Tag Archives: graham attwell

The VLE is still dead… #altc

Arnos Vale

Can you believe it has been ten years since we had The VLE is Dead session at ALT-C.

It was Tuesday 8th May 2009 at 13:40 at Manchester University that The VLE is Dead symposium was kicked off by Josie Frasier.

2009 was also the year that delegates at ALT-C discovered the Twitter! In 2008 there were roughly 300 tweets and about forty people tweeting, in 2009 the amount of tweeting went through the roof!

I personally remember 2009 as the year I won Learning Technologist of the Year. I was well chuffed to receive this prestigious award.

Most people though remember that year as the year I allegedly said the VLE was dead! We had certainly over the months leading up to the conference trailed the debate with blog posts, tweets and even a trailer.

The debate was huge, with hundreds of people in the room, sitting on the floor, standing by the walls and we also live streamed the debate over the internet (which was quite revolutionary at the time). Overall an amazing experience and an interesting debate that still goes on today.

If you watch the video of the debate and discussion you will see that my view was that the VLE was more of a concept a place where a learner starts their journey and other technologies could be plugged into the institutional VLE to enhance and enrich it.

I still hold that viewpoint that the VLE is a construction of different tools and services.

The abstract for the Death of the VLE Symposium was about the future of e-learning.

The future success of e-learning depends on appropriate selection of tools and services. This symposium will propose that the Virtual Learning Environment (VLE) as an institutional tool is dead, no more, defunct, expired.

The session was chaired by Josie Fraser and as well as myself, we had three panellists.

There respective viewpoints were described as follows

The first panel member, Graham Attwell, will argue that many VLEs are not fit for purpose, and masquerade as solutions for the management of online learning. Some are little more than glorified e-mail systems. They will argue that VLEs provide a negative experience for learners.

The second member of the panel, Steve Wheeler, believes that the VLE is dead and that the Personal Learning Environment (PLE) is the solution to the needs of diverse learners. PLEs provide opportunities for learners, offering users the ability to develop their own spaces in which to reflect on their learning.

The third panel member, James Clay, however, believes that the VLE is not yet dead as a concept, but can be the starting point of a journey for many learners. Creating an online environment involving multiple tools that provides for an enhanced experience for learners can involve a VLE as a hub or centre.

The fourth panel member, Nick Sharratt, argues for the concept of the institutional VLE as essentially sound. VLEs provide a stable, reliable, self-contained and safe environment in which all teaching and learning activities can be conducted. It provides the best environment for the variety of learners within institutions.

The symposium began with an opportunity for attendees to voice their opinions on the future of the VLE. Each member of the panel then presented their case. The panel, with contributions from the audience, then debated the key issues that arose from the presentations.

So where did the whole concept of the debate come from?

Well it was an idea that had been around for a while

Martin Weller published a blog post in November 2007 “The VLE/LMS Is Dead”

Well there was a paper published a couple of years earlier by Mark Stiles, called “Death of the VLE – a challenge to a new orthodoxy”.

The VLE has become almost ubiquitous in both higher and further education, with the market becoming increasingly ‘mature’. E-learning is a major plank in both national and institutional strategies. But, is the VLE delivering what is needed in a world where flexibility of learning is para- mount, and the lifelong learner is becoming a reality? There are indications that rather than resulting in innovation, the use of VLEs has become fixed in an orthodoxy based on traditional educational approaches. The emergence of new services and tools on the web, developments in interoperability, and changing demands pose significant issues for institutions’ e-learning strategy and policy. Whether the VLE can remain the core of e-learning activity needs to be considered.

A year later, Lawrie Phipps, Dave Cormier and Mark Stiles published a paper in Educational Developments – The Magazine of the Staff and Educational Development Association Ltd (SEDA) entitled “Reflecting on the virtual learning systems – extinction or evolution?”

What is the role of Virtual Learning Environments (VLEs) in the modern university? How are students using them? And are they as important as we once thought they would be? These are questions that a lot of people are now asking, given the rapid developments that can be characterised as the read/write web or Web 2.0.

So this wasn’t a new idea, it built on the shoulders of those who went before us.

One aspect of the debate was the publication of blog posts before the conference, the use of Twitter and even trailers…

One of my blog posts from August 2009 gave an insight into my viewpoint.

Using an institutional VLE does not preclude using other Web 2.0 services and tools, on the contrary, a VLE and web tools can be used together. For example this blog has an RSS feed which feeds directly into my institutional VLE.

