FE > Technology > VLE

FE12: Using a learning platform to support hairdressing students
Author: Geraldine Metcalf, Hairdressing Tutor, Bishop Auckland College, County Durham
Date: 2005

The use of a learning platform was introduced to hairdressing students. The tutor assessed uptake levels and value to learners through questionnaires, statistics on use and discussion. It was found that the learning platform enhanced student capacity to manage their own learning and develop greater independence by providing the capacity to know the work programme in advance, and to select from a wide range of learning materials that they could work through at their own pace.

Key benefits of the learning platform were cited as:

o Flexible access: students were able to access course materials at their own time and pace. Many students who could not attend due to work commitments or illness were therefore able to keep up with the course. One student who took up work on a cruise ship used the learning platform to fast track through the coursework.

o A wider range of learning resources was available via the learning platform in comparison to traditional text books. Greater interaction, video demonstrations and links to other hairdressing sites were cited as particularly useful for learning and engagement.

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FE > Technology > VLE

FE36: Evaluating the use of ICT to support delivery of English for Speakers of Other Languages (ESOL) tutorials and to encourage independent learning
Author: Kitt Baguley, Barking College
Date: 2006

Summary

Kitt discusses the use of ICT to help ESOL student meet their individual needs, and to help deliver tutorials more effectively. Feedback from five ESOL tutors is used to look at the advantages and disadvantages of using a dedicated ICT suite to deliver tutorials.

Action

Kitt asked the five ESOL tutors questions to gain feedback from their combined years of experience in this area. Kitt then lists their findings, conclusions and recommendations.

Outcomes

Kitt concludes that ICT can enable ESOL learners to work independently at all levels, as long as tight controls are in place to ensure that time is used effectively, to monitor the students success and to give them feedback.

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FE > Technology > VLE

FE38: Evaluating student experiences of the Moodle VLE at Barking College.
Author: James Ballard, VLE Administrator
Date: 2006

Summary

James discusses the use of the Moodle Virtual Learning Environment (VLE) in the college, using student feedback to assess its usefulness and to suggest possible improvements for the future.

Action

The Moodle VLE has now been in use for a full year and James used an open questionnaire to gain student feedback, asking for their views on how helpful it had been and any areas where it could be improved.

Outcomes

Feedback was generally very positive, with students commenting on how the VLE gave greater access to relevant information both in and out of college time. Possible improvements included more regular updates of information and possible performance enhancements and easier navigation.

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