in =
an
eTeaching scenario some time early in this discussion. It is absolutely =
clear
that what goes on in the individual environment of the so called =
eLearning zone
is actually inspired and motivated by the teaching medium. We should
therefore,of course, divorce ourselves from the idea of eLearning =
and
rename it eTeaching.
It is, after all, the nature of all =
study
with respect to this technology that we predominate in the teaching =
technology
issues, delivery, assessment, mentoring, tutoring, resourses, etc. None =
of
these issues is studiey by students when they are learning online or in =
the
eMedia.
Cheers
All
Del
-----Original =
Message----- From:Virtual Learning Environments
[mailto:[log in to unmask]]On Behalf =
Of Julian
Swindell Sent: 10 March 2005 =
17:03 To: =
[log in to unmask] Subject: [VLES] When is a =
VLE not
a VLE?
Dear =
All
I have watched this list for some =
months,
without feeling much urge to contribute, but, as with many others, the =
comments
flying around that took it off list, have stirred me out of my lethargy =
(and
the result is more or less cogent to this =
list).
Over the aeons we have developed =
and used
an endless number of teaching/learning systems. =
Cavemen scratched pictures of =
deer and
lions in the sand to teach their kids what to eat and when to run. =
And the
kids managed to get it right, despite Dad being a completely uncool
Neanderthal who still chipped his axes. =
Boring old school masters =
made boys
learn by rote, chant their answers and copy on slates and =
still
William Shakespeare learnt to write the greatest of English =
plays.
Crusty Cambridge
dons hectored students in Latin verse and still Newton learned how to unravel =
the
physics of existence.
Now we use computers and =
whiteboards
and presentation systems and VLEs and still the students come out =
having
learnt just as well as the ones I taught with those new-fangled =
overhead
projectors all those years ago. =
No matter how hard we teachers =
work at it,
we just can't stop people learning. The ability to learn is possibly the =
most
important defining feature of humanity. We may help in this process, but =
when
we do, it is not usually in the way we =
anticipated.
So what serious point am I trying =
to make?
People will learn, whatever environment they are immersed in. We can =
encourage,
advise, criticise, praise, motivate, assess, demoralise (sadly) or =
whatever,
but the basic learning they do themselves. When I look at how most VLEs =
are
used, I think "They are not learning
environments, they are teaching
environments." The learning goes on between a student's two ears, =
not in
front of her two eyes and certainly not inside the processors of a =
computer.
VLEs can be and will be very useful tools, but as is so often the case =
with any
new tool, we the practitioners run the risk of concentrating on the tool =
itself
and not the people we are trying to aid through its use. I think this is =
why
this list suddenly erupted, when it did go off list and started =
discussing
ideas rather than processes. Then we all became learners and wanted to =
make our
own points.
The message from Stuart Lee today,
on E-learning: Some =
student
reactions, I think makes the point that I am =
struggling to
make:if we want to discuss learning,
we need to talk to the learners.
The discussions we have amongst ourselves are often of no greater =
consequence
than those old Shakespearian school masters discussing what sort of =
chalks to
make their boys use for the next copying session. Young William didn't =
care. He
was miles ahead of them.
If anyone can figure out what I'm =
trying to
say, I would be interested in hearing!
Julian
--
Julian Swindell,
Principal lecturer in GIS and digital education
Royal Agricultural College, Cirencester,
GL7 6JS, =
UK
tel. +44(0)1285 652531 fax. +44(0)1285 642740
email [log in to unmask] http://www.rac.ac.uk/~julian_swindell=
-----Original
Message----- From:Virtual Learning Environments
[mailto:[log in to unmask]]On Behalf =
Of Anita
Pincas Sent: 10 March 2005 =
15:16 To: =
[log in to unmask] Subject: Re: [VLES] List
Moderation - Re: [VLES] How widespread is the use of the term (and the =
concept)
of e-learning?
Dear Matthew, =
and others,
I know you asked to be contacted off-line, but - as one can see - people =
are
continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions =
that
has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will =
informed
Niki.
As a discussion between total strangers [I have come across only one or =
two
familiar names] I find it a model of useful internet interaction. =
Even
the rare little flaming gives it a touch of reality, and certainly has =
not
spoiled it in any way for me. It is something to show the sceptics =
that
cyber-talk among strangers does have a point. I very rarely feel =
impelled to
bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson =
wrote:
Dear All,
As Amber mentioned in her posting about list moderation, we have =
attempted to
maintain a ‘light-touch’ with this list to encourage =
discussion and
free exchange of ideas. However, we have to balance the interests =
of all
member of this list and I believe that the current discussion has now =
moved
beyond the reasonable boundaries of this list.
I would therefore ask that anyone who wishes to continue this discussion =
should
await instructions about the formation of a more appropriate forum for =
these
discussions. Please do not =
continue to
use this list for this discussion.
If you wish to contact me regarding this decision please contact me =
off-list at
[log in to unmask]
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please =
notify
the system manager.
This footnote also confirms that this email message has been swept =
by
MIMEsweeper for the presence of computer viruses. www.mimesweeper.com
**********************************************************************
***************** List information: ***************** Remember - replies =
go by
default to the entire list. Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave =
vle
***************** List information: ***************** Remember -
replies go by default to the entire list. Access the list via the web on
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email
[log in to unmask] with the message: leave vle =
***************** List information: ***************** Remember -
replies go by default to the entire list. Access the list via the web on
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email
[log in to unmask] with the message: leave vle =
Information
transmitted in this electronic message may contain confidential and or
privileged materials.
***************** List information: ***************** Remember -
replies go by default to the entire list. Access the list via the web on
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email
[log in to unmask] with the message: leave vle ***************** =
List
information: ***************** Remember - replies go by default to the =
entire
list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave =
vle
Yeovil College
Mudford Road
Yeovil
Somerset
BA21 4DR
UK
Tel: +44 (01935) 423921
Fax: +44 (01935) 429962
Website: http://www.yeovil.ac.uk
----------------------------------------------------------------------
Disclaimer
This email is confidential and should not be used by anyone who is not =
the original intended recipient. If you have received this e-mail in =
error please inform the sender and delete it from your mailbox or any =
other storage mechanism. Yeovil College cannot accept liability for any =
statements made which are clearly the sender's own and not expressly =
made on behalf of Yeovil College.
This email message has been scanned for viruses before leaving Yeovil =
College by Sophos Anti-Virus and Symantec Anti-Virus. Every effort has =
been made to virus check this document however we take no responsibility =
for viruses received.
----------------------------------------------------------------------
***************** List information: *****************
Remember - replies go by default to the entire list.
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------=_NextPart_000_0013_01C52629.55FBB100--
=========================================================================
Date: Fri, 11 Mar 2005 11:09:48 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Rod Cullen <[log in to unmask]>
Subject: Re: When is a VLE not a VLE?
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----=_NextPart_000_001A_01C5262A.D6B671D0"
This is a multi-part message in MIME format.
------=_NextPart_000_001A_01C5262A.D6B671D0
Content-Type: text/plain;
charset="us-ascii"
Content-Transfer-Encoding: 7bit
Phil,
I couldn't agree more with what you have to say on the relationship between
learning and teaching.
Regards Rod
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
_____
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Phil Alberts
Sent: 11 March 2005 10:41
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?
I believe both "learning" and "teaching" should be considered in every
course or programme. True, in the distant past we seemed to focus on the
actions of the teacher in the classroom and we did not always notice or care
whether it had much effect on learning. This eventually lead to the
"learner-centred" movement and we started to focus on the quality of
learning achieved by the student. Both quantitative and qualitative
evaluations of learning achieved are important in my view.
At the same time, it remains true that the planning and facilitative actions
of the teacher determine and influence learning. Whether the teacher
provides structure / information, access to learning resources, learning
tasks / activities / assignments, opportunities for collaborative group
work, guidance / feedback / motivation, or whatever, this has an effect -
whether it is online, face to face or some combination of the two. The
nature and frequency of facilitation from time to time in the course remains
an ongoing concern for the teacher.
Is some kind of "balance" possible?
Regards
Phil
__________________________________
Phil Alberts D.Ed
Head of e-Learning
Brunel University
__________________________________
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf Of
Rod Cullen
Sent: 11 March 2005 09:50
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?
Do we really want to divorce ourselves from the idea of eLearning? One of
the biggest problems that I see is that too much teaching be it face-to-face
or 'eTeaching' is done with no thought to the learning that is sought in the
student or pitched at a level that is inappropriate to the student.
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
_____
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Derek House
Sent: 11 March 2005 09:30
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?
Julian
I did raise the idea of us being in an eTeaching scenario some time early in
this discussion. It is absolutely clear that what goes on in the individual
environment of the so called eLearning zone is actually inspired and
motivated by the teaching medium. We should therefore,of course, divorce
ourselves from the idea of eLearning and rename it eTeaching.
It is, after all, the nature of all study with respect to this technology
that we predominate in the teaching technology issues, delivery, assessment,
mentoring, tutoring, resourses, etc. None of these issues is studiey by
students when they are learning online or in the eMedia.
Cheers
All
Del
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf Of
Julian Swindell
Sent: 10 March 2005 17:03
To: [log in to unmask]
Subject: [VLES] When is a VLE not a VLE?
Dear All
I have watched this list for some months, without feeling much urge to
contribute, but, as with many others, the comments flying around that took
it off list, have stirred me out of my lethargy (and the result is more or
less cogent to this list).
Over the aeons we have developed and used an endless number of
teaching/learning systems.
* Cavemen scratched pictures of deer and lions in the sand to teach
their kids what to eat and when to run. And the kids managed to get it
right, despite Dad being a completely uncool Neanderthal who still chipped
his axes.
* Boring old school masters made boys learn by rote, chant their
answers and copy on slates and still William Shakespeare learnt to write the
greatest of English plays.
* Crusty Cambridge dons hectored students in Latin verse and still
Newton learned how to unravel the physics of existence.
* Now we use computers and whiteboards and presentation systems and
VLEs and still the students come out having learnt just as well as the ones
I taught with those new-fangled overhead projectors all those years ago.
No matter how hard we teachers work at it, we just can't stop people
learning. The ability to learn is possibly the most important defining
feature of humanity. We may help in this process, but when we do, it is not
usually in the way we anticipated.
So what serious point am I trying to make? People will learn, whatever
environment they are immersed in. We can encourage, advise, criticise,
praise, motivate, assess, demoralise (sadly) or whatever, but the basic
learning they do themselves. When I look at how most VLEs are used, I think
"They are not learning environments, they are teaching environments." The
learning goes on between a student's two ears, not in front of her two eyes
and certainly not inside the processors of a computer. VLEs can be and will
be very useful tools, but as is so often the case with any new tool, we the
practitioners run the risk of concentrating on the tool itself and not the
people we are trying to aid through its use. I think this is why this list
suddenly erupted, when it did go off list and started discussing ideas
rather than processes. Then we all became learners and wanted to make our
own points.
The message from Stuart Lee today, on E-learning: Some student reactions, I
think makes the point that I am struggling to make:if we want to discuss
learning, we need to talk to the learners. The discussions we have amongst
ourselves are often of no greater consequence than those old Shakespearian
school masters discussing what sort of chalks to make their boys use for the
next copying session. Young William didn't care. He was miles ahead of them.
If anyone can figure out what I'm trying to say, I would be interested in
hearing!
Julian
--
Julian Swindell,
Principal lecturer in GIS and digital education
Royal Agricultural College, Cirencester, GL7 6JS, UK
tel. +44(0)1285 652531 fax. +44(0)1285 642740
email [log in to unmask]
http://www.rac.ac.uk/~julian_swindell
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf Of
Anita Pincas
Sent: 10 March 2005 15:16
To: [log in to unmask]
Subject: Re: [VLES] List Moderation - Re: [VLES] How widespread is the use
of the term (and the concept) of e-learning?
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people are
continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions
that has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will
informed Niki.
As a discussion between total strangers [I have come across only one or two
familiar names] I find it a model of useful internet interaction. Even the
rare little flaming gives it a touch of reality, and certainly has not
spoiled it in any way for me. It is something to show the sceptics that
cyber-talk among strangers does have a point. I very rarely feel impelled to
bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear All,
As Amber mentioned in her posting about list moderation, we have attempted
to maintain a 'light-touch' with this list to encourage discussion and free
exchange of ideas. However, we have to balance the interests of all member
of this list and I believe that the current discussion has now moved beyond
the reasonable boundaries of this list.
I would therefore ask that anyone who wishes to continue this discussion
should await instructions about the formation of a more appropriate forum
for these discussions. Please do not continue to use this list for this
discussion.
If you wish to contact me regarding this decision please contact me off-list
at [log in to unmask]
Regards,
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: [log in to unmask] http://ferl.becta.org.uk
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please notify
the system manager.
This footnote also confirms that this email message has been swept by
MIMEsweeper for the presence of computer viruses.
www.mimesweeper.com
**********************************************************************
***************** List information: ***************** Remember - replies go
by default to the entire list. Access the list via the web on
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email
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------=_NextPart_000_001A_01C5262A.D6B671D0
Content-Type: text/html;
charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Phil,
I couldn’t agree more with =
what you
have to say on the relationship between learning and =
teaching.
From:Virtual Learning =
Environments
[mailto:[log in to unmask]] On =
Behalf Of Phil
Alberts Sent: 11 March 2005 =
10:41 To: =
[log in to unmask] Subject: Re: [VLES] When =
is a VLE
not a VLE?
I believe =
both "learning"
and "teaching" should be considered in every =
course
or programme. True, in the distant past we seemed to focus on =
the
actions of the teacher in the classroom and we did not always =
notice or
care whether it had much effect on learning. This eventually =
lead
to the "learner-centred" movement and we started to focus =
on the
quality of learning achieved by the student. Both quantitative and
qualitative evaluations of learning achieved are important in my =
view.
At the same time, it remains true =
that the
planning and facilitative actions of the teacher determine
and influence learning. Whether the teacher provides =
structure /
information, access to learning resources, learning tasks / activities /
assignments, opportunities for collaborative group work, guidance /
feedback / motivation, or whatever, this has an effect - whether it is =
online,
face to face or some combination of the two. The nature and
frequency of facilitation from time to time in the course remains =
an
ongoing concern for the teacher.
Is some kind of =
"balance" possible?
Regards
Phil
__________________________________
Phil Alberts D.Ed
Head of e-Learning Brunel =
University __________________________________<=
/span>
-----Original =
Message----- From:Virtual
Learning Environments =
[mailto:[log in to unmask]]On Behalf Of Rod
Cullen Sent: 11 March 2005 =
09:50 To: =
[log in to unmask] Subject: Re: [VLES] When =
is a VLE
not a VLE?
Do we really want to divorce =
ourselves
from the idea of eLearning? One of the biggest problems that I see =
is
that too much teaching be it face-to-face or ‘eTeaching’ is =
done
with no thought to the learning that is sought in the student or pitched =
at a
level that is inappropriate to the student.