It was certainly hyped up in a way that I hadn’t seen before at ALT conferences, and to be honest not since either.

Today though I see many people using their blogs and the Twitter to promote their sessions at conferences, so maybe we did start something.

I was planning to run a session at this year’s conference, but alas circumstances were against me, so a follow-up session never materialised.

So ten years later is the VLE dead?

It’s still here and still being used and people are still trying to get people to use it.

Will it still be here in another ten years?

Who knows!

Snow

From BBC News

The coldest snap for 20 years shows no sign of letting up, with the freezing weather expected to last all weekend and into next week.

Then we read this

Thousands of children are affected by school closures in England, Wales and Scotland after more heavy snowfalls.

Oh these stories are not from last week, but from last February!

Last February we had some of the worst winter weather for twenty years, unprecedented and somewhat unexpected. As a result many schools, colleges and universities closed their doors to learners and students and staff got a “free” holiday.

Sound familiar, well last week we had even worse weather, something not seen since 1963 in some places. Lots of snow, freezing temperatures and once more many more schools, colleges and universities closing due to the snow.

John Popham in his blog does ask the question

Why, in 2010, we are not making more use of the Internet to cope with these conditions. As in many areas of British life, you will probably tell me that the UK has such extreme weather conditions so infrequently that it is not worth the cost of preparing for them, but, as this is now the second consecutive winter where we have had significant snow fall, and it appears likely that climate change may well make this a regular event, surely we should seriously think about how we prepare for such occasions. And, in this context, as we are supposed to be moving increasingly towards both delivering more education online, and adopting more flexible working practices, surely these should come into their own at these times, shouldn’t they?

I agree with him.

Part of the issue in my view is the culture of snow closures.

Look at this tweet from the University of Bath.

Part of a co-ordnated effort as described on Brian Kelly’s blog how the University of Bath used a range of communication channels and technologies to inform their staff and students that they were closed.

Just to note it’s interesting to see that the University is closed, isn’t it just that the physical site is closed? Can’t at least some of the University continue virtually? However by using the language “closed” it implies that no activity will take place, well no formal activity will take place.

Culturally is it because those not involved online can’t see that closing a physical location need not have a significant impact on the business of the University, if that business can be carried out at home or online?

Using the word “closed” also sends the message to staff that the University is closed and that they do not need to go to work, or even do any work – even if they could.

The University of Bath is not alone, many other educational institutions followed a similar line and message to their learners and staff.

The statement from my college initially to all staff was that the college was closed. Obviously the site was closed, but the VLE was still operational. It wasn’t until a few days later that a message about the VLE was put on the website. However I wonder how many staff are “using” the VLE and how many are taking advantage of the closure to have a bit of a break from work.

David Sugden also brings in another institution in his blog post on the snow, he wrote

With no contingency in place, my wife sent texts to her learners and told them that ideas for work would be posted on the Moodle and that she would be there – on chat – during the class time. But no one came. There is no culture amongst the learners (in Sharon’s case full time nursery workers/managers who were probably too busy with extra children anyway) to visit online learning activities at times like these.

He also asks the question

So, how do we change that culture? How do we prepare our colleagues AND our learners for ‘snow time’?

A good question. At the moment staff and learners see snow as an excuse for a break and won’t even think about let alone consider the possibilities that technology allows them to continue despite the snow and site closures.

David also says

I believe that we have to get them all thinking about the use of audio and video for instruction and assessment as a matter of course and to use online collaboration tools as part of their day-to-day college, school (whatever) life.

Last February we recorded a podcast on this topic and it is still relevant this winter.

David continues

We need to wear the technologies and associated techniques like comfortable coats!

This view is also echoed in an Audioboo by Graham Attwell who brings in David White’s excellent Digital Residents and Digital Visitors model. Those of us who are digital residents didn’t see the snow as an issue, those of us who are digital visitors probably didn’t even think about the possibility!

If all staff and learners were familiar with the technologies then snow closures wouldn’t be such an issue. However if the snow in February 2009 and again in January 2010 has shown anything, it has shown that there is there still a long way to go before educational institutions really are making best use of the internet and digital technologies to enhance and enrich learning.

What about those staff who did work from home? Will they get any benefit or overtime for the day that they worked, but others made snowmen and went sledging? Why should I work from home (because I know how and can) when everyone else is not?

