Submitting assignments online through the VLE is a great way for learners to ensure a) that the work submitted is logged, b) it’s unlikely to be lost, c) they can, once graded, refer to the grade and feedback when they want to.

The problem with submitting assignments through the VLE is when the assignment asks for the students to submit a physical thing as their assessed piece of work.

If a learner creates a sculpture for example, or makes a lasagna, welds copper tubing, these things can not be submitted electronically. Submitting a photograph is of course possible, but why? It’s an extra step that isn’t strictly necessary.

Many learners will often do a presentation for an assessment, others will do a live performance or demonstrate a technique. Now yes you could video these “performances”, but video files can be quite big and you not want to upload these to the VLE (especially if you use tape over an SD card).

However it is still useful to grade these offline activities on the VLE to inform the learners how they did and provide feedback. Of course generally that is done anyway, so why put it on the VLE?

One reason is consistency, if other (written) assignments are been uploaded to the VLE then a learner will probably want to at some point know the grades for all their assessed work regardless whether it was a written essay or a live presentation.

Another reason is that one of the key factors that aids retention is ensuring learners know in terms of their assessment what they have done, what they are doing and what they need to do. If they can find all this information in one place rather than using different systems for different assignments using differing forms of assessment then it will make life better for the learner. If feedback and grading on written work is on the VLE, it makes sense then to use the VLE for all assessment whether it be written or another activity.

Across many curriculum areas, learners will go on field trips. Sometimes they will be to inhospitable environments such as forests, mountains, fjords or Croydon. Generally though they will be to places a little more local and urban.

Travel and Tourism students for example, may visit London to see the tourist attractions. Sports Studies could visit the site of the Olympics in 2012. Business Studies may visit a factory or a retail outlet. When I was teaching Business we visited such diverse places as an aircraft factory, a dockside undergoing urban regeneration, the Clothes Show Live, Amsterdam and Bruges, Museums and Croydon.

There were many reasons for going on field trips, a core one was to base an assignment or assessment task around the field trip. Looking at my own examples, we went to the Clothes Show Live to look at marketing and advertising. The visit to Europe was to look at the impact of cultural differences on business in the European Union. The aircraft factory was looking at how technology and changes in technology impacted on businesses processes, job roles and manufacturing.

So where does the VLE come into all this?

Well the VLE can be the place from which the task is centered and alongside the assignment brief you could place all the other information and links that learners could use for the field trip.

You do need to consider if you are expecting learners to access the VLE whilst actually on the field trip. In this case you will need to consider what your expectations are for learners in relation to the use of the VLE, and to ensure that the learner are aware of those expectations.

You will need to consider connectivity for those that will be accessing the VLE. You will need to be aware of the sort of devices that the learners will be using.

So if your learners are using the iPod touch to access the VLE, is there free wifi somewhere in the vicinity of the field trip? If they are using the iPhone or iPad, make sure you don’t have any links to Flash video or activities. If they are going to be using laptops or netbooks, where can they use them sitting down? Are there cafés or other places where they could go?

Once the logisitics of remote access to the VLE is sorted, you can then make decisions about how you are going to support the task from the VLE in the field.

Mobile connections are much slower than connections in college, so it’s vital that any resources are made to be downloaded as quickly as possible.

Simple things can be done to enable that, such as rather than using Word files (which can be quite large) ensure that you post text to the VLE (copy and paste it in) to a “label”, “discussion forum” or “web page”. That way learners can immediately access the text without needing to download a large file first. Often mobile devices are better at rendering text on webpages for smalller screens than trying to render A4 Word documents. Avoid using Powerpoint for similar reasons and as already stated unless you know that the devices are capable of using Flash, avoid Flash based content and video.

Video is possible over the mobile web, but unless you have a good connection, it is to be avoided. Audio however will download fine on even a poor 3G or GPRS connection and can be a viable alternative to video. Make sure the audio files are not too big, as some mobile phone providers have file size limits on what can be downloaded.

So what if remote access is not available, say you’re up a mountain or in Croydon?

Well the VLE could be the focus of the field trip after the event. A place to collate the thoughts, blog entries, images, video, audio from the field trip. A way of sharing resources and media easily and effectively. This will then enable any task that was started off on the field trip to be finished and finalised with all the resources that the group collected.

Field trips are a great way of making learning real for many students, the VLE can be used to support any field trip tasks and for post-trip activities too.

