Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
96 - Virtual learning environments (VLEs) (or learning management systems, LMSs)
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
Virtual learning environments (VLEs) (or, outside the UK, learning management systems) are found most often in educational settings and can be either commercially produced or open sourced. They are online environments containing documents, exercises, assessments and teachercontrolled monitoring, assessing and management tools. They may also function as a portal for learners to access a wider array of services than their learning materials.
If the institution that you are working for or with uses a VLE then you will usually be expected to provide materials that either use its tools or fit in with it. This is actually an excellent way of integrating your material into the mainstream teaching and learning development, and will often raise your profile with both learners and teaching colleagues. As each VLE is different, it is only possible to give very general advice here:
• Get as much training on using your VLE as possible – there will usually be hidden buttons or time-saving advice that will make your job much easier.
• Use the VLE, but only if it serves a pedagogic purpose that fits your learning outcomes. Using things for the sake of them will lead to poor teaching and little learning.
• Be aware that not every user will have the same capacity in their computers. Try not to overload the VLE with too many files that require high-specification hardware or networks to run them.
• Where possible, use the tools that come with the VLE – going outside the VLE will potentially confuse learners by opening extra windows.
You may wish to develop standalone information literacy modules. It would be a good idea to check whether there are any open educational resources (OERs) you might be able to use. If you work in UK further or higher education, have a look at JORUM (www.jorum.ac.uk). Before starting on a major project, do think quite carefully whether your content will be used. There are lots of examples of online tutorials that have taken a lot of time to create and have not been used cost-effectively.
✓ BEST FOR
• distance learners
• blended learning.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 245 - 246Publisher: FacetPrint publication year: 2011