From:Virtual Learning =
Environments
[mailto:[log in to unmask]] On =
Behalf Of Derek
House Sent: 11 March 2005 =
09:30 To: =
[log in to unmask] Subject: Re: [VLES] When =
is a VLE
not a VLE?
Julian
I did raise the idea of us being in =
an
eTeaching scenario some time early in this discussion. It is absolutely =
clear
that what goes on in the individual environment of the so called =
eLearning zone
is actually inspired and motivated by the teaching medium. We should
therefore,of course, divorce ourselves from the idea of eLearning =
and
rename it eTeaching.
It is, after all, the nature of all =
study
with respect to this technology that we predominate in the teaching =
technology
issues, delivery, assessment, mentoring, tutoring, resourses, etc. None =
of
these issues is studiey by students when they are learning online or in =
the
eMedia.
Cheers
All
Del
-----Original =
Message----- From:Virtual
Learning Environments =
[mailto:[log in to unmask]]On Behalf Of Julian Swindell Sent: 10 March 2005 =
17:03 To: =
[log in to unmask] Subject: [VLES] When is a =
VLE not
a VLE?
Dear =
All
I have watched this list for some =
months,
without feeling much urge to contribute, but, as with many others, the =
comments
flying around that took it off list, have stirred me out of my lethargy =
(and
the result is more or less cogent to this =
list).
Over the aeons we have developed =
and used
an endless number of teaching/learning systems. =
Cavemen scratched pictures of =
deer and
lions in the sand to teach their kids what to eat and when to run. =
And the
kids managed to get it right, despite Dad being a completely uncool
Neanderthal who still chipped his axes. =
Boring old school masters =
made boys
learn by rote, chant their answers and copy on slates and =
still
William Shakespeare learnt to write the greatest of English =
plays.
Crusty Cambridge
dons hectored students in Latin verse and still Newton learned how to unravel =
the
physics of existence.
Now we use computers and =
whiteboards
and presentation systems and VLEs and still the students come out =
having
learnt just as well as the ones I taught with those new-fangled =
overhead
projectors all those years ago. =
No matter how hard we teachers =
work at it,
we just can't stop people learning. The ability to learn is possibly the =
most
important defining feature of humanity. We may help in this process, but =
when
we do, it is not usually in the way we =
anticipated.
So what serious point am I trying =
to make?
People will learn, whatever environment they are immersed in. We can =
encourage,
advise, criticise, praise, motivate, assess, demoralise (sadly) or =
whatever,
but the basic learning they do themselves. When I look at how most VLEs =
are
used, I think "They are not learning
environments, they are teaching
environments." The learning goes on between a student's two ears, =
not in
front of her two eyes and certainly not inside the processors of a =
computer.
VLEs can be and will be very useful tools, but as is so often the case =
with any
new tool, we the practitioners run the risk of concentrating on the tool =
itself
and not the people we are trying to aid through its use. I think this is =
why
this list suddenly erupted, when it did go off list and started =
discussing
ideas rather than processes. Then we all became learners and wanted to =
make our
own points.
The message from Stuart Lee today,
on E-learning: Some =
student
reactions, I think makes the point that I am =
struggling to
make:if we want to discuss learning,
we need to talk to the learners.
The discussions we have amongst ourselves are often of no greater =
consequence
than those old Shakespearian school masters discussing what sort of =
chalks to
make their boys use for the next copying session. Young William didn't =
care. He
was miles ahead of them.
If anyone can figure out what I'm =
trying to
say, I would be interested in hearing!
Julian
--
Julian Swindell,
Principal lecturer in GIS and digital education
Royal Agricultural College, Cirencester,
GL7 6JS, =
UK
tel. +44(0)1285 652531 fax. +44(0)1285 642740
email [log in to unmask] http://www.rac.ac.uk/~julian_swindell=
-----Original
Message----- From:Virtual
Learning Environments =
[mailto:[log in to unmask]]On Behalf Of Anita Pincas Sent: 10 March 2005 =
15:16 To: =
[log in to unmask] Subject: Re: [VLES] List
Moderation - Re: [VLES] How widespread is the use of the term (and the =
concept)
of e-learning?
Dear Matthew, =
and others,
I know you asked to be contacted off-line, but - as one can see - people =
are
continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions =
that
has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will =
informed
Niki.
As a discussion between total strangers [I have come across only one or =
two
familiar names] I find it a model of useful internet interaction. =
Even
the rare little flaming gives it a touch of reality, and certainly has =
not
spoiled it in any way for me. It is something to show the sceptics =
that
cyber-talk among strangers does have a point. I very rarely feel =
impelled to
bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson =
wrote:
Dear All,
As Amber mentioned in her posting about list moderation, we have =
attempted to
maintain a ‘light-touch’ with this list to encourage =
discussion and
free exchange of ideas. However, we have to balance the interests =
of all
member of this list and I believe that the current discussion has now =
moved
beyond the reasonable boundaries of this list.
I would therefore ask that anyone who wishes to continue this discussion =
should
await instructions about the formation of a more appropriate forum for =
these
discussions. Please do not =
continue to
use this list for this discussion.
If you wish to contact me regarding this decision please contact me =
off-list at
[log in to unmask]
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please =
notify
the system manager.
This footnote also confirms that this email message has been swept =
by
MIMEsweeper for the presence of computer viruses. www.mimesweeper.com
**********************************************************************
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go by
default to the entire list. Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave =
vle
***************** List information: ***************** Remember -
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[log in to unmask] with the message: leave vle =
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Information
transmitted in this electronic message may contain confidential and or
privileged materials.
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To unsubscribe, email [log in to unmask] with the message: leave =
vle
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------=_NextPart_000_001A_01C5262A.D6B671D0--
=========================================================================
Date: Fri, 11 Mar 2005 11:24:26 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: David Wallace <[log in to unmask]>
Subject: Re: When is a VLE not a VLE?
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----_=_NextPart_001_01C5262C.E20EDDAE"
This is a multi-part message in MIME format.
------_=_NextPart_001_01C5262C.E20EDDAE
Content-Type: text/plain;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
I think that VLEs are electronic systems which provide both teaching and =
learning resources, so one might think of them as =
electronc-aided-teaching or e-aided-learning systems, but let's just =
drop the aided bit and call it e-learning or e-teaching. From the =
students point of view, they are using the VLE to learn and from a =
teachers view it is being used to teach, with some consideration given =
to how students learn.
David
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf =
Of Rod Cullen
Sent: 11 March 2005 11:10
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?
Phil,
=20
I couldn't agree more with what you have to say on the relationship =
between learning and teaching.
=20
Regards Rod
=20
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
_____ =20
From: Virtual Learning Environments [mailto:[log in to unmask]] On =
Behalf Of Phil Alberts
Sent: 11 March 2005 10:41
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?
=20
I believe both "learning" and "teaching" should be considered in every =
course or programme. True, in the distant past we seemed to focus on =
the actions of the teacher in the classroom and we did not always notice =
or care whether it had much effect on learning. This eventually lead to =
the "learner-centred" movement and we started to focus on the quality of =
learning achieved by the student. Both quantitative and qualitative =
evaluations of learning achieved are important in my view.
=20
At the same time, it remains true that the planning and facilitative =
actions of the teacher determine and influence learning. Whether the =
teacher provides structure / information, access to learning resources, =
learning tasks / activities / assignments, opportunities for =
collaborative group work, guidance / feedback / motivation, or whatever, =
this has an effect - whether it is online, face to face or some =
combination of the two. The nature and frequency of facilitation from =
time to time in the course remains an ongoing concern for the teacher.
=20
Is some kind of "balance" possible?
=20
Regards
=20
Phil
__________________________________
Phil Alberts D.Ed
Head of e-Learning
Brunel University
__________________________________
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf =
Of Rod Cullen
Sent: 11 March 2005 09:50
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?
Do we really want to divorce ourselves from the idea of eLearning? One =
of the biggest problems that I see is that too much teaching be it =
face-to-face or 'eTeaching' is done with no thought to the learning that =
is sought in the student or pitched at a level that is inappropriate to =
the student.
=20
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
_____ =20
From: Virtual Learning Environments [mailto:[log in to unmask]] On =
Behalf Of Derek House
Sent: 11 March 2005 09:30
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?
=20
Julian
=20
I did raise the idea of us being in an eTeaching scenario some time =
early in this discussion. It is absolutely clear that what goes on in =
the individual environment of the so called eLearning zone is actually =
inspired and motivated by the teaching medium. We should therefore,of =
course, divorce ourselves from the idea of eLearning and rename it =
eTeaching.
=20
It is, after all, the nature of all study with respect to this =
technology that we predominate in the teaching technology issues, =
delivery, assessment, mentoring, tutoring, resourses, etc. None of these =
issues is studiey by students when they are learning online or in the =
eMedia.
=20
Cheers
=20
All
Del
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf =
Of Julian Swindell
Sent: 10 March 2005 17:03
To: [log in to unmask]
Subject: [VLES] When is a VLE not a VLE?
Dear All
I have watched this list for some months, without feeling much urge to =
contribute, but, as with many others, the comments flying around that =
took it off list, have stirred me out of my lethargy (and the result is =
more or less cogent to this list).
=20
Over the aeons we have developed and used an endless number of =
teaching/learning systems.=20
* Cavemen scratched pictures of deer and lions in the sand to teach =
their kids what to eat and when to run. And the kids managed to get it =
right, despite Dad being a completely uncool Neanderthal who still =
chipped his axes.=20
* Boring old school masters made boys learn by rote, chant their answers =
and copy on slates and still William Shakespeare learnt to write the =
greatest of English plays. =20
* Crusty Cambridge dons hectored students in Latin verse and still =
Newton learned how to unravel the physics of existence.=20
* Now we use computers and whiteboards and presentation systems and VLEs =
and still the students come out having learnt just as well as the ones I =
taught with those new-fangled overhead projectors all those years ago.=20
No matter how hard we teachers work at it, we just can't stop people =
learning. The ability to learn is possibly the most important defining =
feature of humanity. We may help in this process, but when we do, it is =
not usually in the way we anticipated.
=20
So what serious point am I trying to make? People will learn, whatever =
environment they are immersed in. We can encourage, advise, criticise, =
praise, motivate, assess, demoralise (sadly) or whatever, but the basic =
learning they do themselves. When I look at how most VLEs are used, I =
think "They are not learning environments, they are teaching =
environments." The learning goes on between a student's two ears, not in =
front of her two eyes and certainly not inside the processors of a =
computer. VLEs can be and will be very useful tools, but as is so often =
the case with any new tool, we the practitioners run the risk of =
concentrating on the tool itself and not the people we are trying to aid =
through its use. I think this is why this list suddenly erupted, when it =
did go off list and started discussing ideas rather than processes. Then =
we all became learners and wanted to make our own points.
=20
The message from Stuart Lee today, on E-learning: Some student =
reactions, I think makes the point that I am struggling to make:if we =
want to discuss learning, we need to talk to the learners. The =
discussions we have amongst ourselves are often of no greater =
consequence than those old Shakespearian school masters discussing what =
sort of chalks to make their boys use for the next copying session. =
Young William didn't care. He was miles ahead of them.
=20
If anyone can figure out what I'm trying to say, I would be interested =
in hearing!
=20
Julian
--
Julian Swindell,
Principal lecturer in GIS and digital education
Royal Agricultural College, Cirencester, GL7 6JS, UK
tel. +44(0)1285 652531 fax. +44(0)1285 642740
email [log in to unmask]
http://www.rac.ac.uk/~julian_swindell=20
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf =
Of Anita Pincas
Sent: 10 March 2005 15:16
To: [log in to unmask]
Subject: Re: [VLES] List Moderation - Re: [VLES] How widespread is the =
use of the term (and the concept) of e-learning?
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people =
are continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions =
that has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will =
informed Niki.
As a discussion between total strangers [I have come across only one or =
two familiar names] I find it a model of useful internet interaction. =
Even the rare little flaming gives it a touch of reality, and certainly =
has not spoiled it in any way for me. It is something to show the =
sceptics that cyber-talk among strangers does have a point. I very =
rarely feel impelled to bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear All,
=20
As Amber mentioned in her posting about list moderation, we have =
attempted to maintain a 'light-touch' with this list to encourage =
discussion and free exchange of ideas. However, we have to balance the =
interests of all member of this list and I believe that the current =
discussion has now moved beyond the reasonable boundaries of this list.
=20
I would therefore ask that anyone who wishes to continue this discussion =
should await instructions about the formation of a more appropriate =
forum for these discussions. Please do not continue to use this list =
for this discussion.
=20
If you wish to contact me regarding this decision please contact me =
off-list at [log in to unmask]
=20
=20
Regards,
=20
=20
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: [log in to unmask] http://ferl.becta.org.uk
=20
=20
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please notify
the system manager.
This footnote also confirms that this email message has been swept by
MIMEsweeper for the presence of computer viruses.
www.mimesweeper.com =20
**********************************************************************
***************** List information: ***************** Remember - replies =
go by default to the entire list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email =
[log in to unmask] with the message: leave vle=20
***************** List information: ***************** Remember - replies =
go by default to the entire list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email =
[log in to unmask] with the message: leave vle=20
***************** List information: ***************** Remember - replies =
go by default to the entire list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email =
[log in to unmask] with the message: leave vle=20
Information transmitted in this electronic message may contain =
confidential and or privileged materials.
For full details and restrictions see =
=
www.Grantham.ac.uk/about/disclaimer.htm=20
***************** List information: ***************** Remember - replies =
go by default to the entire list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email =
[log in to unmask] with the message: leave vle ***************** =
List information: ***************** Remember - replies go by default to =
the entire list. Access the list via the web on =
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[log in to unmask] with the message: leave vle
***************** List information: ***************** Remember - replies =
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[log in to unmask] with the message: leave vle ***************** =
List information: ***************** Remember - replies go by default to =
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Come along to our Information Open Day, Thursday 21st April 2005, 2pm - =
8pm, Milton Road Campus.
This email and any files transmitted with it are confidential and solely =
for the use of the individual or organisation to whom it is addressed. =
If you receive this email in error, please notify the sender immediately =
by reply email, delete it, and do not make use of, disclose or copy it. =
Opinions, conclusions or any other information in this message are =
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No liability is accepted for virus or malicious code and you are advised =
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For further information about Jewel & Esk Valley College, we can be =
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------_=_NextPart_001_01C5262C.E20EDDAE
Content-Type: text/html;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
I think that=20
VLEs are electronic systems which provide both teaching and=20
learning resources, so one might think of them as =
electronc-aided-teaching=20
or e-aided-learning systems, but let's just drop the aided bit and call =
it=20
e-learning or e-teaching. From the students point of view, they =
are using=20
the VLE to learn and from a teachers view it is being used to teach, =
with some=20
consideration given to how students learn.
David
-----Original Message----- From: Virtual Learning=20
Environments [mailto:[log in to unmask]]On Behalf Of Rod=20
Cullen Sent: 11 March 2005 11:10 To:=20
[log in to unmask] Subject: Re: [VLES] When is a VLE not a=20
VLE?
