Template:Virtual Learning Environments/Phases

Phase 1

Gathering and Organizing Virtual Educational Resources (Curriculum, Text books, Notes, Assignments/Exercises/Labs, Quizzes/Tests, Teaching guides)

The first phase of the project aims at bringing mostly text based educational resources to an online platform and making them accessible to students. This phase involves an outreach and engagement stage when the students will be informed of the ways in which they could use the resources.

It is vital to have a reference library for any learning environment. Thus, Pallikoodam has decided to create a digital library for VLE. Digital library has to be capable of providing students with the information/references they require in order to pursue their courses. For the students to access the contents easily, the sources included in the library will be cataloged on the basis of grades and subjects. The digital library will consist of publications by the Department of Education, SriLanka such syllabi, teacher's guides, textbooks and model/past exam papers. This digital library could be accessed by all the participants who are online. There are no privileges or restrictions.

In short, the first phase will be implemented at the following stages:

1. Identifying relevant and suitable documents that should be digitized
2. Digitizing the documents identified
3. Mapping digitized documents to the syllabi
4. Identifying available existing electronic materials to supplement student learning
5. Implementing an open digital library using digitized content

Phase 2

Integrating Virtual Learning Management Systems (Courses, Video / Multimedia, Animations, Dynamic tools, Collaboration tools, Assessment, Administration)

The second phase involves building a more comprehensive virtual learning environment or classroom. Students will be able to supplement or completely learn courses online. Video lectures, self – assessment tools, collaboration tools and online based educational tools such as simulations are some key features of such a learning environment.

There are different technologies, methodologies and tools to implement virtual learning environments. But, selecting an appropriate and sustainable way to produce our virtual learning environment is more important to achieve our ultimate goals. A VLE, in general, includes question banks, video lectures, explanations through animations, online testing or experimenting tools. There are no boundaries to confine these tasks, for they evolve by time. Once a new trend or tool is identified, it will be included. We expect that a student should feel a classroom environment virtually.

In short, the second phase will be implemented at the following stages:

1. Identifying teachers and resource people to implement the online learning platform
2. Drafting instructional design for G.C.E O/L and A/L subjects based on the existing content
3. Implementing the Instructional Design on a Learning Management System
4. Introducing the platform to teachers and schools

Phase 3

Social learning systems (Self sustaining co-learning, Collaborating, Co-creating learning communities)

The third phase aims to build a robust self-sustaining online social learning community where student to student, student to teacher, teacher to teacher interactions will happen seamlessly. The diaspora can co-learn and collaborate with students and teachers in Sri Lanka.

A student feels comfortable with his/her learning as it takes place through useful interactions. Peer-to-peer learning and social collaborative learning are an integral part of these environments. Peer-to-peer learning happens through peer evaluation and peer knowledge supporting. This captures a particular area of virtual learning. Obviously, virtual peer-to-peer learning is more efficient as peers are self-motivated. Forums connect students, teachers and scholars at one place to share their knowledge and create an environment where information/knowledge passes through different communities. Learning, in these forums, becomes a collective and collaborative process.

In short, the third phase will be implemented at the following stages:

1. Developing online examinations
2. Developing appropriate interactive learning materials
3. Introducing new learning styles
4. Strengthening student collaboration

Phase 4

Linking Formal Education with Alternative Forms of Education (Clubs and Societies, English and IT Skills, Education of marginalize people, Mobile educational services)

The fourth phase connects the processes of learning and teaching outlined in the earlier phases with the larger social goals of the project. The focus will be on encouraging and guiding students’ collective participation in conversations directly related to their formal education and about the socio-political, economic and cultural issues that are closely linked to their lives and their communities. We anticipate that students’ contribution to the second set of conversations will create in them a comprehensive understanding of the roles education could play in building grass-root level movements for social justice and solidarity. Encouraging the students to explore the ways in which formal education and alternative forms of education could inform each other and strengthen each other, this phase aims at promoting knowledge as a means of empowerment.

The implementation of the fourth phase involves the following:

1. Creating student organizations and associations where students can initiate activities related to their education on their own
2. Organizing competitions and meetings between different groups of students
3. Encouraging students to reflect on contemporary social situations and identify progressive and inclusive alternatives
4. Building co-operation and solidarity among students across regional barriers
5. Developing the computer and English language skills of the students
6. Allocating resources in such a way so that we could support the educational efforts of students from the underprivileged sections of our communities
7. Creating a mobile learning environment and integrating resources available in different locations
8. Exploring special educational opportunities for the less-privileged