DMZ1130-0809

Researching Multimedia in Education

Tutor: Andrew Youde

Mini Projects Assignment

Mini Project 5 - Use evidence to present a case about the future of VLEs:

VLEs: The Government’s vision for secondary schools. Is

it being realized?
Student: u0870621

Nick Jackson
Mini-projects
u0870621

What is a VLE?

A VLE (Virtual Learning Environment) was outlined by Becta as:

a combination of some or all of the following features:
 communication tools such as email, bulletin boards and chat rooms
 collaboration tools such as online forums, intranets, electronic diaries and
calendars
 tools to create online content and courses
 online assessment and marking
 integration with school management information systems
 controlled access to curriculum resources
 student access to content and communications beyond the school.

(Becta 2003)

In other words, a VLE is a number of online systems, tools and resources that are
brought together into one system to support student learning. A more generic term
sometimes used in reference to such technologies is Learning Platforms, but during
this project VLE will be used.

The Government’s vision

As set out in the Government’s Harnessing Technology Strategy (DFES 2005), all
secondary schools should have integrated learning and management systems into a
complete learning platform by 2010. Money has been granted to local authorities as
part of Standard Funds Grant 121a and some of these monies are intended to be
used to assist secondary schools to achieve this goal.

Is the vision being realized?

There are various models of how the funds allocated are being spent as regards
VLEs. However, most local authorities seem to favour the LEA portal approach
whereby they provide all students access to one system throughout their education
(primary, secondary and post-16), regardless of the school they attend in the
authority. This system can often be tailored in terms of technologies available and/or

1
Mini-projects
u0870621

interface appearance to meet the age group in question as well as the school
preference. This ties in with the concept of providing every learner with an online
learning space (DFES 2005), a requirement that had to be fulfilled by the 2008-09
academic year in secondary schools and by 2010 in primary schools, as well as the
theory of learners having a learning record throughout their education, otherwise
referred to as an e-portfolio.

The question that must be raised though, is whether this LEA portal approach to
providing VLEs in schools is really beneficial to schools and, more importantly,
learners. Further, there is the question of whether this one holistic approach
contradicts the Government’s broad vision for the future of education as being driven
by personalisation and personalised learning, detailed in their White Paper (DFES,
2005).

In the first instance, the determinants of the success of this favoured approach are
the harmony of schools within a local authority as to their needs and preferences in
terms of a VLE combined with the LEA’s determination to meet these. In two
different local authorities I have personally witnessed issues such as, legality
regarding procurement and insistence on compliance with the BECTA framework
standards as being fundamental barriers to an LEA’s achievements in meeting
schools’ needs. Further, one has to doubt whether the wide range of schools
typically found in any authority can truly agree on a generic system that will fulfil their
needs and wants. Thus, there is a serious doubt as to whether the needs of learners,
indeed of most learners, are being met.

In addition, the technologies being purchased by LEAs are also considerable factors
in the success, or otherwise, in realizing the Government’s vision. LEAs often rely on
the BECTA framework list of suppliers when procuring a VLE. Despite its best
intentions, this list of preferred suppliers is now approaching 3 years old and, while it
served a purpose originally of advising on the acquisition of a VLE, it has since been
overtaken by rapid developments in this area of IT. This means that newer suppliers
now exist who are arguably far closer to satisfying the personalisation issue
mentioned earlier but who are not included on the original BECTA list. In contrast,

2
Mini-projects
u0870621

there are also suppliers on the list whose success has been limited after trials,
implementation and use in schools.

All these factors point to there being serious doubts as to whether, at a crucial stage
in the use of VLEs in secondary school teaching and learning, the Government’s
visions are for the most part, being realized.

3
Mini-projects
u0870621

Referencing

BECTA (2003), Virtual learning environments (VLEs) [Online] Available at:

http://partners.becta.org.uk/index.php?section=rh&rid=13640 [Accessed 19th
November 2008]

Department for Educational and Skills (2005), Harnessing Technology -

Transforming Learning and Children’s Services) [Online] Available at:
http://www.dcsf.gov.uk/publications/e-strategy/docs/e-strategysummary.pdf
[Accessed 19th November 2008]

Department for Educational and Skills (2005), Higher Standards, Better Schools For
All - More choice for parents and pupils [Online] Available at:
http://www.dcsf.gov.uk/publications/schoolswhitepaper/pdfs/DfES-Schools
%20White%20Paper.pdf [Accessed 19th November 2008]

BECTA (2007), Learning Platform Services Framework suppliers [Online] Available

at: http://localauthorities.becta.org.uk/index.php?
section=pf&catcode=ls_pict_06&rid=13139 [Accessed 19th November 2008]