1. Comparing approaches in the development of VLE for two groups of primary teachers through student use. Jay Deeble King Alfred's University College, Winchester

2. Rationale for eLearning College widening access Student feedback suggestions Developing role of distance learning within college portfolio Flexibility of course for students Accessibility of materials for students

3. School of education Portfolio Initial Teacher education –250 p.a. undergraduate –100 p.a. postgraduate –extensive portfolio of CPD (continuous professional development)

4. VLE in School of education CPD programme –Various courses –Generic modules Returners to teaching Postgraduate initial teacher education

5. CPD education home page

6. Available to all education students

7. Returners to teaching Year long course 60 students QTS largely female Wide range of ICT skills Wide range of ICT confidence Course –core curriculum –foundation taster courses –professional issues –professional and personal use of ICT

8. Returners VLE Unit per session or subject area outline of session support materials collected but not specific or dedicated use of website blended approach

9. Returners home screen

10. Returners resource centre

11. Flexible PGCE (Postgraduate Certificate in Education) 2 Year part time course 60 students Working towards QTS largely female Wide range of ICT skills Range of ICT confidence Course –core curriculum –foundation taster courses –professional issues –professional and personal use of ICT

12. Design of PGCE VLE Unit per session Outline of session with compulsory pre and post activity support materials which are essential use of web blended approach

13. Flexible PGCE home screen

14. Full time PGCE Year long course 60 students Working towards QTS largely female Wide range of ICT skills Confident users of ICT Course –core curriculum –foundation taster courses –professional issues –professional and personal use of ICT

15. Annual monitoring report PGCE use of VLE 70% greater than returners’ PGCE report significantly more satisfied with VLE PGCE use VLE to maintain contact with peer group

16. VLE design Folders to present module information Café Separate resources Links to other registered courses Staff photos / contact Student email inbox

17. Flexible PGCE home screen

18. Introductory Tasks Returners –Introducing themselves –Sending message and attachment –Commenting on posted text –School based observation task 20% completed PGCE As for Returners No appreciable difference in success rate 100% completed

19. Use of messages within the course Course administrator Copies of notices Occasional tutor messages Course administrator All notices posted here only All tutor communication

20. Group collaborative tasks None compulsory Students preferred to use phone or f2f All compulsory Students all participated

21. Generic materials Little use made of CPD materials Some access to website Little use of CPD materials Some access to website No significant difference

22. Session based materials Grid used –few pre-session tasks –some post session tasks Varied from subject area to area Grid used –included pre- & post- –video, reading and websites required Consistent use R P Next area

23. Part of session grid for returners

24. Flexible PGCE grid.

25. Specifically targeted materials Session outline Supporting notes Self development material Returners allowed paper copies of anything too Session outline Supporting notes Materials based on taught Self development material

26. Attitude of tutors Course leader uncommitted to VLE Some committed Some lacked ICT confidence Not consistent in use Course leader directed use of VLE All committed All ICT confident All consistent in use

27. Attitude of students Refresher course Optional Around families and jobs Not used to ICT as medium Training course Ambition Around jobs and families Some students used to ICT as medium

28. ICT experience Little previous work ICT experience Little home experience Building on previous view of its necessity Governed by earlier less emphasised role of ICT in school More used to ICT within the workplace Forced to use at home Convinced of need to use Governed by current emphasis on role of ICT in school

29. ICT skills –Word processing –internet –email –presentation Low –school software –curriculum Low –Word processing –internet –email –presentation Medium –school software –curriculum Medium

30. ICT confidence –personal skills –ability to troubleshoot –professional use Low –personal skills –ability to troubleshoot –professional use High

31. ICT training Attended school based software training ignored opportunities to build personal skills did not complete ICT / web tasks Attended school based software training Built on existing skills Completed ICT / web tasks

32. Conclusions drawn Students must –see purpose of use of VLE –need to use it for useful tasks –be able to access it easily Tutors must –all be committed to its use –be consistent in its use

33. VLE Must be integral part of course for all partners in learning –must be included within vision of course Must be easily accessible Must be easy to navigate