Yes snow makes it dangerous to travel, but with the internet and mobile technologies, does it mean that learners need to stop learning just because the decision is taken to close the physical location?

So what if this snow is unprecedented? What if we are now not going to have bad snow for another twenty years? Well even if you ignore the possible impact that climate change can have on our winters, making them colder and with more snow, institutions can still close for other reasons. My own college was closed in 2007 because of the floods in Gloucestershire. Schools in 2009 were closed because of swine flu. Closures happen a lot, time to start thinking about how an educational institution can make best use of the fantastic tools that are available to it for learning. Though the first thing to do will be to change the culture. It’s not just about contingency planning, it’s about changing the way people work when there isn’t snow and changing the way people think when there is.

Last year we had the “worst snow” for twenty years, here we are less than twelve months later and the snow is not only back it’s even worse! Culturally we have some way to go I think before snow only closes the physical location and doesn’t close the institution.

e-Learning Stuff Podcast #028: The VLE is Dead

vleideadterrywassal2

The VLE is Dead!

A recording of the symposium run at ALT-C 2009 in which Steve Wheeler, Graham Attwell, James Clay and Nick Sharratt, with Josie Fraser in the Chair; discuss the if and how we should be using VLEs to enhance and enrich learning.

This is the twenty eighth e-Learning Stuff Podcast, The VLE is Dead.

Download the podcast in mp3 format: The VLE is Dead

Subscribe to the podcast in iTunes.

Shownotes

vleideadterrywassal

The future success of e-learning depends on appropriate selection of tools and services. This symposium will propose that the Virtual Learning Environment (VLE) as an institutional tool is dead, no more, defunct, expired.

The first panel member, Steve Wheeler, will argue that many VLEs are not fit for purpose, and masquerade as solutions for the management of online learning. Some are little more than glorified e-mail systems. They will argue that VLEs provide a negative experience for learners.

The second member of the panel, Graham Attwell, believes that the VLE is dead and that the Personal Learning Environment (PLE) is the solution to the needs of diverse learners. PLEs provide opportunities for learners, offering users the ability to develop their own spaces in which to reflect on their learning.

The third panel member, James Clay, however, believes that the VLE is not yet dead as a concept, but can be the starting point of a journey for many learners. Creating an online environment involving multiple tools that provides for an enhanced experience for learners can involve a VLE as a hub or centre.

The fourth panel member, Nick Sharratt, argues for the concept of the institutional VLE as essentially sound. VLEs provide a stable, reliable, self-contained and safe environment in which all teaching and learning activities can be conducted. It provides the best environment for the variety of learners within institutions.

The session was chaired by Josie Fraser.

Photo source

The VLE is Dead – Symposium Abstract

Death of the VLE Symposium at ALT-C 2009.

graveyard

Background

The future success of e-learning depends on appropriate selection of tools and services. This symposium will propose that the Virtual Learning Environment (VLE) as an institutional tool is dead, no more, defunct, expired.

Ideas to be explored

The first panel member, Steve Wheeler, will argue that many VLEs are not fit for purpose, and masquerade as solutions for the management of online learning. Some are little more than glorified e-mail systems. They will argue that VLEs provide a negative experience for learners.

The second member of the panel, Graham Attwell, believes that the VLE is dead and that the Personal Learning Environment (PLE) is the solution to the needs of diverse learners. PLEs provide opportunities for learners, offering users the ability to develop their own spaces in which to reflect on their learning.

The third panel member, James Clay, however, believes that the VLE is not yet dead as a concept, but can be the starting point of a journey for many learners. Creating an online environment involving multiple tools that provides for an enhanced experience for learners can involve a VLE as a hub or centre.

The fourth panel member, Nick Sharratt, argues for the concept of the institutional VLE as essentially sound. VLEs provide a stable, reliable, self-contained and safe environment in which all teaching and learning activities can be conducted. It provides the best environment for the variety of learners within institutions.

The session will be chaired by Josie Fraser.

Structure of session

The symposium will begin with an opportunity for attendees to voice their opinions on the future of the VLE. Each member of the panel will then present their case. The panel, with contributions from the audience, will then debate the key issues that have arisen.

Intended outcomes

By the end of the debate, participants will be able to have a greater understanding of the evolution and possible extinction of the VLE and the impact on learners.

A summary of the key points of the discussion will be syndicated on several blogs and other online spaces, and delegates will be encouraged to tweet and live blog the discussion as it happens in real time.

Photo source.