We are rolling out Studywiz as the borough-wide learning platform, if you would like a chat with our implementation coordinator his contact details are as follows; Dave Gibson - dave.gibson@oldham.gov.uk and will be able to provide you with up to date information about MIS integration time scales etc.

(Sorry to follow on your heels again, Roger)

In my research into VLEs last year I identified some 35 different suppliers. Some built upon their strengths and track-record as MIS suppliers, some of the big names appeared to just update previous offerings but with a few more patches. Some, as content suppliers, attempted to 'wrap' their content within a form of VLE but without the integration that schools must deliver. Some appeared to base their solutions on HE practice, far removed from the sort of interface that children are used to.

One significant point that came out of my research was that a number of successful VLEs had evolved from years of previous network and learning platform usage in the schools, where all staff were familiar with LP policies and just the remote access and refined MIS reporting were the new 'bits'.

At one point I tried to establish a table of comparisons but that task became increasingly futile. Every product had different strengths and weaknesses. Some came with content, others appeared to resist the installation of existing valued packages. But then, as in my previous procurement work, I soon came to the conclusion that there was no other way but to investigate a range of products, see demonstrations at the suppliers' head offices, obtain 'demo' access and spend plenty of time with on-line trials, visit many schools and really work hard at defining and refining what you really want, and don't accept 'NO' as an acceptable answer.

However, one of my chief concerns is that either when upgrading a previous system or in starting with a new product, the same problems often arrose in installing content. Many teachers (and university lecturers) felt that all they had to do was to upload their previous lesson plans and paper-based resources (which invariably took much much longer than anticipated). Others looked to using shareable materials but without really getting involved with the 'ownership' of the teaching and learning. If one considers the potential for remote, anytime, anyplace, anyhow (handheld?) access of learning resources and activities, surely this should fundamentally change the way we present learning activities?

Last of all, can I make a plea that parents and the children are involved from an early stage in the introduction of the VLE? After all, remote access will not happen if parents refuse to allow home access. If parents are to take an interest in their child(ren)'s work, if investment in computers in the home is to happen, if collaboration and family mentoring are to become common then the parents need to be on our side and supportive of the VLE policies that are mutually agreed.