The Concept of VLE - Dissertation Example

VLE is sometimes termed a "walled garden" for educational activity. Discuss how teaching and learning activities gain or lose by being contained in such areas. Table of Contents 1. Introduction 2. The use of VLE's: an empirical perspective 3. Reduction in the usefulness of VLE's due to legal issues 4. The Sociological perspective of VLE 5. Towards some conclusions and the future of VLE 6. Conclusion: Some final perspectives on the use of the VLE in a knowledge based economy 7. References Introduction "We sit on the edge of a cliff, where radical new technology is rising up to us with a force so powerful that it will transform our landscape. The rules of commerce are shifting rapidly, with explosive new business models taking shape by the minute. Almost every day we are astounded by the latest innovation in communications, computers, and biotech. Technology is behind key transitions in the very foundations of our society." James Canton, Futurist.1 Still in its embryonic stage, the concept of VLE has received much more academic attention than the other contemporary emerging academic technologies and is a concept pretty much worthy of continuing attention and technological development. VLE's or Virtual Learning Environments are better known as E learning environments aimed at providing appropriate learning elements for students to meet online and exchange academic perspectives regardless of time and spatial considerations. (Andriessen, J.H.E. 2002), The VLE has eliminated geographical and cultural barriers in learning and has innovated the conventional means of physical learning in class room based academic strategies characterised by the presence of a teacher with time constraints. (Andriessen, J.H.E. 2002), The diagram below shows a hypothetical presentation of a typical modern VLE.2 Academic opinion has thus regarded this as a form of constructive learning overcoming the conventional mode of "transfer of knowledge" by a teacher based upon the focal role of computer networking across geographical boundaries. In this vein this essay explores whether the academia has actually benefited from the infusion of new technology and some legal issues presented by the activities with in the "Walled Garden". (Costa, A.C., Verburg, R., Andriessen, J.H.E. 2002).The paper also argues that the transition within the conventional modes of physical teaching will take time to absorb to this new concept of the Walled garden. The literature has shown a redefined role for the teachers and the learners due to the introduction of the VLE's.This is particularly so as we are looking at the modern teacher as a facilitator rather than an instructor who is able to interact with the students outside the traditional class room. (Costa, A.C., Verburg, R., Andriessen, J.H.E. 2002), The VLE is a product of the higher data transfer speed and broader bandwidths which has allowed the production of high quality multi-media communication (MMC) tools which are aimed at facilitating the student base to offer a richer media for students to interact and communicate their academic concerns. (Gaver, W. 1996). However the use of the VLE has come with its own social and technical nuances for the academia as the professors and students alike show reluctance in accepting the technological "threat" to their traditional educational environments. (Gaver, W. 1996), For example the traditional learning systems were still unfamiliar with peer collaboration, freedom of expression and academic criticism and tolerance of different political views. Thus the success of the VLE as an educational aid is not solely based upon the sound technological infrastructures and improved interface design but upon the design of social environments which the Walled Garden aims to create. (Gaver, W. 1996), This would require careful planning ,defining of roles and regulating any chances of unpleasantness amongst the members as new attitudes and learning styles are encountered. Even though the VLEs are learner-centred environments the danger is that there are a host of legal issues which may be faced by online service provider providing this facility in the area of defamation and copyright liability as will be discussed down below. (Gaver, W. 1996). The use of VLE's: an empirical perspective "Technologies are never just tools, they are evocative objects. They cause us to see ourselves, and our world, differently." (Turkle S, 2002) The VLE has become popular in the last few decades and the recent European e-Learning Action Plan 2001, defines it as pertaining to the use of new multimedia and internet technologies to allow for the facilitation of the access to cross border academic exchanges (Varis, 2003). This has allowed the modern student base to incorporate technology literacy to use new media such as the Internet for more effective communication and interaction across various academic cultures.(Varis, 2003).The VLE with its vast technological capability has afforded access to academic remote exchanges and literacy development support.