Group assignments or tasks are a valuable part of any learning experience. They do so much more than just allow students to learn about a topic. They have to use a range of other skills too, including diplomacy, planning, monitoring, negotiation, tracking and many others.

The VLE is an ideal place to act as a portal for a group task. With a little effort it would be possible, using a VLE such as Moodle, to create a “course” for each group, duplicating the bare bones of an assignment course. This course would contain the assignment brief, notes, links, copies of handouts. It could contain tools such as discussion forums, wikis, a calendar and planning tools.

Before the advent of social networking and ubiquitous SMS students would often find it difficult to communicate and collaborate on an assignment. Today with the wealth of tools available, why would the learner use the VLE?

Well two reasons. Firstly, using the VLE does not preclude or stop the use of other online tools and services. Learners also need to recognise the time to use external tools and when to use internal tools. We do the same with internal spaces and external spaces. Usually for example seminars are held on campus, whilst informal chats in the pub are held, well in the pub… It would be expected that as well as using the VLE for the group task, learners would meet face to face and use informal communication tools such as SMS and Facebook. The VLE would be used for discussions about the assignment, sharing, collaborating and working together.

Secondly, as well as supporting learners to complete the group task, the use of the VLE could act as evidence towards the assignment itself. This is useful where the process is important part of the assignment as well as the final outcome.

As well as providing a focus for individual tasks, the VLE can also be used as a portal for group tasks or assignments.

We are often fearful of getting our peers to judge us, is that because we fear they are incompetent at assessing us, or that they are so much like us that they will do it honestly and openly and notice all our hidden flaws?

Probably for the latter reason peer assessment by learners of learner is such a valuable method of assessment. Learners giving each other formative or summative feedback to each other can be a very positive activity, even if it is (to the learners) somewhat daunting.

There are many advantages to peer assessment. It can enhance learning through learners having to not convince you that they understand a topic, but also ensure that their peers understand the topic too. It allows for a greater depth of self-reflection by learners on the learning process. Peer assessment is daunting, but as a result can increase the confidence of learners as they need to work with each other. This working together builds social interaction across a group of learners and a support mechanism.

There are some issues and fears in regard to peer assessment. It can be an administrative nightmare. It is dependent on learners all taking part and not all will want to, some may not want to give the same level of effort as others. Conflict and arguments can arise, unlikely to happen with other forms of assessment, and will the learners have the skills and the confidence to resolve these conflicts. Some staff think that it will be challenging to do and that “exam boards” may object. Even some learners may object as they see the assessment process as an end and not as a learning process in itself.

One of the key features of peer assessment is communication and though e-mail and SMS is one way, the VLE allows for the communication to be more easily aggregated, sorted and assessed.

Any piece of peer assessed work, like any other piece of assessed work, needs a detailed briefing, time to discuss, both face to face and online, and guidelines and rules need to be in place. Once more the VLE is an idea vehicle to provide the online space for the briefing, online discussions, guidelines and rules. Providing a dedicated space on the VLE for the assessment will make it easier for learners to compartmentalise the assessment from other parts of the course.

Using the VLE allows learners to undertake parts of the peer assessment at a time and place to suit them; in college, at home, in the workplace or drinking coffee!

Peer assessment offers a different process of assessment that engages learners, builds relationships and improves learning. By undertaking that peer assessment through the VLE ensures that it is easier for learners to work together, discuss, share and refer to in the future.

Assessment is an important check on learning, have the learners understood what they have learnt and can they apply what they have learnt.

Assessment can take many forms, most require not just time from the learner to complete, but also from the assessor in marking the work. It also takes time for all the “paperwork” related to submitting assignments.

Though a VLE can not be used to set and mark all assessments it can be used to make life easier for the assessor in maintaining the “paperwork” of assessment. Have all the learners received the assessment? Have all the learners submitted their assignment? Which learners have submitted on time? Has the assessor graded every assignment? Has the assessor given every learner feedback on their assignment?

The assignment module on Moodle (VLE) can allow for all this making life much easier for assessors to ensure that all the relevant “paperwork” and grading for assignments is done. Learners know that they have submitted and they can use the VLE to access their grade and feedback; they can also re-submit via the VLE too.

The submission process can be undertaken by the learner at a time and place to suit the learner; likewise the assessor can collect in and mark the assignments when and where they want to.

Using a VLE to set an assignment, to ensure that learners submit their assignment, grade and provide feedback can make life easier and better for learners and save time for assessors.

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