Learning Journeys
Learning Environments
Miles Berry
Head, Alton Convent Prep
Learning journeys
The VLE at St Ives
Evaluation
Learning environments
MLEs and KM

Learning Journeys

Start address: London
End address: Dover
Distance: 78.9 mi (about 1 hour 53 mins)
Reverse directions
Head south from Saint Margaret Street - go 250 ft
1.
Continue on Abingdon Street - go 0.2 mi
2.
Continue on Millbank - go 0.2 mi
3.
At the roundabout, take the 2nd exit onto Millbank - go 0.5 mi
4.
Turn left at Vauxhall Bridge Road - go 0.3 mi
5.
Turn left at Wandsworth Road - go 213 ft
6.
Bear right at Kennington Lane - go 0.2 mi
7.
Turn right at Durham Street - go 0.1 mi
8.
Turn left at Harleyford Road - go 0.1 mi
9.
Turn right at Kennington Oval - go 0.2 mi
10.
Bear right at Harleyford Street - go 0.1 mi
11.
Bear left at Camberwell New Road - go 0.1 mi
12.
Turn right at Brixton Road - go 1.5 mi
13.
Continue on Effra Road - go 0.4 mi
14.
Continue on Tulse Hill - go 1.1 mi
15.
Bear left at Thurlow Park Road - go 0.8 mi
16.
Bear left at Dulwich Common - go 0.3 mi
17.
Bear left at Dulwich Common - go 0.6 mi
18.
Turn right at Lordship Lane - go 0.2 mi
19.
Bear left at London Road - go 0.5 mi
20.
Turn left at Devonshire Road - go 0.1 mi
21.
Bear right at Waldram Crescent - go 0.3 mi
22.
Turn left at Sunderland Road - go 0.1 mi
23.
Turn right at Stanstead Road - go 0.9 mi
24.
Turn left at Catford Road - go 0.4 mi
25.
Bear left at Rushey Green - go 0.1 mi
26.
Bear right at Brownhill Road - go 1.0 mi
27.
Continue on Saint Mildreds Road - go 0.4 mi
28.
Bear left at Baring Road - go 216 ft
29.
Continue on Westhorne Avenue - go 0.7 mi
30.
At Clifton's Roundabout, take the 3rd exit onto Sidcup Road – go 2.7 mi
31.
Continue on A20 - go 6.7 mi
32.
Bear right at M20 - go 50 mi
33.
Continue on A20 - go 7.1 mi
34.
At Western Heights Roundabout, take the 2nd exit onto A20 - go 0.3 mi
35.
At Limekiln Roundabout, take the 1st exit onto A20 - go 0.2 mi
36.
At Prince of Wales Roundabout, take the 1st exit onto A20 - go 0.3 mi
37.
At York Street Roundabout, take the 1st exit onto York Street - go 0.3 mi
38.
At A256, take the 2nd exit onto Priory Road - go 0.1 mi
39.
Bear left at High Street - go 186 ft
40.
Turn right at Ladywell - go 0.1 mi
41.
Continue on Park Street - go 0.1 mi
42.
Turn right at Maison Dieu Road - go 97 ft
43.
These directions are for planning purposes only. You may find that
construction projects, traffic, highway men, or other events may cause road
conditions to differ from the map results.
Google, 2006
Smith, 1801, via Tufte 1990

Tomtom,2005 via GPSreviewnet, 2005

Google, 2006

Topology

Moodle at St Ives

Primary Learning
Environments...
Rich and stimulating learning environment
Learning through experience
DIY resources
Creativity and collaboration
Social learning
Informal, independent learning
Experiment and play

Virtual Learning Environment
Taking the best of the classroom
and making it available at home
Discussions
Immediate feedback
Range of resources
Range of activities
Collaborative work
Review the lesson

Evaluation

Other benefits
Sense of community
Opportunity to look back
Learning from mistakes
Verbalizing mathematics
Personalized learning
ICT skills and understanding
Catching up
Assessment for learning
Knowledge management