Phil,
I =
couldn’t agree more=20
with what you have to say on the relationship between learning and=20
teaching.
From:Virtual Learning Environments=20
[mailto:[log in to unmask]] On =
Behalf Of=20
Phil Alberts Sent:=20
11 March 2005 10:41 To:=20
[log in to unmask] Subject:=20
Re: [VLES] When is a VLE not a VLE?
I believe both "learning" =
and=20
"teaching" should be considered in every course or=20
programme. True, in the distant past we seemed to focus on =
the=20
actions of the teacher in the classroom and we did not always =
notice or=20
care whether it had much effect on learning. =
This eventually lead=20
to the "learner-centred" movement and we started to focus on the =
quality=20
of learning achieved by the student. Both quantitative and =
qualitative=20
evaluations of learning achieved are important in my=20
view.
At the same time, it remains =
true that=20
the planning and facilitative actions of the teacher determine=20
and influence learning. Whether the teacher provides =
structure /=20
information, access to learning resources, learning tasks / activities =
/=20
assignments, opportunities for collaborative group work, guidance =
/=20
feedback / motivation, or whatever, this has an effect - whether it is =
online,=20
face to face or some combination of the two. The nature and =
frequency of facilitation from time to time in the course remains =
an=20
ongoing concern for the =
teacher.
Is some kind of "balance"=20
possible?
Regards
Phil
__________________________________
Phil =
Alberts=20
D.Ed Head of e-Learning Brunel University __________________________________<=
/o:p>
-----Original=20
Message----- From:=20
Virtual Learning =
Environments=20
[mailto:[log in to unmask]]On =
Behalf Of=20
Rod =
Cullen Sent: 11 March 2005 =
09:50 To: =
[log in to unmask] Subject: Re: [VLES] When is a =
VLE not a=20
VLE?
Do we =
really want=20
to divorce ourselves from the idea of eLearning? One of the =
biggest=20
problems that I see is that too much teaching be it face-to-face or=20
‘eTeaching’ is done with no thought to the learning that =
is sought in the=20
student or pitched at a level that is inappropriate to the=20
student.
From:Virtual Learning Environments=20
[mailto:[log in to unmask]] On =
Behalf Of=20
Derek House Sent: 11 March 2005 =
09:30 To: =
[log in to unmask] Subject: Re: [VLES] When is a =
VLE not a=20
VLE?
Julian
I did =
raise the=20
idea of us being in an eTeaching scenario some time early in this=20
discussion. It is absolutely clear that what goes on in the =
individual=20
environment of the so called eLearning zone is actually inspired and =
motivated by the teaching medium. We should therefore,of course,=20
divorce ourselves from the idea of eLearning and rename it=20
eTeaching.
It is, =
after all,=20
the nature of all study with respect to this technology that we =
predominate=20
in the teaching technology issues, delivery, assessment, mentoring,=20
tutoring, resourses, etc. None of these issues is studiey by =
students when=20
they are learning online or in the=20
eMedia.
Cheers
All
Del
-----Original=20
Message----- From:=20
Virtual Learning =
Environments=20
[mailto:[log in to unmask]]On =
Behalf Of=20
Julian Swindell Sent: 10 March 2005 =
17:03 To: =
[log in to unmask] Subject: [VLES] When is a =
VLE not a=20
VLE?
Dear=20
All
I have watched this list =
for some=20
months, without feeling much urge to contribute, but, as with many =
others,=20
the comments flying around that took it off list, have stirred me =
out of=20
my lethargy (and the result is more or less cogent to this=20
list).
Over the aeons we have =
developed and=20
used an endless number of teaching/learning systems.=20
Cavemen scratched =
pictures of deer=20
and lions in the sand to teach their kids what to eat and when =
to run.=20
And the kids managed to get it right, despite Dad being a =
completely=20
uncool Neanderthal who still chipped his axes. =
Boring old school masters =
made boys=20
learn by rote, chant their answers and copy on slates and =
still=20
William Shakespeare learnt to write the greatest of English=20
plays.
Crusty Cambridge dons hectored students in Latin =
verse and=20
still Newton learned how to unravel =
the=20
physics of existence.
Now we use computers and=20
whiteboards and presentation systems and VLEs and still the =
students=20
come out having learnt just as well as the ones I taught with =
those=20
new-fangled overhead projectors all those=20
years ago.
No matter how hard we =
teachers work=20
at it, we just can't stop people learning. The ability to learn is =
possibly the most important defining feature of humanity. We may =
help in=20
this process, but when we do, it is not usually in the way we=20
anticipated.
So what serious point am I =
trying to=20
make? People will learn, whatever environment they are immersed =
in. We can=20
encourage, advise, criticise, praise, motivate, assess, demoralise =
(sadly)=20
or whatever, but the basic learning they do themselves. When I =
look at how=20
most VLEs are used, I think "They are not learning environments, =
they are=20
teaching=20
environments." The learning goes on between a student's two ears, =
not in=20
front of her two eyes and certainly not inside the processors of a =
computer. VLEs can be and will be very useful tools, but as is so =
often=20
the case with any new tool, we the practitioners run the risk of=20
concentrating on the tool itself and not the people we are trying =
to aid=20
through its use. I think this is why this list suddenly erupted, =
when it=20
did go off list and started discussing ideas rather than =
processes. Then=20
we all became learners and wanted to make our own=20
points.
The message from Stuart Lee =
today,=20
on E-learning: =
Some student=20
reactions, I think makes the point that I am=20
struggling to make:if we want to discuss learning, we need to talk =
to the=20
learners. =
The=20
discussions we have amongst ourselves are often of no greater =
consequence=20
than those old Shakespearian school masters discussing what sort =
of chalks=20
to make their boys use for the next copying session. Young William =
didn't=20
care. He was miles ahead of them.
If anyone can figure out =
what I'm=20
trying to say, I would be interested in=20
hearing!
Julian -- Julian=20
Swindell, Principal lecturer in GIS and digital =
education Royal=20
Agricultural College, Cirencester, GL7=20
6JS, UK tel. +44(0)1285 =
652531=20
fax. +44(0)1285 642740 email=20
[log in to unmask] http://www.rac.ac.uk/~julian_swindell=20
-----Original Message----- From:Virtual Learning Environments=20
[mailto:[log in to unmask]]On Behalf=20
Of Anita Pincas Sent: 10 March 2005=20
15:16 To:=20
[log in to unmask] Subject: Re: [VLES] List =
Moderation=20
- Re: [VLES] How widespread is the use of the term (and the =
concept) of=20
e-learning?
Dear=20
Matthew, and others,
I know you asked to be contacted =
off-line,=20
but - as one can see - people are continuing with a slight =
change of=20
subject header.
I think it would be a pity to cut off one =
of the=20
rare online discussions that has aroused considerable reactions =
of so=20
many varied kinds, and offered quite stimulating titbits, =
especially=20
from the very will informed Niki.
As a discussion between =
total=20
strangers [I have come across only one or two familiar names] I =
find it=20
a model of useful internet interaction. Even the rare =
little=20
flaming gives it a touch of reality, and certainly has not =
spoiled it in=20
any way for me. It is something to show the sceptics that=20
cyber-talk among strangers does have a point. I very rarely feel =
impelled to bother, but this time....
Anita
At =
11:04 AM=20
10/03/2005, Matthew Tipson wrote:
Dear All,
As Amber =
mentioned in her=20
posting about list moderation, we have attempted to maintain a=20
‘light-touch’ with this list to encourage discussion =
and free exchange=20
of ideas. However, we have to balance the interests of all =
member=20
of this list and I believe that the current discussion has now =
moved=20
beyond the reasonable boundaries of this list.
I =
would=20
therefore ask that anyone who wishes to continue this discussion =
should=20
await instructions about the formation of a more appropriate =
forum for=20
these discussions. Please do=20
not continue to use this list for this=20
discussion.
If you wish to contact me =
regarding=20
this decision please contact me off-list at [log in to unmask]=20
*********************=
************************************************* This=20
email and any files transmitted with it are confidential =
and intended=20
solely for the use of the individual or entity to whom =
they are=20
addressed. If you have received this email in error please =
notify the=20
system manager. This footnote also confirms that this email =
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has been swept by MIMEsweeper for the presence of computer=20
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Access the list via the web on =
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Access the list via the web on =
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For full details and restrictions see=20
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List information: ***************** Remember - replies go by default =
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To unsubscribe, email [log in to unmask] with the message: leave=20
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Come along to our Information Open Day, Thursday =
21st April 2005, 2pm - 8pm, Milton Road =
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------_=_NextPart_001_01C5262C.E20EDDAE--
=========================================================================
Date: Fri, 11 Mar 2005 11:32:14 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Chris Irwin <[log in to unmask]>
Subject: Re: When is a VLE not a VLE?[Scanned]
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=========================================================================
Date: Fri, 11 Mar 2005 11:54:49 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Rod Cullen <[log in to unmask]>
Subject: Re: When is a VLE not a VLE?[Scanned]
In-Reply-To: <[log in to unmask]>
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Yep I suppose this discussion is tied up in semantics and I think most of us
are in broad agreement about what we are actually trying to achieve - that
our students ultimately have a learning experience. I think I said
yesterday in the ill-fated discussion on "How widespread is the use of the
term (and the concept) of e-learning?" that for me we should concentrate
more on the "learning" and less on the "e" as to me "e" is just a prefix
that indicates the type of tool that is being used to facilitate.
Anyway I think have said enough for one morning and I shall go and do some
work!!!!
Best wishes,
Rod
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
_____
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Chris Irwin
Sent: 11 March 2005 11:32
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?[Scanned]
HI Rod
Hi Rod
I agree teaching and learning are not synonymous. I think teaching
facilitates learning and the best teaching inspires curiosity and thus
greater learning. I would never undervalue teaching. However, it is the
student who does the learning and so as teachers you can provide e-teaching,
the student can't e-learn they can learn through e-provision, but this is
purely semantics and the topic has provide a very amusing and stimulating
discussion.
I also agree that if teachers told us what they were trying (and hopefully
succeeding) to teach the students, it would make life much easier for us
librarians!
Regards
Chris
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Rod Cullen
Sent: 11 March 2005 10:59
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?[Scanned]
Hi Chris,
My point is that as academics there is supposed to be a point to the
teaching that we do i.e. that the students learn something. Some times we
want them to learn very specific things, sometimes processes/methods
sometime we want then to learn how to learn for them selves. The reason
that we do assessment is to try and see what they have learned and ensure
that what they have learned justifies giving them a qualification at the end
of their course.
Although teaching and learning are not synonymous (some folks can teach all
day and still there students learn nothing) they exert considerable
influence on each other. Learning is influenced by the teaching provided
and teaching needs to be designed to facilitate the learning that is
required.
OK as a librarian you may be interested primarily in information provision
but surely if you know what the student wants if for i.e. what they are
required to achieve this helps you to provide a better quality of
information? Perhaps this suggests that I should be working my closely with
the library when I'm designing my teaching for the learning I wish my
students to acquire but that may be another issue. "Teaching and Learning"
are from my perspective are inextricably linked.
Regards Rod
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
_____
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Chris Irwin
Sent: 11 March 2005 10:27
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?[Scanned]
As a librarian, I am not concerned about teaching students, but in making
information available for them so that they are able to learn.
As Julian says what the students do with the information they are given in
whatever way is up to them. So there is no e-learning going on unless
you're a robot. It could be called e-teaching or e-delivery. However, if
it is agreed that e-learning is the name chosen to be used as meaning to
deliver information in a new way for students to learn - a rose by any other
name. Meanings of words are created by consensus as a way of communicating
ideas and thus we are given an inkling of the thought process of others but
they are always open to mis-interpretation.
Personally I don't think you will be able to stop the use of the word
elearning until delivery of teaching or information by electronic means
becomes the norm.
Chris Irwin
Yeovil College
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Rod Cullen
Sent: 11 March 2005 09:50
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?[Scanned]
Do we really want to divorce ourselves from the idea of eLearning? One of
the biggest problems that I see is that too much teaching be it face-to-face
or 'eTeaching' is done with no thought to the learning that is sought in the
student or pitched at a level that is inappropriate to the student.
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
_____
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Derek House
Sent: 11 March 2005 09:30
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?
Julian
I did raise the idea of us being in an eTeaching scenario some time early in
this discussion. It is absolutely clear that what goes on in the individual
environment of the so called eLearning zone is actually inspired and
motivated by the teaching medium. We should therefore,of course, divorce
ourselves from the idea of eLearning and rename it eTeaching.
It is, after all, the nature of all study with respect to this technology
that we predominate in the teaching technology issues, delivery, assessment,
mentoring, tutoring, resourses, etc. None of these issues is studiey by
students when they are learning online or in the eMedia.
Cheers
All
Del
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf Of
Julian Swindell
Sent: 10 March 2005 17:03
To: [log in to unmask]
Subject: [VLES] When is a VLE not a VLE?
Dear All
I have watched this list for some months, without feeling much urge to
contribute, but, as with many others, the comments flying around that took
it off list, have stirred me out of my lethargy (and the result is more or
less cogent to this list).
Over the aeons we have developed and used an endless number of
teaching/learning systems.
* Cavemen scratched pictures of deer and lions in the sand to teach their
kids what to eat and when to run. And the kids managed to get it right,
despite Dad being a completely uncool Neanderthal who still chipped his
axes.
* Boring old school masters made boys learn by rote, chant their answers
and copy on slates and still William Shakespeare learnt to write the
greatest of English plays.
* Crusty Cambridge dons hectored students in Latin verse and still Newton
learned how to unravel the physics of existence.
* Now we use computers and whiteboards and presentation systems and VLEs
and still the students come out having learnt just as well as the ones I
taught with those new-fangled overhead projectors all those years ago.
No matter how hard we teachers work at it, we just can't stop people
learning. The ability to learn is possibly the most important defining
feature of humanity. We may help in this process, but when we do, it is not
usually in the way we anticipated.
So what serious point am I trying to make? People will learn, whatever
environment they are immersed in. We can encourage, advise, criticise,
praise, motivate, assess, demoralise (sadly) or whatever, but the basic
learning they do themselves. When I look at how most VLEs are used, I think
"They are not learning environments, they are teaching environments." The
learning goes on between a student's two ears, not in front of her two eyes
and certainly not inside the processors of a computer. VLEs can be and will
be very useful tools, but as is so often the case with any new tool, we the
practitioners run the risk of concentrating on the tool itself and not the
people we are trying to aid through its use. I think this is why this list
suddenly erupted, when it did go off list and started discussing ideas
rather than processes. Then we all became learners and wanted to make our
own points.
The message from Stuart Lee today, on E-learning: Some student reactions, I
think makes the point that I am struggling to make:if we want to discuss
learning, we need to talk to the learners. The discussions we have amongst
ourselves are often of no greater consequence than those old Shakespearian
school masters discussing what sort of chalks to make their boys use for the
next copying session. Young William didn't care. He was miles ahead of them.
