As a concept that sprang out of the ‘adult distance learning (Open University)’ model it clearly works for self-motivated individuals who want to engage, and are doing it because they want to.

I’m afraid you just can’t force this model onto children/students in school. Some (a tiny minority) with those same self-motivated qualities mentioned above will use them, but the overwhelming majority won’t.

It’s much easier to use Google (where the information is always up-to-date) and they don’t need to remember a password.

However, other unsubstantiated arguments were put about at the conference that VLEs were not Web2.0 compatible and therefore students would look elsewhere for their collaboration – NOT so! There is plenty of evidence on the ‘net of good VLE practice where studnets are provided with collaborative tools and access to external repositories. Where teachers and lecturers have adjusted their teaching & learning strategies to benefit from Web2.0.

Not only are there tens of thousands of VLEs enabling good practice, instant assessment feedback etc, but there are scores of open universities around the world delivering exceptional virtual learning to millions of students. Are all of these wrong?

One thing I vigourously maintain is “The joy of e-Learning” as expressed by Eva de Lera, see: http://maximise-ict.co.uk/The_Joy_of_e-learning-Report.pdf
This was brought home to me, yet again, in ‘Engaging our youngest minds’ see: http://efoliointheuk.blogspot.com/2009/12/passion-and-learning.html
Although Angela Maiers is refering to young learners I am convinced that the same passion as you, Graham, display and communicate, is essential to all levels of learning. Perhaps the fault is not therefore in the VLE but in us as educators?

Could this be done in Moodle or Blackboard?? I guess so, but I don’t think it would achieve the same results.

It will be interesting to see what happens with Moodle 2, which sounds like it may address some of the issues associated with traditional VLE (I’m not holding my breath here, however). And finally, I agree with you on the promise and potential of informal learning and technology. But my question is this…is it possible for institutions of formal learning to ever value the kind of informal learning that goes on in online and local/community based networks? How can these institutions accept and incorporate informal learning in a way that isn’t cannibalizing to its model?