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Virtual leaning environments are not restricted to distance education.

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Virtual leaning environments are not restricted to distance education.

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Working in a Virtual Learning Environment

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A virtual learning environment is a designed information space

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A virtual learning environment is a designed information space

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Any Web site is a built information space. In many cases though, this information space is just spaghetti of HTML files.

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This statement is so trivial that many people only point out the negative aspects:
• The quality of information is uneven, there is often no validity check.
• There is an overflow of information, it is difficult to find what we are looking for.
• The information is not filtered. Hence students may encounter pages which contradict the teachers moral or ethical values.
• The information is not structured, the Web is a huge unorganised file repertory.
• There is a lack of meta-information (who produced this information, is this author a reliable source, how long will this information remain valid, ....)

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The specificity of virtual learning environments is that, beyond direct text/voice/video messages, users may communicate in other ways: exchanging objects, moving in the space

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 A virtual learning environment is a social space.

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 A virtual learning environment is a social space.

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A virtual space is an open space, a space where we can try new approaches.

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There are further reasons to explore this community building process:
• Building teacher communities. Teaching has always been an individual work: teachers do not collaborate a lot, they rarely attend to each other lectures, do not much exchange teaching material and so forth. The challenge is to turn teaching into a collective performance. Some very large running experiments specifically foster the creation of communities for teacher professional development
• Building larger educational professional communities. The improvement of educational systems should only rely on teachers.