Home Random Page



C. Reflective task: Comparing the results with the list of criteria offered by the teacher. Elaborating the final list of criteria.

Unit 2. Creating VLE’s

Lessons 1-2. VLEs: opportunities and challenges (structure elements, different platforms)


During this lesson students will get to know different VLE platforms and compare them according to a set of criteria elaborated through a discussion. The practical task will be to create a lesson on one of accessible platforms.



- enhance the reflection on VLE Platform features relevant for language teaching;

- compare and contrast different VLE Platforms according to the discussed set of criteria;

- develop critical reflection on the contents of a lesson in VLE (what should and should not be put on-line), on the role of interactivity, on the tasks and tools choice for blended learning, on the contents segmentation;

- create a lesson with the help of different VLEs, compare and discuss the results.

Lesson 1.

Phase 1. Simulation phase. What is a VLE? (Classroom)

ΐ. Watching the Spark 1 and 2 videos:

What is a VLE/VLP?


What is a Learning Platform? (VLE’s explained)


Points to discuss with students:

1. Who can benefit from using a VLE in learning? In which way?

2. How can teachers use VLEs? (Point to the features of a VLE as a means for delivering content and a collaborative tool)

3. What motivation could teachers have to use a VLE in classroom or as an element of distance/hybrid learning?

B. Group discussion: Making up a scheme of a typical VLE on the basis of the videos.

Students make up a list of components of a VLE using as basis the ways in which a VLE can be used in learning. (Example: delivering contents – library resources, reading lists; assessment – quizzes etc.). Draw the scheme on the blackboard.

C. Reflective task: Comparing the results with the list of criteria offered by the teacher. Elaborating the final list of criteria.

Examples of criteria to present to students on the interactive whiteboard or in any other accessible way


Facilities   A VLE should make it possible for a course designer to present to students, through a single, consistent, and intuitive interface, all the components required for a course of education or training. Although logically it is not a requirement, in practice VLEs always make extensive use of computers and the Internet. A VLE should implement all the following elements: • The syllabus for the course • Administrative information including the location of sessions, details of pre-requisites and co-requisites, credit information, and how to get help • A notice board for up-to-date course information • Student registration and tracking facilities, if necessary with payment options • Basic teaching materials. These may be the complete content of the course, if the VLE is being used in a distance learning context, or copies of visual aids used in lectures or other classes where it is being used to support a campus-based course. • Additional resources, including reading materials, and links to outside resources in libraries and on the Internet. • Self-assessment quizzes which can be scored automatically • Formal assessment procedures • Electronic communication support including e-mail, threaded discussions and a chat room, with or without a moderator • Differential access rights for instructors and students • Production of documentation and statistics on the course in the format required for institutional administration and quality control • All these facilities should be capable of being hyperlinked together • Easy authoring tools for creating the necessary documents including the insertion of hyperlinks - though it is acceptable (arguably, preferable) for the VLE to be designed allowing standard word processors or other office software to be used for authoring. In addition, the VLE should be capable of supporting numerous courses, so that students and instructors in a given institution (and, indeed, across institutions) experience a consistent interface when moving from one course to another.




Points to discuss with students:

1. What are common and different features of a VLE described in these documents?

2. What are the criteria that your group didn’t come up with? Why in your opinion?

3. What are elements used majorly by a teacher, a student?

Date: 2016-03-03; view: 1448

<== previous page | next page ==>
MAN B&W diesel engine - Basic principles and operational guideline | A. Distant learning activities. Moodle comprehension quiz
doclecture.net - lectures - 2014-2024 year. Copyright infringement or personal data (0.015 sec.)