If anyone can figure out what I'm trying to say, I would be interested in
hearing!
Julian
--
Julian Swindell,
Principal lecturer in GIS and digital education
Royal Agricultural College, Cirencester, GL7 6JS, UK
tel. +44(0)1285 652531 fax. +44(0)1285 642740
email [log in to unmask]
http://www.rac.ac.uk/~julian_swindell
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf Of
Anita Pincas
Sent: 10 March 2005 15:16
To: [log in to unmask]
Subject: Re: [VLES] List Moderation - Re: [VLES] How widespread is the use
of the term (and the concept) of e-learning?
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people are
continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions
that has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will
informed Niki.
As a discussion between total strangers [I have come across only one or two
familiar names] I find it a model of useful internet interaction. Even the
rare little flaming gives it a touch of reality, and certainly has not
spoiled it in any way for me. It is something to show the sceptics that
cyber-talk among strangers does have a point. I very rarely feel impelled to
bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear All,
As Amber mentioned in her posting about list moderation, we have attempted
to maintain a 'light-touch' with this list to encourage discussion and free
exchange of ideas. However, we have to balance the interests of all member
of this list and I believe that the current discussion has now moved beyond
the reasonable boundaries of this list.
I would therefore ask that anyone who wishes to continue this discussion
should await instructions about the formation of a more appropriate forum
for these discussions. Please do not continue to use this list for this
discussion.
If you wish to contact me regarding this decision please contact me off-list
at [log in to unmask]
Regards,
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: [log in to unmask] http://ferl.becta.org.uk
**********************************************************************
This email and any files transmitted with it are confidential and
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This footnote also confirms that this email message has been swept by
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Yeovil College
Mudford Road
Yeovil
Somerset
BA21 4DR
UK
Tel: +44 (01935) 423921
Fax: +44 (01935) 429962
Website: http://www.yeovil.ac.uk
----------------------------------------------------------------------
Disclaimer
This email is confidential and should not be used by anyone who is not the
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Yeovil College.
This email message has been scanned for viruses before leaving Yeovil
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Website: http://www.yeovil.ac.uk
----------------------------------------------------------------------
Disclaimer
This email is confidential and should not be used by anyone who is not the
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Yeovil College.
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------=_NextPart_000_0027_01C52631.20D54D30
Content-Type: text/html;
charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Message
Yep I suppose this discussion is =
tied up
in semantics and I think most of us are in broad agreement about what we =
are
actually trying to achieve – that our students ultimately have a =
learning
experience. I think I said yesterday in the ill-fated discussion =
on “How
widespread is the use of the term (and the concept) of =
e-learning?” that
for me we should concentrate more on the “learning” and less =
on the
“e” as to me “e” is just a prefix that indicates =
the
type of tool that is being used to =
facilitate.
Anyway I think have said enough for =
one
morning and I shall go and do some work!!!!
From:Virtual Learning =
Environments
[mailto:[log in to unmask]] On =
Behalf Of Chris
Irwin Sent: 11 March 2005 =
11:32 To: =
[log in to unmask] Subject: Re: [VLES] When =
is a VLE
not a VLE?[Scanned]
HI Rod
Hi Rod
I agree teaching and learning are not =
synonymous. I
think teaching facilitates learning and the best teaching inspires =
curiosity
and thus greater learning. I would never undervalue =
teaching.
However, it is the student who does the learning and so as teachers you =
can
provide e-teaching, the student can’t e-learn they can learn =
through
e-provision, but this is purely semantics and the topic has provide a =
very
amusing and stimulating discussion.
I also agree that if teachers told us what they were =
trying
(and hopefully succeeding) to teach the students, it would make life =
much
easier for us librarians!
Regards
Chris
-----Original
Message----- From:Virtual
Learning Environments [mailto:[log in to unmask]] =
On Behalf Of Rod
Cullen Sent: 11 March 2005 =
10:59 To: =
[log in to unmask] Subject: Re: [VLES] When =
is a VLE
not a VLE?[Scanned]
Hi
Chris,
My point
is that as academics there is supposed to be a point to the teaching =
that we do
i.e. that the students learn something. Some times we want them to =
learn
very specific things, sometimes processes/methods sometime we want then =
to
learn how to learn for them selves. The reason that we do =
assessment is
to try and see what they have learned and ensure that what they have =
learned
justifies giving them a qualification at the end of their =
course.
Although
teaching and learning are not synonymous (some folks can teach all day =
and
still there students learn nothing) they exert considerable influence on =
each
other. Learning is influenced by the teaching provided and =
teaching needs
to be designed to facilitate the learning that is =
required.
OK as a
librarian you may be interested primarily in information provision but =
surely
if you know what the student wants if for i.e. what they are required to
achieve this helps you to provide a better quality of information? =
Perhaps this
suggests that I should be working my closely with the library when =
I’m
designing my teaching for the learning I wish my students to acquire but =
that
may be another issue. “Teaching and Learning” are from =
my
perspective are inextricably linked.
From:Virtual Learning =
Environments
[mailto:[log in to unmask]] On =
Behalf Of Chris
Irwin Sent: 11 March 2005 =
10:27 To: =
[log in to unmask] Subject: Re: [VLES] When =
is a VLE
not a VLE?[Scanned]
As a
librarian, I am not concerned about teaching students, but in making
information available for them so that they are able to =
learn.
As
Julian says what the students do with the information they are given in
whatever way is up to them. So there is no e-learning going on =
unless
you’re a robot. It could be called e-teaching or =
e-delivery.
However, if it is agreed that e-learning is the name chosen to be used =
as
meaning to deliver information in a new way for students to learn - a =
rose by
any other name. Meanings of words are created by consensus as a =
way of
communicating ideas and thus we are given an inkling of the thought =
process of
others but they are always open to =
mis-interpretation.
Personally
I don’t think you will be able to stop the use of the word =
elearning
until delivery of teaching or information by electronic means becomes =
the norm.
Chris
Irwin
YeovilCollege<=
/p>
-----Original =
Message----- From:Virtual
Learning Environments [mailto:[log in to unmask]] =
On Behalf Of Rod
Cullen Sent: 11 March 2005 =
09:50 To: =
[log in to unmask] Subject: Re: [VLES] When =
is a VLE
not a VLE?[Scanned]
Do we really
want to divorce ourselves from the idea of eLearning? One of the =
biggest
problems that I see is that too much teaching be it face-to-face or
‘eTeaching’ is done with no thought to the learning that is =
sought
in the student or pitched at a level that is inappropriate to the =
student.
From:Virtual Learning =
Environments
[mailto:[log in to unmask]] On =
Behalf Of Derek
House Sent: 11 March 2005 =
09:30 To: =
[log in to unmask] Subject: Re: [VLES] When =
is a VLE
not a VLE?
Julian
I did
raise the idea of us being in an eTeaching scenario some time early in =
this
discussion. It is absolutely clear that what goes on in the individual
environment of the so called eLearning zone is actually inspired and =
motivated
by the teaching medium. We should therefore,of course, divorce =
ourselves
from the idea of eLearning and rename it =
eTeaching.
It is,
after all, the nature of all study with respect to this technology that =
we
predominate in the teaching technology issues, delivery, assessment, =
mentoring,
tutoring, resourses, etc. None of these issues is studiey by students =
when they
are learning online or in the eMedia.
Cheers
All=
Del
-----Original Message----- From:Virtual
Learning Environments =
[mailto:[log in to unmask]]On Behalf Of Julian Swindell Sent: 10 March 2005 =
17:03 To: =
[log in to unmask] Subject: [VLES] When is a =
VLE not
a VLE?
Dear =
All
I =
have watched
this list for some months, without feeling much urge to contribute, but, =
as
with many others, the comments flying around that took it off list, have =
stirred
me out of my lethargy (and the result is more or less cogent to this =
list).
Over the aeons
we have developed and used an endless number of teaching/learning =
systems.
·Cavemen scratched pictures of deer and lions in the =
sand to
teach their kids what to eat and when to run. And the kids managed to =
get it
right, despite Dad being a completely uncool Neanderthal who still =
chipped his
axes.
·Boring old school masters made boys learn by
rote, chant their answers and copy on slates and still William =
Shakespeare
learnt to write the greatest of English plays. =
·Crusty Cambridge dons hectored students in Latin =
verse and
still Newton
learned how to unravel the physics of existence. =
·Now we use computers and whiteboards and =
presentation
systems and VLEs and still the students come out having learnt just as =
well as
the ones I taught with those new-fangled overhead projectors all =
those
years ago.
No =
matter how
hard we teachers work at it, we just can't stop people learning. The =
ability to
learn is possibly the most important defining feature of humanity. We =
may help
in this process, but when we do, it is not usually in the way we =
anticipated.
So =
what
serious point am I trying to make? People will learn, whatever =
environment they
are immersed in. We can encourage, advise, criticise, praise, motivate, =
assess,
demoralise (sadly) or whatever, but the basic learning they do =
themselves. When
I look at how most VLEs are used, I think "They are not =
learning environments, they are =
teaching environments." =
The
learning goes on between a student's two ears, not in front of her two =
eyes and
certainly not inside the processors of a computer. VLEs can be and will =
be very
useful tools, but as is so often the case with any new tool, we the
practitioners run the risk of concentrating on the tool itself and not =
the
people we are trying to aid through its use. I think this is why this =
list
suddenly erupted, when it did go off list and started discussing ideas =
rather
than processes. Then we all became learners and wanted to make our own =
points.
The =
message
from Stuart Lee today, on E-learning:
Some student reactions, I think makes the point =
that I am
struggling to make:if we want to discuss learning,
we need to talk to the learners.
The discussions we have amongst ourselves are often of no greater =
consequence
than those old Shakespearian school masters discussing what sort of =
chalks to
make their boys use for the next copying session. Young William didn't =
care. He
was miles ahead of them.
If =
anyone can
figure out what I'm trying to say, I would be interested in =
hearing!
Julian
--
Julian Swindell,
Principal lecturer in GIS and digital education
Royal Agricultural College, Cirencester,
GL7 6JS, =
UK
tel. +44(0)1285 652531 fax. +44(0)1285 642740
email [log in to unmask] http://www.rac.ac.uk/~julian_swindell=
-----Original Message----- From:Virtual
Learning Environments =
[mailto:[log in to unmask]]On Behalf Of Anita Pincas Sent: 10 March 2005 =
15:16 To: =
[log in to unmask] Subject: Re: [VLES] List
Moderation - Re: [VLES] How widespread is the use of the term (and the =
concept)
of e-learning?
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people =
are
continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions =
that
has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will =
informed
Niki.
As a discussion between total strangers [I have come across only one or =
two
familiar names] I find it a model of useful internet interaction. =
Even
the rare little flaming gives it a touch of reality, and certainly has =
not
spoiled it in any way for me. It is something to show the sceptics =
that
cyber-talk among strangers does have a point. I very rarely feel =
impelled to
bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson =
wrote:
Dear All,
As Amber mentioned in her posting about list moderation, we have =
attempted to
maintain a ‘light-touch’ with this list to encourage =
discussion and
free exchange of ideas. However, we have to balance the interests =
of all
member of this list and I believe that the current discussion has now =
moved
beyond the reasonable boundaries of this list.
I would therefore ask that anyone who wishes to continue this discussion =
should
await instructions about the formation of a more appropriate forum for =
these
discussions. Please do not =
continue to
use this list for this discussion.
If you wish to contact me regarding this decision please contact me =
off-list at
[log in to unmask]
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please =
notify
the system manager.
This footnote also confirms that this email message has been swept =
by
MIMEsweeper for the presence of computer viruses. www.mimesweeper.com
**********************************************************************
***************** List information: ***************** Remember - replies =
go by
default to the entire list. Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave =
vle
***************** List
information: ***************** Remember - replies go by default to the =
entire
list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave =
vle
***************** List
information: ***************** Remember - replies go by default to the =
entire
list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave =
vle
Information transmitted in this electronic =
message may
contain confidential and or privileged =
materials.
***************** List
information: ***************** Remember - replies go by default to the =
entire
list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave =
vle
***************** List information: ***************** Remember - replies =
go by
default to the entire list. Access the list via the web on =
http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave =
vle
Yeovil College
Mudford Road
Yeovil
Somerset
BA21 4DR
UK
Tel: +44 (01935) 423921
Fax: +44 (01935) 429962
Website: http://www.yeovil.ac.uk
----------------------------------------------------------------------
Disclaimer
This email is confidential and should not be used by anyone who is not =
the original intended recipient. If you have received this e-mail in =
error please inform the sender and delete it from your mailbox or any =
other storage mechanism. Yeovil College cannot accept liability for any =
statements made which are clearly the sender's own and not expressly =
made on behalf of Yeovil College.
This email message has been scanned for viruses before leaving Yeovil =
College by Sophos Anti-Virus and Symantec Anti-Virus. Every effort has =
been made to virus check this document however we take no responsibility =
for viruses received.
----------------------------------------------------------------------
***************** List information: *****************
Remember - replies go by default to the entire list.
Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave =
vle
Yeovil College
Mudford Road
Yeovil
Somerset
BA21 4DR
UK
Tel: +44 (01935) 423921
Fax: +44 (01935) 429962
Website: http://www.yeovil.ac.uk
----------------------------------------------------------------------
Disclaimer
This email is confidential and should not be used by anyone who is not =
the original intended recipient. If you have received this e-mail in =
error please inform the sender and delete it from your mailbox or any =
other storage mechanism. Yeovil College cannot accept liability for any =
statements made which are clearly the sender's own and not expressly =
made on behalf of Yeovil College.
This email message has been scanned for viruses before leaving Yeovil =
College by Sophos Anti-Virus and Symantec Anti-Virus. Every effort has =
been made to virus check this document however we take no responsibility =
for viruses received.
----------------------------------------------------------------------
***************** List information: *****************
Remember - replies go by default to the entire list.
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------=_NextPart_000_0027_01C52631.20D54D30--
=========================================================================
Date: Fri, 11 Mar 2005 14:59:29 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Nigel PEET <[log in to unmask]>
Subject: Re: List Moderation - Re: [VLES] How widespread is the use of the
term (and the concept) of e-learning?
MIME-Version: 1.0
Content-Type: text/plain; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Just catching up on mailing lists after a few days offline.=20
=20
So we join mailing lists to watch, and sometimes take part in, =
discussions. the volume of posts ebbs and flows. That's mailing lists =
for you. A few people leave when the flow gets a bit heavy. I'd love to =
know why they joined in the first place. Use your mail reader's =
organisational features and let the discussion flow.
=20
Nigel Peet
Director of Curriculum Support
South Cheshire College
________________________________
From: Virtual Learning Environments on behalf of Kilcoyne, Peter
Sent: Thu 10/03/2005 17:54
To: [log in to unmask]
Subject: Re: [VLES] List Moderation - Re: [VLES] How widespread is the =
use of the term (and the concept) of e-learning?
