An introduction to

learning platforms

This is one of a series of occasional

publications for those who provide
support to schools, colleges and
education organisations. The
series aims to equip LEAs and
other intermediaries with current
information and resources, so
that they may support schools
and other education providers
in working towards sustainable,
embedded use of ICT.
Introduction and definitions
As an introduction to learning platforms, this publication aims to
make clear the potential value of electronic learning environments and What is a
the issues associated with them. It provides guidance, supported by learning platform?
practical examples, on how to ensure that a learning platform has both ‘Learning platform’ is a generic term to
clarity of purpose and the confidence and commitment of its users.
describe a broad range of ICT systems which are
Learning platforms are often procured through used to deliver and support learning. A learning
commercial channels, either by a school, local education platform usually combines several functions, such
authority (LEA) or regional broadband consortium (RBC). as organising, mapping and delivering curriculum
It is also possible for institutions to develop their own
activities and the facility for learners and teachers
systems, based on the types of functionality needed
(see circle in right-hand column). There are several to have a dialogue about the activity, all via ICT. So,
possible options, and each system will differ in the the term learning platform can be applied to a
facilities it provides and the manner of delivery. virtual learning environment (VLE) or to the
A VLE is a software tool which brings together resources components of a managed learning
for curriculum mapping, delivery, assessment, tutor environment (MLE).
support, communication and tracking.
The guidance provided here concentrates on the
definition of VLEs above, and an assumption of a standard
set of functions being provided. Learning platforms have Their flexibility means that learning platforms are a
been developing over the last five years and it is only significant asset in providing personalised learning both
recently that they have reached maturity and achieved at school and beyond. A learning platform can extend
consistency of functionality and specification. Becta is and enhance the processes used in a school, college or
ensuring that initiatives in these areas, along with the need any education organisation for planning the curriculum,
to consider developing pedagogical approaches, are fully delivering subject material, managing assessment and
integrated with the development of learning platforms. communicating with learners. If this position is to be
achieved, then full understanding of the potential of
learning platforms, the processes for purchasing a
system and the requirements that implementation will
place upon individual users and the whole organisation,
is required.
While learning platforms have developed as systems,
What is a managed
so too have the ways in which they are applied. It is
learning environment?
important to help schools to recognise that the place
A managed learning environment and purpose of learning platforms in school activity
(MLE) refers to the whole range of is still evolving. The most important question for any
information systems and processes that organisation to consider is,‘Why do we want a learning
support learning and the management platform?’ The clearer the school is about this before
of learning within an institution. purchasing a learning platform, developing its own, or
It includes VLEs or other learning indeed choosing to delay or decide against having one,
the more effective the decision will be.
platforms, administrative and
other support systems. Learning platforms are most effective when they are at
the heart of a learning culture in which the needs of the
learner are clearly understood, and where they form
the core from which all other activities and developments
evolve. Just having a system is not the answer. As with all
significant educational developments, the key to success
is to win the confidence, goodwill and commitment of
learners, teachers, leaders and other users.

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Purchasing and implementing
a learning platform – a checklist
There are a number of key points to consider before purchasing Know that the learning platform will relate
and/or implementing a learning platform. They apply whether it is to the other systems you want it to
for an individual school or partnership of local schools, or if it is a • Find out how open the environment is.
system purchased and hosted through a central intermediary. It is Does it allow you to share information with other
important to encourage organisations to reflect on these key points, resources or systems you already have? Does it link
and this checklist is a starting point. to your management information systems (MIS)?

Know why you want a learning platform

• Check that all the functions (communication systems,
student tracking and assessment, and reporting
• Consider which parts of the real school systems) are easy to use and well designed to meet
environment are to be extended into the the needs of the school(s).
‘virtual’ world.
Make the learning platform belong to
• Discuss and decide how the school or schools
your organisation
will use the functions that a learning
platform provides. • Consider and decide who will ‘own’ the learning
platform: it is important to think who will lead the
• Reflect upon how use of these functions may
development and implementation within the school,
change and develop over time to further enhance
how the real school operates. as well as how all staff will develop ownership of
their activities and spaces on the learning platform.
Be confident and clear in your vision • Think about how the learning platform you are
• Consult all potential users over what they want interested in can be tailored to the look and feel of
the learning platform to do for them. your school, and what structures (navigation and
• As an opportunity to reflect and to provide access rights, for instance) you want within it.
further ideas, compare your vision with that • Does the learning environment contain learning
of other schools, but don’t feel obliged to materials? If so, find out how often the content
change yours! is upgraded.
• Consult suppliers and experts to ensure that
• Consider whether you want to develop your own
your vision is achievable and that you minimise materials and, if so, how. How easy will it be to
the risks. incorporate these?
Procure carefully • Also look at learning materials available from
other producers.
• Review the potential cost savings to schools of
purchasing as part of a consortium, whether as a Plan your implementation
group of schools or through an LEA or RBC.
• Consider what changes a learning platform will have
• Follow the appropriate financial regulations, upon the whole school, who will use it and whether
especially where providers are competing to school members are prepared for this change.
supply learning platforms.
• Have a clear understanding of what the training
• Be clear about the ongoing financial costs, implications are. Will enough staff have the necessary
including management and support overheads, skills, confidence and understanding to use the
and training. learning platform effectively?
Formulate clear questions to ask suppliers • Consider who will make the best use of the learning
platform, and how you can then involve them in the
• What are the licensing requirements? What is
early stages of the implementation.
included in the purchase price and what is not?
What about installation and technical support? • Prepare and support teaching staff so that they
are able to make effective use of this resource.
• Does the supplier offer a hosting service? Is the
learning platform hosted on their servers or will • Develop a clear strategy for training and for
you have to purchase your own? If so, how will it sharing developing practice, to support staff
be managed and how often will you have to and to celebrate their successes
upgrade servers? • Think through how learners will respond to the
• Don’t be afraid to ask anything that is important to different demands placed on them as a result of
you, and make sure that you ask the same questions working with a learning platform and to the need
of all potential suppliers. for working differently from their normal practice.

