VLEs

=Virtual Learning Environments--recipes for success=

Flipping out with VLEs
Use a VLE to host teacher-created or other video content to support the curriculum -- this could be for a flipped classroom model or just to provide extra or review content that students can access at any time. Great for students who missed class or just need additional time with the material. **//Katherine//**

Discussing our discussion needs
Extremely helpful to have the discussions broken into different groups when there were many of us posting about the same topic. **//Tiffany//**

I have experienced a VLE in which the method of conversations are based on weekly discussion threads. When a student responds to one of the discussion question that question is posted at the topic of the discussion forum, and so the threads work on the LIFO principal. Individual can also select different colors for each student in the class. So, if there was one particular student who might be a bit off topic or not understanding the material the teacher could highlight that student to monitor their posts. Messages can be flagged for future reference. Blackboard's method of discussion does not allow for an easy flow of conversation. **//Joan//**

I was surprised to see that the definition of a VLE doesn’t include anything about online conversations/discussions. It talks about delivery and assessment, but that’s all “outward” communication, from the teacher to the student. I think a VLE needs a mechanism for 2 way communication. I would add an online chat mechanism that would facilitate and record live chats. **//Jennifer//**

Beta-testing has its benefits
A VLE should be tested. When you're designing a course, it's easy for it to make sense to you: You made it. Unless you have someone go through the course and find the glitches, you won't know where your students are missing things. If there is a key instruction missing, it negatively affects student outcome and more importantly, confidence. **//Michelle//**

'Learning history' access in a paperless environment
This is the only part that drives me crazy about the VLE. There is no way (that I know of) to refer back to material from previous courses. I've bookmarked loads of valuable links in Delicious. However, there was some valuable stuff in the discussion areas and I can't refer back to anything from LIS 511 or our initial Intro. I've tried to make these courses as paperless as possible, so I've lost some resources from the first course. There were times that I wanted to refer back to a discussion or some of the introductions that participants made. I think it would be valuable to keep the ability for students to refer to previous course discussion boards. This would enable them to track back to the conversations they've had. **//Stephen//**

Nothing can replace a fine rubric
In the absence of f2f interaction with the instructor, the primary concern of a student in a virtual environment is getting it right. Visual cues and open Q and A are tools students would ordinarily use to gauge the spirit of the assignment. Without those, strong ironclad rubrics provide the road map to attaining the goal. A good rubric tells the student not only what is expected, but also the relative weight of each element. **//Carrie//**

Facilitator needs learner feedback
It is hugely important to get student feedback. In a classroom setting, you can tell if students are getting the concepts or not based on their reactions and questions they may ask. In an online environment you can't always tell. If you get feedback, it can greatly influence the way the course continues or how you form it in the next semester. For example, if students repeatedly say that a certain video or website was confusing, you know not to use it next time. //**Emily**//