Mathew
not sure if this is the best place for this thread. I think that most =
people taking part have been from HE and not FE. I think the thread is =
fine here been interesting to follow
Peter
________________________________
From: Virtual Learning Environments on behalf of Matthew Tipson
Sent: Thu 10/03/2005 16:40
To: [log in to unmask]
Subject: Re: [VLES] List Moderation - Re: [VLES] How widespread is the =
use of the term (and the concept) of e-learning?
Hi All,
=20
As promised, a new venue for this debate to continue has now been found, =
the NLN Online Technical demonstrator. A thread has been started within =
the Further Education Forum entitled 'How widespread is the use of the =
term (and the concept) of e-learning?'.
=20
To visit this forum go to =
http://nlnonline.nln.ac.uk/mvnforum/viewthread?thread=3D31. This forum =
is open for anyone to view (remember this when posting!) but to post to =
the tread you will need to register for NLN Online =
(http://nlnonline.nln.ac.uk/). =20
=20
I do hope that this change of venue does not disrupt what has been an =
interesting debate. As before, any comments please let me know off-list =
[log in to unmask]
=20
Regards,
=20
Matt
=20
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: [log in to unmask]=20
http://ferl.becta.org.uk =20
=20
=20
=20
-----Original Message-----
From: Anita Pincas [mailto:[log in to unmask]]=20
Sent: 10 March 2005 15:16
To: [log in to unmask]
Subject: Re: [VLES] List Moderation - Re: [VLES] How widespread is the =
use of the term (and the concept) of e-learning?
=20
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people =
are continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions =
that has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will =
informed Niki.
As a discussion between total strangers [I have come across only one or =
two familiar names] I find it a model of useful internet interaction. =
Even the rare little flaming gives it a touch of reality, and certainly =
has not spoiled it in any way for me. It is something to show the =
sceptics that cyber-talk among strangers does have a point. I very =
rarely feel impelled to bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear All,
=20
As Amber mentioned in her posting about list moderation, we have =
attempted to maintain a 'light-touch' with this list to encourage =
discussion and free exchange of ideas. However, we have to balance the =
interests of all member of this list and I believe that the current =
discussion has now moved beyond the reasonable boundaries of this list.
=20
I would therefore ask that anyone who wishes to continue this discussion =
should await instructions about the formation of a more appropriate =
forum for these discussions. Please do not continue to use this list =
for this discussion.
=20
If you wish to contact me regarding this decision please contact me =
off-list at [log in to unmask]
=20
=20
Regards,
=20
=20
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: [log in to unmask]=20
http://ferl.becta.org.uk =20
=20
=20
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=========================================================================
Date: Fri, 11 Mar 2005 16:24:37 +0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Frances Deepwell <[log in to unmask]>
Subject: 8 April 2005 - WebCT Community Forum
MIME-Version: 1.0
Content-Transfer-Encoding: quoted-printable
Content-Type: text/plain; charset=ISO-8859-1
(apologies for cross-posting - and the overlap with Stuart Lee's conference
in Oxford)
Coventry University's Centre for Higher Education Development invites you
to a WebCT Community Forum on Friday 8th April 2005.
Over the past five years, WebCT user events at Coventry University have
proven to be a valuable opportunity for academics, educational developers,
learning technologists and VLE administrators to meet and exchange ideas
and experiences of using WebCT and other similar learning technologies. As
well as formal presentations on some current themes, there will be
opportunities for discussion and networking.
Cost of the day: =A385
Further details: http://home.ched.coventry.ac.uk/webct/communityforum/
Hope to see you in April,
Frances
Frances Deepwell
Centre for Higher Education Development
Coventry University
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=========================================================================
Date: Fri, 11 Mar 2005 16:27:31 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Andrew Dudfield <[log in to unmask]>
Subject: NLN Materials Plug Fest Feedback
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----_=_NextPart_001_01C52657.398BCE88"
This is a multi-part message in MIME format.
------_=_NextPart_001_01C52657.398BCE88
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Hi Guys
=20
Back to the boring old practicalities of technical interoperability I am
afraid. Please follow this link to see the results of the recent NLN
Materials Plugfest. In this event we tried Learning Object content from
all of our suppliers in a number of VLE's kindly provided by FE
colleges.=20
=20
=20
http://www.nln.ac.uk/materials/plugfest/downloads/feedback_NLN_Materials
_plugfest.xls
=20
The results were interesting on a number of levels. The first, perhaps
surprising point was the continued rise of the Moodle VLE within the
sector. Based on this small sample, it appears to be the most used VLE.
However I would not like to state that the trend seen here is the norm
without further evidence.=20
=20
The interoperability of the materials was again highlighted as not been
universal. Issues with WebCT and FDLearning are both being followed up
by our team. Initially it looks like it is again the issue of standards
within standards. This time the small difference between metadata's 1.1
and 1.2 specifications. Some versions of Blackboard appear to suggest
that HTML index's, as opposed to XML manifests are the preferred means
of import. Teknical's lack of full API support also generated some
difficulties. Granada products in general (including the Materials
Team's 'CAT VLE') had a few minor difficulties but in general worked
effectively. Moodle showed why so many people used it with a decent
performance, only marred by inconsistent support for APIs. This, more
than anything else, seems to be based on what is termed as a sco.
Moodle's latest version seemingly works on the principle that each
organisational unit is a sco else it can not see the API. Perhaps
unsurprisingly a version of Docent used on the day performed the best,
again showing what is achievable with the right level of investment.
=20
I would like to offer a final thanks to all of those who help us in
making this event happen. I think it has offered us a number of
interesting points to follow up on, and hopefully allow us to achieve
even higher levels of interoperability in the future.
=20
Andy
=20
=20
Andrew Dudfield
Technical Officer
NLN Materials Team
Becta
Millburn Hill Road, Science Park, Coventry, CV4 7JJ
tel: 02476 416 994 ext 2135
=20
**********************************************************************
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are addressed. If you have received this email in error please notify
the system manager.
This footnote also confirms that this email message has been swept by
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------_=_NextPart_001_01C52657.398BCE88
Content-Type: text/html; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Hi Guys
Back to the boring old
practicalities of technical interoperability I am afraid. Please follow this
link to see the results of the recent NLN Materials Plugfest. In this event=
we
tried Learning Object content from all of our suppliers in a number of
VLE’s kindly provided by FE colleges.
The results were interesting=
on a
number of levels. The first, perhaps surprising point was the continued ris=
e of
the Moodle VLE within the sector. Based on this small sample, it appears to=
be
the most used VLE. However I would not like to state that the trend seen he=
re
is the norm without further evidence.
The interoperability of the
materials was again highlighted as not been universal. Issues with WebCT and
FDLearning are both being followed up by our team. Initially it looks like =
it
is again the issue of standards within standards. This time the small
difference between metadata’s 1.1 and 1.2 specifications. Some versio=
ns
of Blackboard appear to suggest that HTML index’s, as opposed to XML
manifests are the preferred means of import. Teknical’s lack of full =
API
support also generated some difficulties. Grana=
da
products in general (including the Materials Team’s ‘CAT
VLE’) had a few minor difficulties but in general worked effectively.
Moodle showed why so many people used it with a decent performance, only ma=
rred
by inconsistent support for APIs. This, more than anything else, seems to be
based on what is termed as a sco. Moodle’s latest version seemingly w=
orks
on the principle that each organisational unit is a sco else it can not see=
the
API. Perhaps unsurprisingly a version of Docent used on the day performed t=
he
best, again showing what is achievable with the right level of investment.<=
/span>
I would like to offer a final
thanks to all of those who help us in making this event happen. I think it =
has
offered us a number of interesting points to follow up on, and hopefully al=
low
us to achieve even higher levels of interoperability in the future.<=
/font>
Andy
Andrew Dudfield
Technical Officer
NLN Materials Team
Becta Millburn Hill Road=
, SciencePark, Coventry, CV4 7JJ
tel: 02476 416 994 ext 2135
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please notify
the system manager.
This footnote also confirms that this email message has been swept by
MIMEsweeper for the presence of computer viruses.
www.mimesweeper.com
**********************************************************************
=00
***************** List information: *****************
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------_=_NextPart_001_01C52657.398BCE88--
=========================================================================
Date: Wed, 16 Mar 2005 15:28:40 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Joe Booth <[log in to unmask]>
Subject: VLEs and assessment
MIME-Version: 1.0
Content-Type: text/plain; charset=iso-8859-1
My first post here, though I have been lurking for a while, so hello.
I am investigating VLEs and am particularly interested in finding something
with strong support for assessment. In particular being able to provide
formative assessments based on a large question bank where learners can
select parameters and generate a set of MCQs to attempt AND summative
assessments based on a pre-set secure "paper" of MCQs.
Any suggestions? Is it optimistic to expect a VLE to do this or should I be
thinking about a separate assessment tool for these elements?
Thanks,
Joe Booth
Project Manager
Royal College of Physicians
Royal College of Physicians of London
Registered Charity No. 210508
website www.rcplondon.ac.uk
The information transmitted is intended only for the person or entity
to which it is addressed and may contain confidential and/or privileged
material. It represents the views of the individual sender and not
necessarily those of the College. If you received this in error, please
contact the sender and delete the material from any computer.
***************** List information: *****************
Remember - replies go by default to the entire list.
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To unsubscribe, email [log in to unmask] with the message: leave vle
=========================================================================
Date: Wed, 16 Mar 2005 16:23:28 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Gary Musham <[log in to unmask]>
Subject: Re: VLEs and assessment
MIME-Version: 1.0
Content-Type: text/plain; charset="utf-8"
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=========================================================================
Date: Wed, 16 Mar 2005 16:30:57 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Adam Marshall <[log in to unmask]>
Subject: Re: VLEs and assessment
Comments: cc: Howard Noble <[log in to unmask]>
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset="US-ASCII"
Content-Transfer-Encoding: 7bit
As part of the TIP JISC project
(http://www.jisc.ac.uk/index.cfm?name=delettip) we have integrated the TOIA
assessment engine (http://www.toia.ac.uk/) with Bodington VLE
(bodington.org). Bodington is an open source (ie, free) VLE and can be found
on Source Forge. A new version 2.4 has just been released which runs on
linux / tomcat and postgres DB (also all free).
I have CC'd this note to my collegue Howard Noble who is leading this
project, I am sure he will be happy to give you more details if you are
interested.
Adam Marshall
-------------------------------------------------------------------------
'It is attitudes not policies that are stifling innovation in educational
uses of technology!' Do you agree?
To discuss this, book now for **two major e-learning conferences** at Oxford
University:
'Shock of the Old 5: Implementing Innovation' 7th April 2005 'Beyond the Red
Tape' 8th April 2005
Details at: http://www.oucs.ox.ac.uk/ltg/events/
-------------------------------------------------------------------------
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Gary Musham
Sent: 16 March 2005 16:23
To: [log in to unmask]
Subject: Re: [VLES] VLEs and assessment
Hi Joe,
It may be worth looking at the COSE vle that is free, yes free and has been
developed at Stafford Uni.
Follow the link
http://www.staffs.ac.uk/COSE/
The person you want to contact is Professor Mark Stiles at Stafford, he
knows his stuff and I've seen him at quite a few conferences. This could be
a good starting point.
At the College I work at we are using the Learnwise VLE Platform, not free
and not cheap!
I hope this helps
Gary
-----Original Message-----
From: Joe Booth [mailto:[log in to unmask]]
Sent: Wed 16/03/2005 15:28
To: [log in to unmask]
Cc:
Subject: [VLES] VLEs and assessment
My first post here, though I have been lurking for a while, so
hello.
I am investigating VLEs and am particularly interested in finding
something
with strong support for assessment. In particular being able to
provide
formative assessments based on a large question bank where learners
can
select parameters and generate a set of MCQs to attempt AND
summative
assessments based on a pre-set secure "paper" of MCQs.
Any suggestions? Is it optimistic to expect a VLE to do this or
should I be
thinking about a separate assessment tool for these elements?
Thanks,
Joe Booth
Project Manager
Royal College of Physicians
Royal College of Physicians of London
Registered Charity No. 210508
website www.rcplondon.ac.uk
The information transmitted is intended only for the person or
entity
to which it is addressed and may contain confidential and/or
privileged
material. It represents the views of the individual sender and not
necessarily those of the College. If you received this in error,
please
contact the sender and delete the material from any computer.
***************** List information: *****************
Remember - replies go by default to the entire list.
Access the list via the web on
http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message:
leave vle
***************** List information: *****************
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=========================================================================
Date: Wed, 16 Mar 2005 16:50:51 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: David Meredith <[log in to unmask]>
Subject: Re: VLEs and assessment
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: 7bit
Hi Joe,
Roger Clegg at Oldham College would be very happy to talk to you about their
approach, which I think you would find useful. I tried to attach some
information about what he is doing, but the list won't have it! Mail me
offline and I'll send it on.
Regards,
David Meredith
Business Development Director
Teknical, a member of Serco Learning
www.teknical.com
e: [log in to unmask]
m: 0771 819 4857
t: 01482 330 033
f: 01482 194 985
Teknical
Hesslewood Country Office Park
Hessle
East Yorkshire
HU13 0PF
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]] On Behalf Of
Joe Booth
Sent: 16 March 2005 15:29
To: [log in to unmask]
Subject: [VLES] VLEs and assessment
My first post here, though I have been lurking for a while, so hello.
I am investigating VLEs and am particularly interested in finding something
with strong support for assessment. In particular being able to provide
formative assessments based on a large question bank where learners can
select parameters and generate a set of MCQs to attempt AND summative
assessments based on a pre-set secure "paper" of MCQs.
Any suggestions? Is it optimistic to expect a VLE to do this or should I be
thinking about a separate assessment tool for these elements?
Thanks,
Joe Booth
Project Manager
Royal College of Physicians
Royal College of Physicians of London
Registered Charity No. 210508
website www.rcplondon.ac.uk
The information transmitted is intended only for the person or entity
to which it is addressed and may contain confidential and/or privileged
material. It represents the views of the individual sender and not
necessarily those of the College. If you received this in error, please
contact the sender and delete the material from any computer.
***************** List information: *****************
Remember - replies go by default to the entire list.
Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave vle
***************** List information: *****************
Remember - replies go by default to the entire list.
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To unsubscribe, email [log in to unmask] with the message: leave vle
=========================================================================
Date: Wed, 16 Mar 2005 18:27:12 +0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Ian Dolphin <[log in to unmask]>
Subject: Re: VLEs and assessment
In-Reply-To: <[log in to unmask]>
Mime-Version: 1.0 (Apple Message framework v619.2)
Content-Type: multipart/mixed; boundary="----=neXtPaRt_1110997745"
------=neXtPaRt_1110997745
Content-Type: text/plain; charset=US-ASCII; format=flowed
Content-Transfer-Encoding: 7bit
Joe
You might also want to take a look at the new release (1.5) of Sakai,
which includes the Samigo assessment tools. Some details over at
http://www.sakaiproject.org/ .
