8.4 The technical systems

The networked e-learning planned for social care will need to be 'delivered' to both educators and learners via web-based systems. E-learning in certain forms can be delivered effectively through standard generic web systems. However, in recent years there has been a growth in tailor-made learning platforms and systems, which are designed and built to perform some or all of the specific functions associated with learning. These functions divide broadly into two categories:
- the storage, delivery and direct support of learning-related content and learning-related activities - broadly, this encompasses the interactions between individual learners and their teachers
- the support and management of the overall learning and teaching process - broadly, this encompasses the interactions between individual learners and their learning institution.
There are a number of basic tools that form the focus for learning-related content and activities in web-based learning:
- teaching materials - for example, module notes, presentation handouts, learning objects
- communication tools - for example, e-mail, mailing lists and bulletin boards
- assessment tools - for example, electronic submission of assignments, multiple choice.
A system than incorporates all the above tools within one single software environment is known in the UK as virtual learning environment. A special-purpose database holding digital learning content in various forms that can be catalogued, located and downloaded into a VLE is known as a learning repository.
Most learning and teaching is also supported by information management systems - for example, to manage learner records, finance, administration and course management and accreditation. A single software environment can support the whole range of information systems and processes that contribute directly or indirectly to learning and learning management. In the UK, such a system is known as a managed learning environment (MLE) (the preferred term in the education sector) or a learning management system (the preferred term in the corporate sector).
Terminology and definitions can be somewhat interchangeable, and indeed confused, in this area. The academic and commercial sectors use different terms, and there are also differences between the UK and other countries. Figure 2 indicates the main functions of and relationships between e-learning systems.
In higher and further education, well over 80% of institutions have a VLE or MLE (although uptake is not uniform within institutions). In the social care sector as a whole, there has been no significant uptake - as yet - of either VLEs or of larger MLEs. However, with the move towards a regulated and registered workforce and the implementation of national training strategies, this is likely to change. Numerous opportunities exist for co-operation with partners at national, regional and local level on joint procurements and shared implementations. Understanding the specific needs of the sector, with all its diversity, in relation to learning platforms and systems will be the key to maximising value and ensuring uptake from core stakeholders at all levels.
In addition, the DfES vision for UK e-learning includes personalised learning as a key element. This means ensuring learning is tailored to the individual learner's needs and preferences throughout the learning process. Learning advice and guidance, assessment (before, during and after learning) and the delivery and support of learning can all be tailored to a learner's style of learning, format preferences (for example, voice only, or text only) and other requirements. Social care organisations in all parts of the sector will need to focus on linking with each other to achieve this. The ultimate aim is to move away from a 'one size fits all' approach to learning and training, and also offer learners a 'seamless transition between school, college, work-based learning, university and lifelong learning' (DfES 2003a).