pedagogy and VLE

So, the PLE bit of the JISC's e-learning programme has nearly finished its reference model work.

I hope this doesn't mean that it's already too late to respond to some of the issues raised, and hopefully, to contribute to the direction it takes. Regular readers of my blog will know I'm not entirely happy with the PLE concept as it seems to be developing -- all the more reason for me to engage.

The Discussion notes from the JISC/CETIS PLE Event raise four key issues.

To try and focus my discussion, I'll restrict comments to the first three of these.

...There were opposing views on current institutional systems

Ie., we can't agree on whether existing systems enhance or detract from learning. Good. This debate is important, because it focuses on pedagogy and how best to support learner engagement - ground-up, first-principles stuff. May it flourish. But we've been sidetracked! Instead of discussing the benefits and constraints of existing support systems, there appears to be an emerging consensus that VLEs are Just Not Good, Mmmmkaaaaay. Instead, there's a battle going on between those for whom the PLE is really a VLE in sheep's clothing, versus those who believe the PLE is its antithesis.

The good people at JISC InfoNet have a new (at least, new at least to me) introduction to the effective use of VLEs. With sections ranging from "Models of Learning & Teaching" and "Accessibility Features Within a VLE" to "Evaluating Your Practice" and "Designing for Sustainability" it all looks like cracking stuff.