Regards
Ian Dolphin
Head of eStrategy & eServices Integration
The University of Hull
http://www.hull.ac.uk/esig/
On 16 Mar 2005, at 15:28, Joe Booth wrote:
> My first post here, though I have been lurking for a while, so hello.
>
> I am investigating VLEs and am particularly interested in finding
> something
> with strong support for assessment. In particular being able to provide
> formative assessments based on a large question bank where learners can
> select parameters and generate a set of MCQs to attempt AND summative
> assessments based on a pre-set secure "paper" of MCQs.
>
> Any suggestions? Is it optimistic to expect a VLE to do this or should
> I be
> thinking about a separate assessment tool for these elements?
>
> Thanks,
>
> Joe Booth
> Project Manager
> Royal College of Physicians
>
>
>
>
> Royal College of Physicians of London
> Registered Charity No. 210508
> website www.rcplondon.ac.uk
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> to which it is addressed and may contain confidential and/or privileged
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------=neXtPaRt_1110997745
Content-Type: text/plain;
Checked by Hu-fw-Dial
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------=neXtPaRt_1110997745--
=========================================================================
Date: Thu, 17 Mar 2005 15:33:47 +0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Richard Standen <[log in to unmask]>
Organization: Connected Learning Ltd
Subject: WebCT Certification Workshops - April 2005
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset=ISO-8859-1; format=flowed
Content-Transfer-Encoding: 7bit
*APOLOGIES FOR CROSS POSTING*
WebCT User?
WebCT are running Certification workshops in the UK in April/May this
year. This is an invaluable opportunity to gain accredited WebCT
trainer status. The programme is based on a professional training
framework that promotes best practices and core competencies, ensuring
that the WebCT user community as a whole has access to the highest
quality WebCT training programmes.
Dates:
Online Workshop Opens: April 12th 2005
Tutor-led Online Introductions: April 13th 2005
Online Workshop Closes: May 3rd 2005
Face-to-face Workshop: May 11th, 12th, 13th (delegates only need to
attend two of the three days)
Location:
Leeds Metropolitan University.
Further Information:
If you are interested in proceeding with the Certification, please
commence the enrollment process at
http://www.webct.com/certification/viewpage?name=certification_workshop,
or see http://www.connectedlearning.co.uk/training_courses.htm#t3 for
more information.
Best regards
Richard Standen
WebCT Master Certified Trainer
[log in to unmask]
Tel: 01359 235 100
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=========================================================================
Date: Fri, 18 Mar 2005 12:20:31 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Jane Jotcham <[log in to unmask]>
Subject: Introduction to the Bodington VLE System - Seminar, Leeds,
6th April 2005
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=========================================================================
Date: Fri, 18 Mar 2005 08:01:59 +0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Paul Browning <[log in to unmask]>
Subject: Job Opportunity - ICT Co-ordinator
MIME-Version: 1.0
Content-Type: text/plain; charset=ISO-8859-1; format=flowed
Content-Transfer-Encoding: quoted-printable
This job opportunity isn't strictly VLE (but Internet
technologies are bound to figure large in the
portfolio) but I know what a talented bunch of
hybrids you all are ..... and you may know someone
who fits the bill and could pass it on.
Very many thanks,
Paul
ICT Co-ordinator
National Science Learning Centre
=A319,500 to =A332,000 + final salary pension scheme
A wide range of Information & Communications Technology (ICT) facilities
will be available to staff, course participants and casual visitors to
the future National Science Learning Centre.
Our vision is to offer an ICT environment that is at first sight
familiar to science teachers and technicians, but which allows
them to "look over the horizon" at upcoming technologies and
which also challenges the conventional ways of doing things
with ICT in schools.
The post will be demanding and offers an exceptional opportunity for an
enthusiastic, innovative and flexible ICT professional to work "hands
on" with a mixture of leading edge technologies.
The job will be based at the National Science Learning Centre on the
campus of the University of York.
For an information pack with details of how to apply, please go to
http://www.nslc.org.uk/jobs/ICT20305 or email [log in to unmask] quoting
Ref: ICT20305.
For an informal discussion please contact Dr Paul Browning, ICT &
Resources Director, email [log in to unmask]
The closing date is 11th April with interviews on 19th April 2005.
--=20
E-mail: [log in to unmask] Web: http://www.sciencelearningcentres.org.uk
National Science Learning Centre, University of York, York YO10 5DD
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=========================================================================
Date: Sun, 20 Mar 2005 08:58:27 -0800
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: niki lambropoulos <[log in to unmask]>
Subject: Planning for Neomillennial Learning Styles - By Chris Dede
Comments: To: alt members <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset=us-ascii
[please accept my apologies for cross posting]
from another list, perhaps you ll find it
interesting>>
http://www.educause.edu/apps/eq/eqm05/eqm0511.asp?bhcp=1
Planning for Neomillennial Learning Styles -
Shifts in students� learning style will prompt
a shift to active construction of knowledge through
mediated immersion
By Chris Dede
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=========================================================================
Date: Mon, 21 Mar 2005 09:10:01 +0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Stuart Lee <[log in to unmask]>
Subject: Oxford E-Learning Conference 'Beyond the Red Tape' - REGISTRATION
CLOSING SOON
Comments: To: [log in to unmask],
[log in to unmask]
Comments: cc: [log in to unmask],
[log in to unmask]
MIME-Version: 1.0
Content-Type: TEXT/PLAIN; charset=US-ASCII
Please note you need to register for this by the 1st April. Registration
will close after that!
---------------
'Beyond the Red Tape: Attitudes, not policies, are stifling innovation in
educational uses of technology'
http://www.oucs.ox.ac.uk/ltg/events/beyond2005/
*** Join the key debates of the year! ***
Organised by Oxford's Learning Technologies Group and sponsored by the
JISC Committee for Learning and Teaching
April 8th 2005
Said Business School
University of Oxford
Why do many teachers and lecturers feel reluctant to use IT in their
courses? Is it just an aversion to trying out new things, are they afraid
of technology, or do they have justifiable reasons based on their teaching
practices? Are the Government and educational institutions doing enough to
support and promote e-learning, or do they actually hinder its adoption?
Are things like traditional exam methods to blame? Or is it the measures
by which teachers are externally audited?
All these and more will be discussed at 'Beyond the Red Tape'! This is a
premier event in the e-learning calendar, with the Beyond series going
back 10 years. This is your chance to engage in debates with key policy
makers.
Speakers and chairs include:
* Martin Ripley (Head of e-Strategy at the Qualifications and Curriculum
Authority);
* Niel McLean (Executive Director, Educational Prcatice, BECTA);
* Claire Fox (Director of the Institute of Ideas);
* Dom Antony Sutch (Radio Four presenter and former Headmaster at Downside
School);
* Philip Pothen (JISC);
* Keri Facer (Director of Learning Research, Futurelab);
* Mary Barker (Managing Director, NILTA);
* David Perks (Teacher at Graveney School);
* John Cook (Research Fellow, London Metropolitan University);
* and four students (two A-Level and two Undergraduates)
There will be three plenary speakers and two debates based on the motions:
"Should technology revolutionize education?"
and
"Attitudes not policies are stifling innovation in educational uses of
technology"
Full details at: http://www.oucs.ox.ac.uk/ltg/events/beyond2005/
Programme at: http://www.oucs.ox.ac.uk/ltg/events/beyond2005/programme.htm
Book now at: http://secret.oucs.ox.ac.uk/events/
Cost: 20.00 students; 80.00 academics; 200.00* commercial - to cover
coffees, teas, and lunch.
[* includes fee for publicity inserts into delegates' packs]
N.B. On the 7th April you may also wish to attend the conference 'The
Shock of the Old: Implementing Innovation' also held in Oxford. Details
at: http://www.oucs.ox.ac.uk/ltg/events/shock2005/.
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=========================================================================
Date: Mon, 21 Mar 2005 09:36:47 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Brenda Osakwe <[log in to unmask]>
Subject: Re: Introduction to the Bodington VLE System - Seminar, Leeds,
6th April 2005
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=========================================================================
Date: Mon, 21 Mar 2005 10:19:29 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Kevin Donovan <[log in to unmask]>
Subject: Re: Planning for Neomillennial Learning Styles - By Chris Dede
MIME-Version: 1.0
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Niki and colleagues
Thanks for this reference.
Colleagues will find various contributions to the learning styles debate at
http://www.lsda.org.uk/pubs/
The recent LSDA publication "Learning styles and pedagogy in post-16
learning : A systematic and critical review" attracted a lot of interest.
Eight years ago we published "Learning styles : into the future", which
looked at the issue in relation to technology.
Best wishes
Kevin
-----Original Message-----
From: niki lambropoulos [mailto:[log in to unmask]]
Sent: 20 March 2005 16:58
To: [log in to unmask]
Subject: [VLES] Planning for Neomillennial Learning Styles - By Chris
Dede
[please accept my apologies for cross posting]
from another list, perhaps you ll find it
interesting>>
http://www.educause.edu/apps/eq/eqm05/eqm0511.asp?bhcp=1
Planning for Neomillennial Learning Styles -
Shifts in students� learning style will prompt
a shift to active construction of knowledge through
mediated immersion
By Chris Dede
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#########################################################################################
LSDA: Improving practice, informing policy.
LSDA's mission is to improve the quality of post-16 education and training in England,
Wales and Northern Ireland. We do this through research to inform policy and practice,
through helping to shape and communicate education policy, and through improvement and
support programmes for organisations that deliver post-16 education and training.
For further information about our products and services visit our website www.LSDA.org.uk.
For general enquiries call 020 7297 9144
This e-mail and any attachments transmitted with it are confidential and intended solely for
the use of the individual or entity to which they are addressed. If you have received this e-mail
in error please advise the sender immediately and destroy the message and any attachments.
##########################################################################################
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------_=_NextPart_001_01C52DFF.11314D22
Content-Type: text/html
Content-Transfer-Encoding: quoted-printable
RE: [VLES] Planning for Neomillennial Learning Styles - By Chris D=
ede
Niki and colleagues
Thanks for this reference.
Colleagues will find various contributions to the lear=
ning styles debate at http://www.lsda.org.uk/pubs/ The recent LSDA publication "Learning styles and =
pedagogy in post-16 learning : A systematic and critical review" att=
racted a lot of interest. Eight years ago we published "Learning sty=
les : into the future", which looked at the issue in relation to tec=
hnology.
Best wishes
Kevin
-----Original Message-----
From: niki lambropoulos [[log in to unmask]">mailto:[log in to unmask]]
Sent: 20 March 2005 16:58
To: [log in to unmask] Subject: [VLES] Planning for Neomillennial Learning St=
yles - By Chris
Dede
[please accept my apologies for cross posting]
from another list, perhaps you ll find it
interesting>>
Planning for Neomillennial Learning Styles -
Shifts in students� learning style will pro=
mpt
a shift to active construction of knowledge through
mediated immersion
By Chris Dede
***************** List information: *****************
Remember - replies go by default to the entire list.
Access the list via the web on http://www.jiscmail.ac.uk=
/lists/vle.html To unsubscribe, email [log in to unmask] with the=
=20message: leave vle
LSDA's mission is to improve the quality of post-16 education an=
d=20
training in England, Wales and Northern Ireland. We do this through resea=
rch to=20
inform policy and practice, through helping to shape and communicate educ=
ation=20
policy, and through improvement and support programmes for organisations =
that=20
deliver post-16 education and training.
For further information about our products and services visit ou=
r website=20
www.LSDA.org.uk. For general=
=20
enquiries call 020 7297 9144
This e-mail and any attachments transmitted with it are confiden=
tial and=20
intended solely for the use of the individual or entity to which they are=
=20
addressed. If you have received this e-mail in error please advise the se=
nder=20
immediately and destroy the message and any attachments. ************************************************************=
*************************************************************************=
*****************
=
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------_=_NextPart_001_01C52DFF.11314D22--
=========================================================================
Date: Mon, 21 Mar 2005 11:29:49 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Laurel Armstrong <[log in to unmask]>
Subject: Becta contract position-updated
Comments: cc: Mark Howard <[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----_=_NextPart_001_01C52E09.4AEE5F00"
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------_=_NextPart_001_01C52E09.4AEE5F00
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Becta (British Education Technology Agency) are recruiting for a
Contract Assistant Technical Officer. We are looking for a candidate who
is passionate about Information Technology and learning. This is a 1-2
month
contract starting ASAP. If you are interested in applying for this
position please contact Mark Howard:
=20
Mark Howard
Business Development Manager
Allegis Group Strategic Staffing & Consulting Solutions
Government Services Division
Suite 8, Westwood House
Westwood Way, Coventry, CV4 8HS
Tel +44 (0) 2476 460666
[log in to unmask]=20
www.allegisgroup.co.uk >=20
=20
=20
Assistant Technical Officer
=20
NLN Materials Overview
The National Learning Network (NLN) Materials are part of a broad
initiative to develop the use of e-learning materials for Post -16
Further Education, Sixth Form Colleges and Adult and Community Learning
Centres.=20
=20
The NLN commissions development of e-learning materials in the form of
discrete learning content to specific standards.
=20
An Assistant Technical Officer is now required to join the NLN Materials
technical team.=20
=20
Reporting to the Technical Project Manager, the main duties and
responsibilities include the following:
=20
* Tracking the arrival of new learning content using a bespoke
software package.
=20
* Downloading zip files and uploading to the BECTA online Content
Access Tool
=20
* Carrying out initial tests on learning content to ensure
functionality both online and when downloaded to CD format
=20
* Logging errors identified with any learning content using
standard error logging tools
=20
* Following up on errors logged to ensure resolution and closure
=20
* Providing constructive feedback to suppliers regarding the
functionality of their learning content
=20
* Monitoring the availability of the BECTA Content Access Tool
=20
* Liasing with BECTA suppliers, technical partners and hosting
partners regarding the cohort of learning content, its availability and
continuing developments
=20
* Attending weekly meetings and conference calls
=20
* Ensuring the continual provision of high quality e-learning
materials via feedback, testing and quality assurance
=20
* Assisting technical and other team members in ongoing projects
=20
* Any other duties as indicated by the Technical Project Manager
=20
=20
Person Specification
Criteria
Description
Essential
=20
Desirable
Qualifications
=20
Degree - Information Technology, Computer Science, Multimedia or similar
=20
=20
X=20
Knowledge
=20
Interest / experience in quality of e-learning / relevant web
technologies=20
=20
X
=20
Microsoft Office including Excel=20
=20
X
=20
PC and Mac web browsers and operating system platforms
X
=20
Experience
=20
Administration of Virtual Learning Environments, Learning Management
Systems
=20
=20
X=20
=20
e-learning materials development with an educational institution,
e-learning supplier or training and development environment
=20
=20
X
=20
Understanding of Post -16 education sector
=20
=20
X
=20
Key Skills
* People skills - good communicator=20
* Ability to work under pressure and work to deadlines=20
* Enthusiastic about e-learning=20
* Willingness to learn new systems quickly=20
* Interest or experience in quality assurance=20
* Attention to detail=20
* Prioritisation skills=20
* A team player=20
=20
=20
Becta: British Education Communication technology Agency
http://www.becta.org.uk
=20
NLN: National Learning Network
http://www.nln.ac.uk/materials
=20
=20
=20
Laurel Armstrong
=20
BECTA
National Learning Network Materials team
Science Park
Millburn Hill Road
Coventry
CV4 7JJ
=20
02476 797 219
[log in to unmask]
=20
=20
=20
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please notify
the system manager.
