Learning JourneysLearning Environments

Miles BerryHead, Alton Convent Prep

Learning journeysThe VLE at St IvesEvaluationLearning environmentsMLEs and KM

Learning Journeys

Smith, 1801, via Tufte 1990

Start address: LondonEnd address: DoverDistance: 78.9 mi (about 1 hour 53 mins)Reverse directions

1. Head south from Saint Margaret Street - go 250 ft2. Continue on Abingdon Street - go 0.2 mi3. Continue on Millbank - go 0.2 mi4. At the roundabout, take the 2nd exit onto Millbank - go 0.5 mi

5. Turn left at Vauxhall Bridge Road - go 0.3 mi6. Turn left at Wandsworth Road - go 213 ft7. Bear right at Kennington Lane - go 0.2 mi8. Turn right at Durham Street - go 0.1 mi

9. Turn left at Harleyford Road - go 0.1 mi10. Turn right at Kennington Oval - go 0.2 mi11. Bear right at Harleyford Street - go 0.1 mi12. Bear left at Camberwell New Road - go 0.1 mi

13. Turn right at Brixton Road - go 1.5 mi14. Continue on Effra Road - go 0.4 mi15. Continue on Tulse Hill - go 1.1 mi16. Bear left at Thurlow Park Road - go 0.8 mi

17. Bear left at Dulwich Common - go 0.3 mi18. Bear left at Dulwich Common - go 0.6 mi19. Turn right at Lordship Lane - go 0.2 mi20. Bear left at London Road - go 0.5 mi

21. Turn left at Devonshire Road - go 0.1 mi22. Bear right at Waldram Crescent - go 0.3 mi23. Turn left at Sunderland Road - go 0.1 mi24. Turn right at Stanstead Road - go 0.9 mi

25. Turn left at Catford Road - go 0.4 mi26. Bear left at Rushey Green - go 0.1 mi27. Bear right at Brownhill Road - go 1.0 mi28. Continue on Saint Mildreds Road - go 0.4 mi

29. Bear left at Baring Road - go 216 ft30. Continue on Westhorne Avenue - go 0.7 mi31. At Clifton's Roundabout, take the 3rd exit onto Sidcup Road – go 2.7 mi32. Continue on A20 - go 6.7 mi

33. Bear right at M20 - go 50 mi34. Continue on A20 - go 7.1 mi35. At Western Heights Roundabout, take the 2nd exit onto A20 - go 0.3 mi36. At Limekiln Roundabout, take the 1st exit onto A20 - go 0.2 mi

37. At Prince of Wales Roundabout, take the 1st exit onto A20 - go 0.3 mi38. At York Street Roundabout, take the 1st exit onto York Street - go 0.3 mi39. At A256, take the 2nd exit onto Priory Road - go 0.1 mi40. Bear left at High Street - go 186 ft

41. Turn right at Ladywell - go 0.1 mi42. Continue on Park Street - go 0.1 mi43. Turn right at Maison Dieu Road - go 97 ftThese directions are for planning purposes only. You may find that construction projects, traffic, highway men, or other events may cause road conditions to differ from the map results.

Google, 2006

Tomtom,2005 via GPSreviewnet, 2005

Google, 2006

Topology

Moodle at St Ives

Primary Learning Environments...

Rich and stimulating learning environment

Learning through experience

DIY resources

Creativity and collaboration

Social learning

Informal, independent learning

Experiment and play

Virtual Learning Environment

Discussions

Immediate feedback

Range of resources

Range of activities

Collaborative work

Review the lesson

Taking the best of the classroom and making it available at home

Evaluation

Other benefits

Sense of community

Opportunity to look back

Learning from mistakes

Verbalizing mathematics

Personalized learning

ICT skills and understanding

Catching up

Assessment for learning

Knowledge management

Looking back

Interesting

Faster

Easier

Fun

Other HW

0% 25% 50% 75% 100%

Opinions of the VLE

Agree strongly Agree No opinion Disagree Disagree strongly

“This has been a great year for maths. I loved moodle.” (6A)