Looking back
“This has been a great year for maths. I loved moodle.” (6A)
“Its a great way of doing home work and its fun!!!” (6B)
“I really like to use moodle because I find homework disscusion
really helpful” (5A)
“I like the idea of homework on the computer and homework
disscusen when your stuck.” (5B)
Opinions of the VLE
Interesting
Faster
Easier
Fun
Other HW
0% 25% 50% 75% 100%
Agree strongly Agree No opinion Disagree Disagree strongly

COLLES
I have found the work interesting
When we start a topic, we talk about things in the
real world
The things I learn help me to understand the world
better
I learn how the things I'm taught will be useful
for me when I leave school
The teacher makes me think
The teacher shows me how to discuss ideas
Other pupils make good sense of what I say

SATs
100
75
50
%
25
0
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
St Ives L4 St Ives L5
Indep Sch. L4 All Schools L4
Indep Schs. L5 All Schools L5

Value added

Implementation
“Buying a VLE is one of the most
important decisions for an institution,
one that has major implications for it,
and should be seen as significant as
buying a major new building. The choice
of VLE will be significant across all
areas of the institution and especially
in the way in which teaching and
learning are undertaken”
Minshull, G (2004) VLEs: Beyond the fringe and into the mainstream, Coventry, BECTA

Lessons learnt
Pedagogy, not technology
Total cost of ownership
Digital divide
Integration with existing systems
Embedding in the curriculum
E-learning champions
Experiment
Be creative
Stakeholder involvement

Learning Environments

Scott Wilson, 2005

Google, 2008

MLE
School
MLE
Activities
Wiki
Accountability
Assessment
VLE
Course resources
Curriculum
MIS Mapping
Library
Forums
RSS
Calendar
Timetable
To do
E-
Portfolio
Blogging Personal
reading, listening, viewing
Podcasting Files
PLE
Friends
RoA

An MLE should …
• give priority to learning and teaching by integrating timetabling,
planning, assessment and resources;
• facilitate the sharing of pupil information between all those
teaching a pupil; allow planning and assessment to be readily
monitored;
• provide a single integrated view of all the data held on any given
pupil;
• incorporate tools to support teachers’ and managers’ analysis of
performance at fine-grained levels, and assess the effect of
interventions;
• improve communication within the school and between school and
home;
• facilitate opportunities for pupils to take greater responsibility for
their learning; and
• be accessible from home.

Knowledge
Management

“For the majority of firms in
the west, the priorities are
the ‘capture’ of employees’
knowledge, exploitation of
existing knowledge resources
or assets, and improved
access to expertise.”
Quintas, 2002

A VLE is not an MIS
Knowledge, not data
The knowledge teachers use day to day
The knowledge at the core of the school’s
activity
It’s not about accountability;
it’s not about control, and yet...
Accommodating the “inherent complexity,
sophistication and subtlety of professional
life and work in educational institutions”
Constructed within and owned by the
organizations that use them

“The co-production of
knowledge with
colleagues is a natural
part of a teacher’s
professional work.”
OECD, 2000

Findings
Collaboration amongst staff is a crucial
dimension of organizational culture if
the VLE is to be used to manage shared
knowledge
The introduction of a VLE alone will not
be sufficient to impact learning and
teaching, but embedding the VLE within
the organization’s culture and practices
might

Moodle
Moodle content embodies the knowledge
of its authors
Moodle courses embody the knowledge of
their teachers
Moodle embodies the knowledge of its
developers

Knowledge mapping
Courses!
Lesson plan
labels
Podcast/vodcast
Revision wikis
Gradebook
Outcomes
Tags

Knowledge Sharing
Forums
Wikis
Resources
Workshop
Notes
Repository
Community
Hub

Knowledge Creation
Wikis
Forums
Blogs
Courses...
E-Portfolio
Version control
Log files

Data Mining
Log files...
Trends, patterns, exceptions
Correlations
Better informed decisions
Management
Teachers
Parents
Assessment for learning
Web 3.0

Building the
Knowledge Environment
Architects
Planners
Construction
workers
Scaffolders
Builders’
Merchants
Clients

For more details...
mberry@bcs.org
01420 566916
eduspaces.net/mberry/weblog
www.altonconvent.org.uk/mgb/mba.pdf
www.altonconvent.org.uk