Brief VLE Overview

Despite being provided with a range of ‘options’, the inherent design of many proprietary VLEs inevitably limits the choice of approaches for teaching and learning.

“It is also argued that this approach promotes a degree of pedagogical inflexibility. In this situation, it is argued that the evolution of international specifications such as IMS[1] and SCORM[2] are likely to reflect market power rather than educational needs” (Konrad, 2003)[3].

In contrast, a Moodle [4] VLE can prove useful when faculty wish to have greater influence over the particular pedagogical model employed. Notwithstanding the implications for staff development and the greater demands upon staff time, a Moodle can be modified to a greater extent than a proprietary VLE, in order to make them suitable within a particular educational context.
 
There are also arguments for assuming that proprietary VLEs are inherently more programme and/or content-centric whereas Moodle is more student-centred. This especially noticeable in VLEs that have in their pedigree, remnants of corporate training (predominant in USA), which represents a largely content-transmission approach to training delivery.

The IMS and SCORM attributes of content-sharing are expected to be embodied into Moodle ultimately.

[1] Instructional Management Systems (IMS) is a course management system or a learning server, a CBT system or an integrated learning system. IMS is concerned with standards for learning servers, learning content and the enterprise integration of these capabilities. http://www.imsglobal.org

[2] Sharable Content Object Reference Model [SCORM] provides a technical architecture for small, reusable learning objects to be shared across multiple learning delivery environments. The SCORM specification describes an architecture built on specifications designed to share modular course content between compliant distance learning courses using different learning delivery systems. http://www.cetis.ac.uk/encyclopedia/entries/20011129121727/view 
 
[3] Konrad, J. (2003) Review of Educational Research on VLEs – Implications for Improvement of teaching & Learning & Access to Formal Learning in Europe, EDUCOL http://www.leeds.ac.uk/educol/documents/00003192.htm
 
[4] Moodle was originally an acronym for Modular Object-Oriented Dynamic Learning Environment http://moodle.org