This footnote also confirms that this email message has been swept by
MIMEsweeper for the presence of computer viruses.
www.mimesweeper.com
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------_=_NextPart_001_01C52E09.4AEE5F00
Content-Type: text/html; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Becta (British Education Technology Agency) are recruiting f=
or a
Contract Assistant Technical Officer. We are looking for a
candidate who
is passionate about Information Technology and learning. Thi=
s is
a 1-2 month
contract starting ASAP. If you are interested in applying for
this
position please contact Mark Howard:
Mark Howard
Business Development Manager
Allegis Group Strategic Staffing & Consulting Solutions<=
/span>
The National Learning Network (NLN) Materials are part o=
f a
broad initiative to develop the use of e-learning materials for Post -16
Further Education, Sixth Form Colleges and Adult and Community Learning
Centres.
The NLN commissions development of e-learning materials =
in
the form of discrete learning content to specific standards.<=
/p>
An Assistant Technical Officer is now required to join t=
he
NLN Materials technical team.
Reporting to the Technical Project Manager, the main dut=
ies
and responsibilities include the following:
Tracking the arrival of new learning content using =
a bespoke
software package.
Downloading zip files and uploading to the BECTA on=
line
Content Access Tool
Carrying out initial tests on learning content to
ensure functionality both online and when downloaded to CD format
Logging errors identified with any learning content=
using
standard error logging tools
Following up on errors logged to ensure resolution =
and
closure
Providing constructive feedback to suppliers regard=
ing
the functionality of their learning content
Monitoring the availability of the BECTA Content Ac=
cess
Tool
Liasing with BECTA suppliers, technical partners and
hosting partners regarding the cohort of learning content, its
availability and continuing developments
Attending weekly meetings and conference calls
Ensuring the continual provision of high quality
e-learning materials via feedback, testing and quality assurance
Assisting technical and other team members in ongoi=
ng
projects
Any other duties as indicated by the Technical Proj=
ect
Manager
Person Specification<=
/p>
Criteria
Description
Essential
Desirable
Qualifications
Degree – Information Technology, Computer Scienc=
e,
Multimedia or similar
X
Knowledge
Interest / experience in quality of e-learning / relev=
ant
web technologies
X<=
/font>
Microsoft Office including Excel
X<=
/font>
PC and Mac web browsers and operating system platforms=
X<=
/font>
Experience
Administration of Virtual Learning Environments, Learn=
ing
Management Systems
X
e-learning materials development with an educational
institution, e-learning supplier or training and development environment<=
/span>
X<=
/font>
Understanding of Post -16 education sector
X<=
/font>
Key Skills
People skills – good communicator
Ability to work under pressure and work to deadline=
s
Enthusiastic about e-learning
Willingness to learn new systems quickly
Interest or experience in quality assurance =
Attention to detail
Prioritisation skills
A team player
Becta: British Education Communication technology Agency=
**********************************************************************
This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please notify
the system manager.
This footnote also confirms that this email message has been swept by
MIMEsweeper for the presence of computer viruses.
www.mimesweeper.com
**********************************************************************
=00
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------_=_NextPart_001_01C52E09.4AEE5F00--
=========================================================================
Date: Mon, 21 Mar 2005 12:53:22 +0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Ross Little <[log in to unmask]>
Subject: VideoActive Workshop at the University of Leeds
Mime-version: 1.0
Content-type: text/plain; charset="ISO-8859-1"
Content-transfer-encoding: quoted-printable
*Apologies for cross posting*
Dear Colleagues
VideoActive Workshops
*******************
http://www.videoactive.ac.uk
=20
The VideoActive team, based at Glasgow Caledonian University and Lancaster
University, would like to invite you to attend the first of our
Spring/Summer season of workshops at the University of Leeds on the 27th an=
d
28th of April.
=20
Places for the workshop are limited and early booking is advisable to
ensure a place. The workshop costs =A3100 per person (includes all workshop
materials and lunch for both days).
=20
To register for a workshop either use our online booking form at
http://elisu.gcal.ac.uk/vabooking , or contact Margaret Warburton, email
[log in to unmask] or telephone 0141 270 1316
=20
For your information, please find below a summary of the aims and themes
that will be covered in the workshop.
=20
Kind regards
=20
Ross Little
__________________________________
Ross Little
VideoActive Project Officer
eLISU, Glasgow Caledonian University
t: +44 (0) 141 273 1333
m: +44 (0) 773 477 0269
e: [log in to unmask]
----------------------------------------------
VideoActive Workshop Information
-----------------------------------------------
=20
The 2 day VideoActive workshop aims to support the participant through the:
=20
* acquisition of practical multimedia skills
* development of a pedagogically sound educational underpinning
* use of processes critical to being able to initiate one's own video
and audio projects
=20
The workshop will be largely 'hands-on' with participants producing a short
piece of video - the process of development being informed by a reflective
practice approach focused closely on learning and teaching values.
=20
The VideoActive workshop will be relevant to lecturers and support staff, i=
n
both the HE and FE communities, interested in developing and using digital
video and audio in the area of learning and teaching.
=20
Programme
Day 1:=20
1000 Coffee and registration
1025 Welcome and Overview
1030 Educational Values (Activity)
1045 Video: A Learning and Teaching Perspective
1115 Learning and Teaching Videos (Activity)
1130 Coffee Break
1145 The language of the Moving Image
1245 Video Uses and Technique (Activity)
1300 Lunch
1400 The Process of Production
1500 Coffee Break
1515 Fundamentals of Accessible Media
1530 Introduction to the "Mini Project" (Activity)
1615 Close
=20
Day 2:=20
0945 Coffee
1000 Mini Project: Storyboarding, Scripting and Filming (Activity)
1130 Mini Project: Importing, Re-ordering and Editing (Activity)
1245 Lunch
1330 Mini Project: Inserting Titles, Transitions and Exporting (Activity=
)
1430 The Decision Tool
1515 ShowTime!
1600 Close
***************** List information: *****************
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=========================================================================
Date: Mon, 21 Mar 2005 16:29:30 +0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Chris Brock <[log in to unmask]>
Subject: Introduction from Chris Brock at TASI (Technical Advisory Service
for Images)
MIME-Version: 1.0
Content-Type: text/plain; charset=us-ascii; format=flowed
Content-Transfer-Encoding: 7bit
Content-Disposition: inline
Dear Group,
I have recently joined this group, and thought I should introduce myself. I
am a new member of staff at TASI, (Technical Advisory Service for Images,
http:// www.tasi.ac.uk/).
My role is to develop our understanding of the needs of the FE/HE community
with regards to digital images in order to further develop TASI's online
materials and also to promote the use of digital images in teaching and
learning.
I am taking forward the editing of current and development of further Web
content in order to meet all potential needs. Therefore, I would welcome
your comments and suggestions on how you presently find the information. If
you would like TASI to provide specific information that would be of use to
you (and/or your community) then please email me directly off-list.
Initially you might find these links useful:
Practical Ways to Use Digital Images in Teaching and Learning:
http://www.tasi.ac.uk/advice/using/use-examples.html
Capturing Digital Images:
http://www.tasi.ac.uk/advice/using/using_capturing.html
as examples of the materials that TASI has produced. A full listing of
resources aimed at people using digital images can be found at:
http://www.tasi.ac.uk/advice/using/using.html
I look forward to hearing from you and many thanks, in advance, for taking
the time to participate.
Yours sincerely,
Chris Brock
----------------------
CS Brock, Technical Research Officer
[log in to unmask]
http://www.ilrt.bris.ac.uk/aboutus/staff?search=cmcsb
T: +44 (0)117 928 7170
TASI - Technical Advisory Service for Images
Free help, advice and guidance for the
Further and Higher Education sector
http://www.tasi.ac.uk/
A JISC Service
----------------------
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=========================================================================
Date: Mon, 21 Mar 2005 19:29:39 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Amber Thomas <[log in to unmask]>
Subject: 2 research posts - repository use
Comments: To: [log in to unmask],
[log in to unmask], [log in to unmask]
Comments: cc: [log in to unmask]
MIME-Version: 1.0
Content-Type: text/plain; charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
Colleagues,
University College Worcester is running a project under JISC's Distributed =
E-Learning Programme on Promoting Shared Use of Digital Content Across the =
West Midlands Region. The Director is Andrew Rothery and I am shortly to ta=
ke up the role of Project Leader (currently part time whilst at Becta!).
We are recruiting for two posts:
Research Officer: Full time until March 2006
Research Advisor: 35 days between 1st April 2005 and 31st March 2006
Details are available from the UCW website staff vacancies section: http://=
cook.worc.ac.uk/cgi-bin/personnel/vacancy.pl
The closing date for both posts is Tuesday 29th March. Further details avai=
lable from myself or Andrew.
Yours,
Amber
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=========================================================================
Date: Tue, 22 Mar 2005 14:36:16 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Karen Purvis <[log in to unmask]>
Subject: CAL'05 - Virtual Learning?
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----=_NextPart_000_029C_01C52EEC.80F4E5E0"
This is a multi-part message in MIME format.
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With apologies for any cross-posting
CAL'05 - DELEGATE REGISTRATION REMINDER NOTICE
=20
CAL'05 - Virtual Learning?
4-6 April 2005, University of Bristol, UK=20
=20
www.cal-conference.elsevier.com
=20
Delegate places are still available at this three day conference - one =
of the premier international research conferences addressing computers =
and learning.=20
=20
Although it is possible to register at the conference, delegates are =
requested to register by 31 March 2005 to ensure your registration is =
processed prior to the event and to save time at the check-in desk. You =
can register now at www.cal-conference.elsevier.com
=20
The final programme featuring symposia, parallel oral sessions and =
discussion papers covers: Play and experimentation >> Dialogue, =
communication and learning >> Education and network societies >> =
Educational design and pedagogical research.
=20
For full details and to register visit: www.cal-conference.elsevier.com =
or contact Janet Seabrook at the CAL'05 Conference Secretariat for a =
copy of the programme and registration brochure: (T) + 44 1865 843691 / =
(F) + 44 1865 843958 / (E) [log in to unmask]
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4-6 April 2005,=20
University=20
of Bristol,=20
UK
www.cal-conference.elsevier.com<=
/A>
Delegate places are still =
available at this=20
three day conference =96 one of the premier international research =
conferences=20
addressing computers and learning.
Although it is possible to =
register at the=20
conference, delegates are requested to register by 31 =
March=20
2005 to =
ensure your=20
registration is processed prior to the event and to save time at the =
check-in=20
desk. You can register now at www.cal-conference.elsevier.com<=
/A>
The final programme featuring =
symposia,=20
parallel oral sessions and discussion papers covers: Play and =
experimentation=20
>> Dialogue, communication and learning >> Education and =
network=20
societies >> Educational design and pedagogical=20
research.
For full details and to register =
visit: www.cal-conference.elsev=
ier.com=20
or contact Janet Seabrook at the CAL=9205 Conference Secretariat for a =
copy of the=20
programme and registration brochure: (T) + 44 1865 843691 / (F) + 44 =
1865 843958=20
/ (E) [log in to unmask]
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=========================================================================
Date: Tue, 22 Mar 2005 15:45:50 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Jane Jotcham <[log in to unmask]>
Subject: Re: Introduction to the Bodington VLE System - Seminar, Leeds,
6th April 2005
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=========================================================================
Date: Thu, 24 Mar 2005 10:22:04 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: "Powney, Sonya" <[log in to unmask]>
Subject: E-Learning Developer vacancy at the Royal Veterinary College
Comments: To: [log in to unmask]
Comments: cc: "Short, Nick" <[log in to unmask]>
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Cg==
=========================================================================
Date: Thu, 24 Mar 2005 15:05:38 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Gary Watts <[log in to unmask]>
Subject: Blackboard Upgrading to community portal
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----_=_NextPart_001_01C53082.F066DA22"
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------_=_NextPart_001_01C53082.F066DA22
Content-Type: text/plain;
charset="us-ascii"
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All,
=20
Has anyone upgrade their Blackboard system from the 'basic' to the
community portal and if so did you encounter any problems??
=20
Regards
=20
Gary
=20
=20
=20
=20
=20
Gary D Watts
ICT Manager
Redcar & Cleveland College
Corporation Road
Redcar
TS10 1EZ
=20
t 01642 473132
m 07913290973
f 01642 490856
=20
***************** List information: *****************
Remember - replies go by default to the entire list.
Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
To unsubscribe, email [log in to unmask] with the message: leave vle
------_=_NextPart_001_01C53082.F066DA22
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charset="us-ascii"
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All,
Has anyone upgrade
their Blackboard system from the ‘basic’ to the community =
portal
and if so did you encounter any problems??
Regards
Gary<=
/font>
Gary D =
Watts
ICT =
Manager
Redcar & =
ClevelandCollege
Corporation =
Road
Redcar
TS10 =
1EZ
t 01642 =
473132
m =
07913290973
f 01642 =
490856
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------_=_NextPart_001_01C53082.F066DA22--
=========================================================================
Date: Thu, 24 Mar 2005 15:31:18 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: merv stapleton <[log in to unmask]>
Subject: Re: Blackboard Upgrading to community portal
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Gary,
we did this in August 2003 and had no major problems. You are more than =
welcome to come and visit us to talk this over if you want.
regards
=20
merv
=20
-----------------------------------------------
merv stapleton
e-Learning manager
city of sunderland college
shiney row centre
success road
philadelphia
houghton-le-spring
dh4 4tl
=20
tel: +44 191 5116153
=20
e-mail: [log in to unmask]
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Gary,
we=20
did this in August 2003 and had no major problems. You are more than =
welcome to=20
come and visit us to talk this over if you want.
Confidentiality: This email and any files transmitted =
with it are confidential and intended solely for the use of the =
individual or entity to whom they are addressed. If they come to you in =
error you must take no action based on them, nor must you copy or show =
them to anyone; please reply to this email and highlight the =
error.
Please note that the views or opinions presented in this =
email are solely those of the author and do not necessarily represent =
those of the college.
Security Warning: Please note that this email has been =
created in the knowledge that Internet email is not a 100% secure =
communications medium. We advise that you understand and observe this =
lack of security when emailing us.