2
Benefits of learning platforms
There are many benefits to using a learning platform, whether on its own The model below shows some of the key benefits
or in combination with other systems as part of a managed learning that can be achieved by certain user groups.
environment. However, ownership and installation of the system alone The information aims to help organisations both
does not automatically provide the benefits, so organisations may need to understand the potential value of learning
guidance in how best to apply the system. A learning platform has a range platforms and also to decide how to structure
of electronic and online tools that – applied with vision and after careful their implementation.
consideration – can achieve these benefits.

A good learning platform

has benefits for all who
participate in the learning
and teaching processes Enables parents
• to support learners when
learning takes place via
home access
• to engage with wider school
Enables those with leadership activities through online Enables those with support and
responsibilities communication tools administration roles
• to reduce administration and • to provide direct support to
ease organisation learners and to communicate
• to communicate with parents with other users on a one-to-
quickly and efficiently one or one-to-many basis
• to contribute to adapting and
Enables all users to participate developing learning resources
in personalised learning
activities in school or at home

Enables the learner Enables the teacher

• to extend learning beyond • to access communication,
the classroom and traditional learner management and
timetables planning tools outside school
• to submit and track electronic • to share resources and
activities, including a range of planning with colleagues, and
evidence, for assessment to create and share plans for
• to manage personalised individual learners or groups
learning using tools such • to import material (bought
as tasks, diaries and files – in or locally developed)
often through personalised designed for individual
home pages learners or groups

3
Procurement advice
There is no single set of tools and probably no learning platform that without compromising the security of a school’s own
will suit every institution. A number of local education authorities, network or the wider educational network that it is part of.
regional broadband consortia and educational internet service
There are two alternative approaches to procurement:
providers are already developing or supplying many of the functions
single supplier and ‘best of breed’.
of a learning platform as part of their services. It is important for
schools intending to establish their own learning platform to be • The single supplier is accountable for the performance
of the system and how different parts of the system
aware of these developments.
interact with each other. However, future
The local authority should provide advice on the developments may be difficult to achieve without
tendering process and choice of suppliers. A formal increasing the contract costs, and changing the
tendering process will help to ensure best value supplier may be difficult.
and increase the likelihood of meeting individual • Best-of-breed specifications focus on specific
specifications and requirements. Where a number of requirements as they emerge, and solutions are
schools are involved, the tendering process should based on existing systems or the latest best-of-breed
allow for partnerships between schools to define applications from a number of suppliers that meet
the functions and services they need for inter- the requirements. Specific functions can be developed
institution collaboration. as required without purchasing a costly system of
which only a part is used.The disadvantage is that it
If they are to achieve economies of scale and avoid
is difficult to work out who is at fault when parts of the
potential problems in developing and retaining the
combined systems fail or when separate applications
necessary technical expertise to support school-hosted
do not interoperate as intended.
systems, individual schools are unlikely to want to
purchase, install, configure and maintain their own Whether schools choose to extend the use of available
hardware and software. One solution is for schools to systems, purchase new systems or buy hosted services
buy a web-based service hosted outside the school, from single or multiple suppliers, it is important to
usually by a commercial provider. This will offer some consider the total cost of establishing and supporting
economies of scale for single schools while avoiding the the solution chosen and developing its use. To gain the
need to establish a procurement relationship with other most from any learning platform, it is vital to involve
purchasers and users of the system. A remotely hosted staff as early as possible in specifying the learning and
service such as this should also allow learners access to teaching practices to be supported by the system and
the system from anywhere with internet connectivity then in working to transform those practices.

