The Ecology of Virtual Learning Environments
When I did a quick twitter poll recently and asked people what they refer to moodle as, either a Virtual Learning Environment (VLE) or a Learning Management System (LMS), I wasn't surprised in the slightest to find that the result was that people call it a VLE. One person specifically commented that it sounded more accessible than LMS. Another commented that it was both. One interesting response indicated that they didn't care what it was called as long as it did the job.
But that's precisely my point - what job should a VLE be doing? And if its doing that job correctly, then why do so many people resist using them? I'm sure that teachers, educators and trainers worldwide have encountered this problem. Is it possible that there is something wrong with the environment that doesn't meet our needs for learning or teaching? Is there a form of educational ecology happening in a digital space? As we come towards the end of a year which has been almost entirely delivered online or via blended learning in some form, I just wanted to share some thoughts that might give people some scope for reflection and perhaps prompt some positive changes in our approaches to learning design for next session.
According to animal/wildlife experts there are a number of behaviours that influence the ways that animals behave:
1. The Fear Response.
When animals live near humans, some will manage just fine. Think of urban foxes, coyotes or other scavengers. Most others will run away when humans come near for fear of the bigger predator. But if those humans start to offer food to the animals then it is possible that the animals can become desensitised to the fear of humans and some can become aggressive.
In parallel, have the changes to our environment simply been too much for our students to handle? Have we ourselves scared off some of our learners? By better understanding our learners needs can we desensitise them to their fear?
2. Territory Size
Animals will expand their territory to a point where their needs are being met. To quote one source, "The biggest LACK in resources is always the greatest driver of behaviour."
So for platforms like Moodle, Blackboard, Canvas etc. what do they lack that drive our learners and our colleagues to look to other tools and resources to meet their needs? Maybe we as educators need to think about expanding our territory too, using other tools and resources beyond our working formula? Can we integrate systems better?
3. Diet
("feeding the birds (臺中公園)" by steve: they can't all be zingers!!! (primus) is licensed under CC BY-NC-ND 2.0)
Animals require food. If there isn't enough food to meet their needs then they will look elsewhere. Interestingly omnivorous animals are the most adaptable to changes in environment because they have the most options of what they can eat. But what about the carnivores and herbivores? Their choices are more limited. But animal behaviour also changes seasonally. Depending on the availability of seasonal crops and the abundance of certain types of food.
In parallel, are we providing a range of different types of input for our learners? Are we providing the right type of food at the right time and at the right levels of abundance?
4. Daily habits
The daily habits of animals can vary depending on their needs. Ultimately most animals will aim to conserve energy while simultaneously trying to achieve their survival needs. Some might be nocturnal, while others might just be frightened and avoiding human contact. Others might be similar trying to avoid very real dangers in their immediate environment like predators.
For me this is a major issue because our students have been dealing with real dangers and major issues over the past year. An insistence on synchronous learning in itself could cause sufficient disruption to their carefully balanced routine, or cause sufficient fear as to make them run away or even become aggressive. For me, this is one of the huge advantages of technology in enabling asynchronous modes of learning to accommodate precisely such situations. But models of funding and policy prevent us from using this to its full capacity.
Blended learning isn't about finding the best mix of on-campus versus off campus. It's not even about technology versus face-to-face. It's about providing a sufficient blend of modes of learning, learning resources, support and tools to enable the learners to function and achieve their goals within their personal context.
5. Family or Herd Size
In the animal kingdom, when there are lots of hiding spots and a diverse environment, you will usually find that herd animals will form smaller groups or even stride out out on their own. The dense undergrowth of the forest provides a degree of camouflage and protection. But in large open expanses they tend to form larger groups because there is strength in numbers. So herding behavior depends on the openness of the landscape.
Interestingly enough, when a community of learning is sufficiently open and enough trust is built up between learners and teachers working together, there is a strength to be found in that. But adopting open pedagogy and open practices takes skill and confidence. Automated quiz tools are quick and useful measures for students. But would anyone notice if the students didn't bother using them? Learners can hide or even get lost completely in the undergrowth of the educational forest. But open discussion forums and conferencing platforms help build relationships and communities where there is strength in numbers. How often have you been involved in online class meetings where you have open discussions with the class. No teacher ever comments on the students who talk in online classes, but the Internet is strewn with stories from teachers who quickly notice the ones who don't engage in class.
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