‘Managed Learning Environments – a good thing in the era of the Digital Divide?’

‘Managed Learning Environments – a good thing in the era of the Digital Divide?’ By Luke Faith – FAI07040688

Key Aims: • Look at the implementation of a Managed Learning Environment and it’s implications • Explore the repercussions this could have through the framework of the Digital Divide • Look to the future

Managed Learning Environments • A Managed Learning Environment or MLE is ‘a range of information systems and processes that support learning and the management of learning (within an institution)’ (Condie & Munro, 2007) • AKA a ‘virtual school’

Reasons for implementing an MLE • Harnessing Technology: Transforming Learning and Children’s Services outlines two key aims: • ‘… to do all we can to accelerate the move to the next generation of e-learning activities and resources. We need better digital resources more widely available and more flexible learning packages that teachers can adapt to their learners’ needs’ • ‘School leavers will (also) have an electronic portfolio showing their achievements and their best work – giving a clearer insight into what they can do in the workplace. ICT infused throughout the curriculum at all levels of education will give us school leavers and graduates better equipped with the skills needed for 21st century employment.’ • Both of these aims are fulfilled by implementing an MLE

Hands-on with the MLE: Foreign Languages • ‘…learning of modern foreign languages has benefited greatly from the increased availability of online resources as well as technologies such as digital video and photography.’ (Condie & Munro 2007) • Scaffolding of work… • ‘Vygotsky is well known for the idea of scaffolded development where active learning in the right time and in the right place is seen as the only way for learning to take place. He conceived, in particular, the notion of the ‘Zone of Proximal Development’, which can be described as the difference between what an individual is able to achieve or understand on their own, and what an individual is able to achieve in conjunction with a more expert ‘other’ – whether a person or a resource.’ (Sefton-Green 2006)

Hands-on with the MLE: Personalised Learning • ‘(MLEs) can make a significant contribution towards personalising the learning and teaching experience, for both pupils and teachers. They have been shown to support discussion and collaborative activity as well as multi- and cross-disciplinary work.’ (p.6) (Condie & Munro 2007) • Differentiation – A key aspect of teaching practice!

Hands-on with the MLE: Parental Involvement • The Plowden Report – Provides a historical context for usage of MLE. • Parents using MLE with their children. • Questionnaire / Parental Feedback.

Questionnaire findings

The Digital Divide • ‘The UK performs well overall but has one of the largest attainment gaps between rich and poor students in the developed world.’ (Hatcher 2000) • Potential barriers exist for some children from less affluent families that do not have computers at home… • Further complications…

Conclusion • ‘In computer-enhanced education, a broader curriculum is already established, based on courses and content in areas such as mathematics, science, social studies, and language arts. The challenge there is not to create an entirely new curriculum but to make effective use of technology to enhance broader educational purposes. (Warschauer 2004) • MLEs – many pros and cons… • ‘For example, Blackboard, the university’s virtual learning environment (VLE – very similar to an MLE), was: • ‘reported to be used widely on some courses and less or hardly at all by others. In this way, the possible level of student engagement in learning with the technology could be associated with tutors’ individual preferences regarding use of the university’s VLE.’ (Sheard and Ahmed 2007) • Looking to the future…

‘Managed Learning Environments – a good thing in the era of the Digital Divide?’