A collaborative approach to development

C2k is the regional project providing a managed service
for ICT for all schools in Northern Ireland. As part of that
provision C2k will provide, in partnership with Hewlett-
Packard, one of the world’s most sophisticated
web-based learning environments called
Learning Northern Ireland (LearningNI).
LearningNI will drive e-learning development
in the province’s schools over the next five
years and beyond. LearningNI will offer
the education community a flexible,
feature-rich platform that will support
a wide range of pedagogical models,
which allow teachers and pupils to
experiment with and blend a diverse
range of learning styles.
http://www.c2kni.org.uk/

4
What does a learning
platform look like?
Tutor interfaces have
personalised working spaces,
with daily management tools
plus access to communication
tools and learning resources.
Some tutor interfaces also provide
opportunities for personalising
‘learning offers’ and structuring
the resources and activities
associated with them.

Student interfaces
provide personalised
home pages, learning
management tools and
access to study units,
collaborative tools and
learning materials.

A key feature of a
learning platform is that it
has different user interfaces,
and thus offers each user a
personalised access point to
their work and learning
environment.

5
 Points to consider before
implementing a learning platform
Implementing a learning platform is not a simple task. Many Training and change management
organisations will have to address a number of issues before they Another key issue will be considering how technically
feel confident enough to purchase and implement a system. competent each individual will need to be in order to
make effective use of the learning platform. This should
Financial issues be considered within the broader requirements of
Financial issues clearly have to be prioritised. While training and change management. The extent of the
there are many approaches (collaborative purchasing, training needs that a learning platform will impose on
for example) that can reduce the initial financial outlay, an organisation and all users of the system should not
recognising the size of the initial investment and be underestimated. Furthermore, it is important to
considering how this may be perceived is important. acknowledge that it is not only technical training that will
Organisations need to consider the total cost of be required, but also time and opportunities to reflect on
ownership when installing learning platforms – their and develop learning and teaching and organisational
intended use, organisational savings and costs and practices. An open attitude and a willingness to try
what the potential is for a return on their investment. something new will be vital if an organisation is to
Sustainability of any ongoing costs should also be implement a learning platform successfully – as is the
acknowledged at the outset, and again organisations recognition that the implementation will take time.
should be advised to consider these in terms of ongoing Learning and teaching
activities and savings across the whole institution. Ultimately a learning platform is about enhancing and
enabling learning and teaching practices. The ways in
Technical issues which schools can achieve this will vary. While as yet
For many, the key issues of implementing a learning no one has established a best-practice approach on
platform will be the technical ones, which can seem which organisations can immediately draw, there are
daunting, so it is important to guide organisations to some clear patterns of usage and successful practice
access technical advice services available locally. beginning to emerge. The potential to enhance learning
School leaders may be concerned about their ability and teaching is already here for institutions that have an
to negotiate and discuss details of maintenance and open and innovative approach and are willing to apply
support contracts with providers of learning platforms. the facilities of a learning platform.

Future developments
Launched early in 2005, Becta’s learning platform registration
and interoperability scheme will enable users to review learning
platforms using the same vocabulary.The scheme is working
towards getting all learning platforms to adhere to accepted
international standards and to provide interoperability at agreed levels.

A key objective of the scheme is to ensure that, after

purchasing a learning platform, users are not ‘locked in’
to any specific content brand, and that their system has
the tools they need in order to use and re-use content An open attitude and a willingness
from a wide variety of sources.
Through channels such as Curriculum Online and the Becta to try something new will be vital
website, Becta will provide advice and guidance to help if an organisation is to implement
schools with the process of choosing a learning platform.
http://www.becta.org.uk/learningplatforms a learning platform successfully.

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Further sources of information
Definitions LEA advice publications
• What is a learning platform? Becta publishes a series of advice and guidance
http://www.ictadvice.org.uk/?rid=3838 documents on ICT in education. These are written
with the aim of enabling LEAs and support
• What is a managed learning environment?
providers to give appropriate advice to schools
http://www.ictadvice.org.uk/?rid=74
on the application of ICT.
• What is a virtual learning environment?
Titles currently available:
http://www.ictadvice.org.uk/?rid=77
Evidence and research papers
• Data protection and security: a summary for
LEAs and schools
• Virtual learning environments • Moving on: the role of ICT in pupils’ transition
http://www.becta.org.uk/research/research.
cfm?&id=545 Titles to be published during the spring and
summer terms 2005 include:
Practice and case studies
• Extending the boundaries of learning
• Virtual learning environments (FERL website)
• Workforce remodelling and ICT
http://ferl.becta.org.uk/vle
• Enabling institutional development and
• Virtual learning environments sustainability with ICT
(ICT Test Bed newsletter)
http://www.becta.org.uk/page_documents/
• Learning platforms – an in-depth guide

projects/testbed/oct04.pdf and then select page 6 Becta publications

http://www.becta.org.uk/publications/
Procurement and technical information
• The procurement cycle
http://www.becta.org.uk/schools/procurement
and then select the procurement tab
• Virtual and managed learning environments
http://www.becta.org.uk/technicalpapers

Images reproduced courtesy of:

• Granada Learning (Learnwise)
• (RM) (Kaleidos)
• Dept of Education, Northern Ireland (LearningNI)

Becta is the Government’s key partner in

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