(Gaver 1996). Gaver (1996) also states that placing VLEs into conventional teaching environments will not guarantee immediate efficiency in the learning practices of the students and according to Kirschner (2002) the success or failure of a VLE is largely based upon its original consideration to the process of technology design and implementation for the established practices with in the student community.Academics are however sceptical as to whether the increasingly technical and feature intensive nature of the VLE's can alone create a successful learning environments.(Gunawardena 1995). Hobaugh (1997) and Gunawardena (1995) have both observed that live conferences with group activities faced complications and an over all failure to communicate in highly technical web environments and this was a "social" rather than a "technical failure".As discussed below the legal and regulatory aspect of the VLE's cannot be ignored at all ( Veldhuis-Diermanse 2002) yet these systems have to remain user friendly because as Norman (1992) has observed technology intensive applications often ignore the abstract nature of human behaviour and psyche. Thus there is a need for a more user-centered instructional design research to take into account the compatibility of the advanced VLE with the complex human mind( Kirschner 2002).This has been said to necessitate collaborative technologies based upon design oriented evaluation processes (Andriessen 2002) which necessitates the use of socio-technical considerations for better n human to computer interaction and organizational functioning Reduction in the usefulness of VLE's due to legal issues The VLE is almost always going to be regulated by the an online or internet service provider allowing access to the student subscribers to both to read and write on the forms available. (Gaver, W. 1996).The VLE will almost undoubtedly also host "local" discussion fora -like on the JANET network for university students. In all these cases, the ISP runs the risk of being regarded as the publisher of libellous remarks, originated by another person, but published by them in one of these forums which should make them liable as publishers of libellous material or as accessories of copyright infringement(Clare Sellers 2003). Even though the law is still unclear as to whether they should be exempted from liability on the basis of concepts of innocent dissemination .This has interesting side effects for freedom of speech and freedom of sharing information by the students in the VLE as if the law refuses to recognise them as "common carriers" or "mere passive conduits" for information, with no effective control over it, and who are thus usually not held liable for whatever material they carry (Clare Sellers 2003). This may lead to a redefinition of the role of VLE's as being more strict in monitoring student activities.Thus the flexibility of the VLE will be at threat as a learning Aid. This has in part been remedied by the use of Acceptable Use Policies s (AUPs), drawing particular attention to unacceptable conduct and content in relation to internet service facilities, and a popular example is the JANET AUP code to which all students are signatories to as part of the process of registering for online services based on a clear internal disciplinary system (Clare Sellers 2003). Universities are increasingly emphasising the need to maintain order in the VLE's by discouraging wastage by staff or students wishing to use the facilities just to look or store pornography. It has been suggested with regards to bulletin board systems and discussion groups on an institution's servers, that they should be restricted to groups to which only a limited number of registered students may post (e.g particular parts of a tutorial group) (Clare Sellers 2003). .Thus it can be seen that Higher Education VLE systems have become a potential legal minefield and it is arguable whether this is necessary for maintaining discipline or an unjustified restraint of the freedom to speak and exchange information. The Sociological perspective of VLE Many academics are not very enthusiastic about the effectiveness of the VLE as a teaching medium. Infact Turkle (2002) suggests that instead of being overwhelmed by the " innovation cul-de-sac" and finding ourselves in the " de facto control of technology vendors/owners" there should be a critical evaluation of how much of technology can we process before we become alienated from the human touch. Furthermore here we are concerned with the amount of technological interference that is possible to absorb as a means of social change.(Chandler (1995) and Turkle(2002). Chandler (1995) states in this vein that "The technological determinist view is a technology-led theory of social change: technology is seen as 'the prime mover' in history. In economics, this is known as a 'technology-push' theory rather than a 'demand-pull' theory. According to technological determinists, particular technical developments, communications technologies or media, or, most broadly, technology in general are the sole or prime antecedent causes of changes in society, and technology is seen as the fundamental condition underlying the pattern of social organization" Towards some conclusions and the future of VLE For all we know the VLE of the future may be very different as seen today. The traditional notions of the WebCT, and Blackboard