Tom Franklin Consulting Ltd
No 5
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London
NW3 3DS
07989 948 221
Registered in England and Wales No. 6948162
Last updated: 06 October 2014
Franklin Consulting
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How to buy a Virtual Learning Environment
Many institutions are buying VLEs based primarily on a technical evaluation. This briefing paper argues that buying a VLE is as important decision as buying a major new building. The major difference is in the capital cost, but the impact of selecting a particular VLE will be significant across all areas of the college and in the way in which teaching and learning are undertaken. It is therefore essential that the selection of VLE and the way it is implemented are in close accordance with the colleges strategic plan. The paper will go on to discuss some of the key things which need to be taken into consideration when selecting and implementing a VLE and point at some of the sources of information for these. While quite old the arguments are still valid now.
The paper led to An informal debate with Rachel Ellaway on the virtues of custom versus generic VLEs
e-
This brief paper looks at the way that some of the issues around e-
“I would like to introduce the concept of b-
Towards an effective framework for the evaluation of e-
This report proposes a model for the whole life-
The report looks briefly at what models currently exist for e-
Why Personal Learning Environments?
This paper looks at some of the drivers behind Personal Learning Environments (PLE), and what their implications are. This is followed by a brief discussion of the learning environment as it currently stands and how I believe that it will change over the next 5 or so years. The conclusion that I arrive at is that PLEs are at best a temporary phenomenon as what we are aiming at is a personal environment covering work, leisure and learning and that there is a need to be able to integrate all these better. Within this environment there will be some specifically educational tools. It concludes with a discussion of the characteristics needed for a PLE.
Ubiquitous and mobile Computing
Ubiquitous computing can be defined simply as all staff and students having networked computers at all times that they are studying, allowing them access to communication, office productivity and (re)search tools.
Ubiquitous computing makes a significant difference precisely because the tools are
available whenever they are wanted by the student. When only 50 or 60% of a class
can read a teacher cannot use hand-
Three papers outlining the issues are available:
A briefing paper outlining the key issues for ubiquitous computing in education
A briefing paper on the policy issues around ubiquitous computing
A paper setting out the terms of reference, remit and membership of the national policy forum on ubiquitous computing.
Closely related to ubiquitous computing is the idea of mobile computing, whereby the computer (laptop, PDA or smartphone) can be used anywhere including on the move. A discussion paper on the issues is available here.
This was written as part of the JISC Infokit Creating a Managed Learning Environment (MLE) which explores many of the issues involved in their creation including sections on
The Technology choices section looks at the technology options available for implementing an MLE. The choices made here will have a long term impact on the MLE as no technology or system will support everything that you might wish to do at an affordable cost.
It is assumed by that by this stage the requirements have already been established
for the MLE, and you are now looking at the technologies and processes that are
needed to support this. It is likely that not all your requirements will be fully
met whatever technology is chosen so that you may hae to re-
This has been archived on this web site, and will continue to be available here as well as on the JISC Infonet site
Process Improvement |
Web 2.0 |
E-learning, pedagogy and Learning environments |
Portals |
Wireless and ubiquitous computing |
Programme and project Evaluations |
Standards and service oriented approaches |
Portal implementations |
VLE Support |
Assessment and Feedback |
Process Improvement |
Web 2.0 |
E-learning, pedagogy and Learning environments |
Portals |
Wireless and ubiquitous computing |
Programme and project Evaluations |
Standards and service oriented approaches |
Portal implementations |
VLE Support |
Assessment and Feedback |
Process Improvement |
Web 2.0 |
E-learning, pedagogy and Learning environments |
Portals |
Wireless and ubiquitous computing |
Programme and project Evaluations |
Standards and service oriented approaches |
Portal implementations |
VLE Support |
Assessment and Feedback |