“Its a great way of doing home work and its fun!!!” (6B)

“I really like to use moodle because I find homework disscusion

really helpful” (5A)

“I like the idea of homework on the computer and homework

disscusen when your stuck.” (5B)

COLLES

I have found the work interesting

When we start a topic, we talk about things in the real world

The things I learn help me to understand the world better

I learn how the things I'm taught will be useful for me when I leave school

The teacher makes me think

The teacher shows me how to discuss ideas

Other pupils make good sense of what I say

SATs

0

25

50

75

100

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

%

St Ives L4 St Ives L5Indep Sch. L4 All Schools L4Indep Schs. L5 All Schools L5

Value added

Implementation

“Buying a VLE is one of the most important decisions for an institution, one that has major implications for it, and should be seen as significant as buying a major new building. The choice of VLE will be significant across all areas of the institution and especially in the way in which teaching and

learning are undertaken” Minshull, G (2004) VLEs: Beyond the fringe and into the mainstream, Coventry, BECTA

Lessons learnt

Pedagogy, not technology

Total cost of ownership

Digital divide

Integration with existing systems

Embedding in the curriculum

E-learning champions

Experiment

Be creative

Stakeholder involvement

Learning Environments

Scott Wilson, 2005

Google, 2008

MLE

School

MLE

VLE

MIS

PLE

E-

Portfolio

Activities

Calendar

Timetable

To do

Library

Course resources

Forums

Wiki

Blogging

RoA

Assessment

Friends

Accountability

Personal

reading, listening, viewingPodcasting

RSS

Files

Curriculum

Mapping

An MLE should …• give priority to learning and teaching by integrating timetabling,

planning, assessment and resources;

• facilitate the sharing of pupil information between all those teaching a pupil; allow planning and assessment to be readily monitored;

• provide a single integrated view of all the data held on any given pupil;

• incorporate tools to support teachers’ and managers’ analysis of performance at fine-grained levels, and assess the effect of interventions;

• improve communication within the school and between school and home;

• facilitate opportunities for pupils to take greater responsibility for their learning; and

• be accessible from home.

Knowledge Management

“For the majority of firms in the west, the priorities are the ‘capture’ of employees’ knowledge, exploitation of

existing knowledge resources or assets, and improved

access to expertise.”

Quintas, 2002

A VLE is not an MISKnowledge, not data

The knowledge teachers use day to day

The knowledge at the core of the school’s activity

It’s not about accountability; it’s not about control, and yet...

Accommodating the “inherent complexity, sophistication and subtlety of professional

life and work in educational institutions”

Constructed within and owned by the organizations that use them

“The co-production of knowledge with

colleagues is a natural part of a teacher’s

professional work.”

OECD, 2000

Findings

Collaboration amongst staff is a crucial dimension of organizational culture if the VLE is to be used to manage shared knowledge

The introduction of a VLE alone will not be sufficient to impact learning and teaching, but embedding the VLE within the organization’s culture and practices might

Moodle

Moodle content embodies the knowledge of its authors

Moodle courses embody the knowledge of their teachers

Moodle embodies the knowledge of its developers

Knowledge mapping

Courses!

Lesson plan labels

Podcast/vodcast

Revision wikis

Gradebook

Outcomes

Tags

Knowledge Sharing

Forums

Wikis

Resources

Workshop

Notes

Repository

Community Hub

Knowledge Creation

Wikis

Forums

Blogs

Courses...

E-Portfolio

Version control

Log files

Data Mining

Log files...

Trends, patterns, exceptionsCorrelations

Better informed decisions

ManagementTeachersParents

Assessment for learning

Web 3.0

Building the Knowledge Environment

Architects

Planners

Construction workers

Scaffolders

Builders’ Merchants

Clients

For more details...

mberry@bcs.org

01420 566916

eduspaces.net/mberry/weblog

www.altonconvent.org.uk/mgb/mba.pdf

www.altonconvent.org.uk