would seem to become obsolete already as shown by the diagram above.3 There is indeed a large potential for the VLE to expand to something more interactive like a personal organiser rather than a plane e-Learning environment. The modern VLE as can be seen from the diagram above will have a very strong social networking capability, to allow users to find other people with shared academic interests. For example if a "a user wants to host a SIM or a role-play, then they will be able to use their VLE to discover people to take on the other roles based on their published interests and availability" Wilson (2005). So then the query arises whether we are moving towards a learning culture of "fast food" academia and whether this entails a loss of the personal touch. The VLE presents a tremendously unprecedented opportunity to meet other members of the academia across the globe so now the words social or education are hardly restricted to our own spheres of the society. Rather on the internet the whole world is your arena for "networking". The unparalleled potential of the Internet to promote such connections is only now being fully recognized and exploited, through the VLEs as seen in this essay. Formerly the functions being performed by Hotmail and Gmail as well as Msn Chat, Yahoo and Skype have been upgraded by the recently established "social network services" like Orkut, Facebook, MySpace and Bebo.The VLE is an offshoot of such social networking services aiming to provide education intensive communication.The concept originally started with websites like Classmates.com in 1995 which attempted to connect old school fellows and then there was Sixdegrees.com in 1997 which allowed people to make new contacts with people formerly unknown to them. Later on Facebook, Orkut and My Space have proved to be more popular based on their attraction to young teenagers. These services offer a collection of various ways for users to interact, such as chat, email, blogging or discussion groups, and so on.Thus the problems faced by the VLE's are similar to the ones presented by these forums. The psychological and sociological impact of this development cannot be ignored. Moreover the use and abuse of the VLE have proven the point that the internet is so leniently regulated that it has become a criminals playground. There is a rampant increase in paedophilia as well as fraud and theft during this networking boom..The old adage that "on the internet nobody knows that you are a dog" fits perfectly here as it is very difficult to ascertain the identity of people while interacting with any unknown people even for the sake of social networking. Even verification of campus students can be tampered with and may not be entirely accurate. Moreover the amount of information we share about our personal and everyday lives online on the VLE forums is very dangerous. There has been a growing awareness that our personal details are shared by marketing companies who essentially sponsor such social networking websites. Whereas there is a lot to be said for the benefits of the VLE brand of educational networking, it seems that it has become a sort of "shop at home Tesco brand" sort of a education. Teaching and learning is losing its personal touch .VLE is indeed a great long distance way of maintaining and making contacts. Conclusion: Some final perspectives on the use of the VLE in a knowledge based economy In conclusion the future belongs to those who can understand the need to make continuous learning and modern education and training for the modern work force. Thus it is a challenging time for universities to be aware of the transitions in their roles as knowledge providers and provide flexible, innovative and research intensive learning. Further more there is a need for Curricula that reflects the reestablishment of the link of learning with experience with a more environmentally responsive curriculum which addresses the real issues that happen in a real world. Thus Higher Education in the knowledge based economy cannot be perceived as ignoring the intricacies and mechanics of the various educational disciplines and should be perceived as a kind of learning not as an institution. The aim should thus be to provide a durable , learner-centred, achievement-led and economically diverse medium of education (Psarras 2006 ) in the context of learner support, curriculum and credit to pave the way towards a more knowledge intensive environment to avoid the "dilemma of the turtle" for the modern higher education student who has to earn a living in the increasingly demanding knowledge-based economy.This can be seen in the book by the literary genius Lewis Carroll where the Mock turtle describes probably what used to be old role of the Academia as the Knowledge providers where he describes his learning as being composed of ,"Reeling and Writhing, of course, to begin withand then the different branches of Arithmetic-- Ambition, Distraction, Uglification, and Derision.' References 1. Thinking beyond the VLE - University of Warwick: WebToolsThinking beyond the VLE - University of Warwick: WebToolshttp://www2.warwick.ac.uk/services/its/elab/services/webtools/ 2. 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