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------_=_NextPart_001_01C53086.86135F18--
=========================================================================
Date: Mon, 21 Mar 2005 11:29:49 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
Comments: cc: Mark Howard <[log in to unmask]>
From: Laurel Armstrong <[log in to unmask]>
Subject: Becta contract position-updated
MIME-Version: 1.0
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Content-Type: text/plain; charset="us-ascii"
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Becta (British Education Technology Agency) are recruiting for a
Contract Assistant Technical Officer. We are looking for a candidate who
is passionate about Information Technology and learning. This is a 1-2
month
contract starting ASAP. If you are interested in applying for this
position please contact Mark Howard:
=20
Mark Howard
Business Development Manager
Allegis Group Strategic Staffing & Consulting Solutions
Government Services Division
Suite 8, Westwood House
Westwood Way, Coventry, CV4 8HS
Tel +44 (0) 2476 460666
[log in to unmask]=20
www.allegisgroup.co.uk >=20
=20
=20
Assistant Technical Officer
=20
NLN Materials Overview
The National Learning Network (NLN) Materials are part of a broad
initiative to develop the use of e-learning materials for Post -16
Further Education, Sixth Form Colleges and Adult and Community Learning
Centres.=20
=20
The NLN commissions development of e-learning materials in the form of
discrete learning content to specific standards.
=20
An Assistant Technical Officer is now required to join the NLN Materials
technical team.=20
=20
Reporting to the Technical Project Manager, the main duties and
responsibilities include the following:
=20
* Tracking the arrival of new learning content using a bespoke
software package.
=20
* Downloading zip files and uploading to the BECTA online Content
Access Tool
=20
* Carrying out initial tests on learning content to ensure
functionality both online and when downloaded to CD format
=20
* Logging errors identified with any learning content using
standard error logging tools
=20
* Following up on errors logged to ensure resolution and closure
=20
* Providing constructive feedback to suppliers regarding the
functionality of their learning content
=20
* Monitoring the availability of the BECTA Content Access Tool
=20
* Liasing with BECTA suppliers, technical partners and hosting
partners regarding the cohort of learning content, its availability and
continuing developments
=20
* Attending weekly meetings and conference calls
=20
* Ensuring the continual provision of high quality e-learning
materials via feedback, testing and quality assurance
=20
* Assisting technical and other team members in ongoing projects
=20
* Any other duties as indicated by the Technical Project Manager
=20
=20
Person Specification
Criteria
Description
Essential
=20
Desirable
Qualifications
=20
Degree - Information Technology, Computer Science, Multimedia or similar
=20
=20
X=20
Knowledge
=20
Interest / experience in quality of e-learning / relevant web
technologies=20
=20
X
=20
Microsoft Office including Excel=20
=20
X
=20
PC and Mac web browsers and operating system platforms
X
=20
Experience
=20
Administration of Virtual Learning Environments, Learning Management
Systems
=20
=20
X=20
=20
e-learning materials development with an educational institution,
e-learning supplier or training and development environment
=20
=20
X
=20
Understanding of Post -16 education sector
=20
=20
X
=20
Key Skills
* People skills - good communicator=20
* Ability to work under pressure and work to deadlines=20
* Enthusiastic about e-learning=20
* Willingness to learn new systems quickly=20
* Interest or experience in quality assurance=20
* Attention to detail=20
* Prioritisation skills=20
* A team player=20
=20
=20
Becta: British Education Communication technology Agency
http://www.becta.org.uk
=20
NLN: National Learning Network
http://www.nln.ac.uk/materials
=20
=20
=20
Laurel Armstrong
=20
BECTA
National Learning Network Materials team
Science Park
Millburn Hill Road
Coventry
CV4 7JJ
=20
02476 797 219
[log in to unmask]
=20
=20
=20
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Please visit the official ITV website at www.itv.com
for the latest company news.
This email and any files transmitted are confidential and intended=20
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------_=_NextPart_001_01C52E09.4AEE5F00
Content-Type: text/html; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Becta (British Education Technology Agency) are recruiting=
for a
Contract Assistant Technical Officer. We are looking for a=
candidate who
is passionate about Information Technology and learning. T=
his is
a 1-2 month
contract starting ASAP. If you are interested in applying =
for
this
position please contact Mark Howard:
Mark Howard
Business Development Manager
Allegis Group Strategic Staffing & Consulting Solution=
s
The National Learning Network (NLN) Materials are part=
of a
broad initiative to develop the use of e-learning materials for Post -16
Further Education, Sixth Form Colleges and Adult and Community Learning
Centres.
The NLN commissions development of e-learning material=
s in
the form of discrete learning content to specific standards.
An Assistant Technical Officer is now required to join=
the
NLN Materials technical team.
Reporting to the Technical Project Manager, the main d=
uties
and responsibilities include the following:
Tracking the arrival of new learning content usin=
g a bespoke
software package.
Downloading zip files and uploading to the BECTA =
online
Content Access Tool
Carrying out initial tests on learning content to=
ensure functionality both online and when downloaded to CD format
Logging errors identified with any learning conte=
nt using
standard error logging tools
Following up on errors logged to ensure resolutio=
n and
closure
Providing constructive feedback to suppliers rega=
rding
the functionality of their learning content
Monitoring the availability of the BECTA Content =
Access
Tool
Liasing with BECTA suppliers, technical partners =
and
hosting partners regarding the cohort of learning content, its
availability and continuing developments
Attending weekly meetings and conference calls
Ensuring the continual provision of high quality
e-learning materials via feedback, testing and quality assurance
Assisting technical and other team members in ong=
oing
projects
Any other duties as indicated by the Technical Pr=
oject
Manager
Person Specification
Criteria
Description
Essential
Desirable
Qualifications
Degree – Information Technology, Computer Scie=
nce,
Multimedia or similar
=
X =
Knowledge
Interest / experience in quality of e-learning / rel=
evant
web technologies
X
<=
/span>
Microsoft Office including Excel
X
<=
/span>
PC and Mac web browsers and operating system platfor=
ms
X
<=
/span>
Experience
Administration of Virtual Learning Environments, Lea=
rning
Management Systems
=
X =
e-learning materials development with an educational=
institution, e-learning supplier or training and development environmen=
t
<=
/span>
X
Understanding of Post -16 education sector
<=
/span>
X
Key Skills
People skills – good communicator
Ability to work under pressure and work to deadli=
nes
Enthusiastic about e-learning
=
Willingness to learn new systems quickly <=
/font>
Interest or experience in quality assurance
Attention to detail
Prioritisation skills
A team player
Becta: British Education Communication technology Agen=
cy
**********************************************************************
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intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please notify =
the system manager.
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MIMEsweeper for the presence of computer viruses.
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=00
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********************************************************************** Please visit the official ITV website at www.itv.com for the latest =
company news.
This email and any files transmitted are confidentia=
l and intended solely for the use of the individual or entity to whic=
h they are addressed. If you have received this email in error, pleas=
e notify [log in to unmask]
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=========================================================================
Date: Mon, 21 Mar 2005 19:29:39 -0000
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
Comments: To: [log in to unmask],
[log in to unmask], [log in to unmask]
Comments: cc: [log in to unmask]
From: Amber Thomas <[log in to unmask]>
Subject: 2 research posts - repository use
MIME-Version: 1.0
Content-Type: text/plain; charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
Colleagues,
University College Worcester is running a project under JISC's Distribute=
d E-Learning Programme on Promoting Shared Use of Digital Content Across =
the West Midlands Region. The Director is Andrew Rothery and I am shortly=
to take up the role of Project Leader (currently part time whilst at Bec=
ta!).
We are recruiting for two posts:
Research Officer: Full time until March 2006
Research Advisor: 35 days between 1st April 2005 and 31st March 2006
Details are available from the UCW website staff vacancies section: http:=
//cook.worc.ac.uk/cgi-bin/personnel/vacancy.pl
The closing date for both posts is Tuesday 29th March. Further details av=
ailable from myself or Andrew.
Yours,
Amber
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**********************************************************************=20=
Please visit the official ITV website at www.itv.com
for the latest company news.
This email and any files transmitted are confidential and intended=20
solely for the use of the individual or entity to which they are=20
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=========================================================================
Date: Tue, 29 Mar 2005 13:03:24 +0100
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: gavin willis <[log in to unmask]>
Subject: Re: VLEs and assessment
In-Reply-To: 6667
MIME-Version: 1.0
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Hi Joe,
I am investigating VLE's myself and the different structures available in navigation and content design etc. I have become associated with SmarTeach, an e-learning programme developed by an overseas multi-media educational research unit.
i have attached a summary of SmarTeach for you to analyse, such as the features and benefits and also the assessment process (Smart Check) which will be of most interest to you. please reply with your views...
kind regards
Gavin Willis BA (Hons)
Metis Interactive - Bus. Develpment consultant
On 16 Mar 2005, at 15:28, Joe Booth wrote:
> My first post here, though I have been lurking for a while, so hello.
>
> I am investigating VLEs and am particularly interested in finding
> something
> with strong support for assessment. In particular being able to provide
> formative assessments based on a large question bank where learners can
> select parameters and generate a set of MCQs to attempt AND summative
> assessments based on a pre-set secure "paper" of MCQs.
>
> Any suggestions? Is it optimistic to expect a VLE to do this or should
> I be
> thinking about a separate assessment tool for these elements?
>
> Thanks,
>
> Joe Booth
> Project Manager
> Royal College of Physicians
>
>
>
>
> Royal College of Physicians of London
> Registered Charity No. 210508
> website www.rcplondon.ac.uk
> The information transmitted is intended only for the person or entity
> to which it is addressed and may contain confidential and/or privileged
> material. It represents the views of the individual sender and not
> necessarily those of the College. If you received this in error, please
> contact the sender and delete the material from any computer.
>
> ***************** List information: *****************
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> vle
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Checked by Hu-fw-Dial
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Hi Joe,
I am investigating VLE's myself and the different structures available in navigation and content design etc. I have become associated with SmarTeach, an e-learning programme developed by an overseas multi-media educational research unit.
i have attached a summary of SmarTeach for you to analyse, such as the features and benefits and also the assessment process (Smart Check) which will be of most interest to you. please reply with your views...
kind regards
Gavin Willis BA (Hons)
Metis Interactive - Bus. Develpment consultant
On 16 Mar 2005, at 15:28, Joe Booth wrote:
> My first post here, though I have been lurking for a while, so hello. > > I am investigating VLEs and am particularly interested in finding > something > with strong support for assessment. In particular being able to provide > formative assessments based on a large question bank where learners can > select parameters and generate a set of MCQs to attempt AND summative > assessments based on a pre-set secure "paper" of MCQs. > > Any suggestions? Is it optimistic to expect a VLE to do this or should > I be > thinking about a separate assessment tool for these elements? > > Thanks, > > Joe Booth > Project Manager > Royal College of Physicians > > > > > Royal College of Physicians of London > Registered Charity No. 210508 >!
; website
www.rcplondon.ac.uk > The information transmitted is intended only for the person or entity > to which it is addressed and may contain confidential and/or privileged > material. It represents the views of the individual sender and not > necessarily those of the College. If you received this in error, please > contact the sender and delete the material from any computer. > > ***************** List information: ***************** > Remember - replies go by default to the entire list. > Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html > To unsubscribe, email [log in to unmask] with the message: leave > vle
***************** List information: ***************** Remember - replies go by default to the entire list. Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html To unsubscribe, email [log in to unmask] with the message: leave vle Checked !
by
Hu-fw-Dial
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Send instant messages to your online friends http://uk.messenger.yahoo.com
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--0-1403843885-1112097804=:46508--
=========================================================================
Date: Thu, 31 Mar 2005 09:59:00 +0100
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: "Godfrey, Jenny" <[log in to unmask]>
Subject: FW: Librarians to be replaced with 'digital resources'!
Comments: To: SCLS <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Apologies for cross posting
Jenny
Jenny Godfrey
Slide Library
University of Wales Institute Cardiff
Howard Gardens
Cardiff CF24 4TU
South Glamorgan
Wales
UK
tel: 029 20416662
email [log in to unmask]
-----Original Message-----
From: AHDS Visual Arts [mailto:[log in to unmask]]
Subject: Librarians to be replaced with 'digital resources'!
The growth and linking up of digital resources across universities, =
colleges
and libraries provides users with greater tools and opportunities when
searching for the images and resources they need. But this could have
implications for the role of the librarian: a recent article in the =
Times
Higher Education Supplement lamented the cause of librarians at the
University of Wales, Bangor who are now under threat from cost-cutting
measures which may see them being replaced with digital resources.
This is just one of the many complicated and potentially threatening =
issues
currently affecting arts education in the UK as a direct result of the
'digital revolution'! For everything we do, whether it's teaching in the
classroom or finding images in the library, we are having to adapt to a =
new
model. Recent developments in technology have, without a doubt, created =
one
of the biggest and most profound changes the arts education community =
has
ever seen.
In response, a huge consultation exercise, the Digital Picture, will be
launched at the Association of Art Historians conference this week. =
Created
by independent arts education organisation, AHDS Visual Arts, the =
project is
designed to help the community explore this brave new world. The =
exercise
will, through coordinated, open consultation with representatives of all =
art
colleges, schools and university departments across England, Scotland, =
Wales
and Northern Ireland, identify problems, offer arenas for discussion and
seek practical solutions.
Have your say, or book your place at a free expert seminar, at:
www.thedigitalpicture.ac.uk
Whether you welcome the digital revolution with open arms or merely =
tolerate
it as the inevitable, your contribution, no matter how large or small, =
will
help to influence the future direction of many aspects of UK arts =
education
relating to digital images.
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=========================================================================
Date: Thu, 31 Mar 2005 10:24:26 +0100
Reply-To: Virtual Learning Environments <[log in to unmask]>
Sender: Virtual Learning Environments <[log in to unmask]>
From: Terry Freedman <[log in to unmask]>
Subject: Re: FW: Librarians to be replaced with 'digital resources'!
Mime-Version: 1.0
Content-Type: text/plain; charset=us-ascii; format=flowed;
x-avg-checked=avg-ok-46C3348
At 09:59 31/03/2005, Godfrey, Jenny wrote:
>Subject: Librarians to be replaced with 'digital resources'!
I have to say, as a general point, that in my experience there is NO
software that can beat a well-qualified librarian. For many years there was
a librarian in my local library of whom you could ask the most esoteric
question, and he would reply along the lines of: "Yes, you need to look at
X and Y, and while you're doing that I'll get you the March issue of the
Journal of Z, which had a very interesting summary of some American research."
I suppose he must have been dead boring to live with because he must have
spent all his time reading library catalogues, but as a source of reference
material he was brilliant.
I suppose it's politically incorrect of an ICT person to say something like
that, but it's the truth!
Best wishes
Terry
----------------------
Terry Freedman, Independent ICT Consultant
http://www.ictineducation.org
For latest issue of Computers in Classrooms, visit
http://www.terry-freedman.org.uk/cgi-script/CSMailto/forms/frm_sample.htm
Terry Freedman's blog is at http://www.terryfreedman.biz
Fax and voice mail: 0703 115 0271
--
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