Bringing the Real World in: Reflection on Building a Virtual Learning Environment

Abstract

We reflect on translating participatory and experiential learning methodologies into an online teaching environment through a Virtual Learning Environment (VLE) that simulates the ‘real-world’ contexts of international development in order to develop an applied critical understanding of gender analysis and gender mainstreaming. Rather than being prescriptive, the paper aims to contribute to the growing body of literature that emphasizes the potential of using online technologies for providing opportunities for experiential and work-integrated learning. Our experience leads us to conclude that VLEs provide opportunities to facilitate knowledge contextualization and prepare students for an uncertain and complex world of work.

Keywords:

• ELearning
• virtual learning environment
• gender analysis
• gender mainstreaming

Acknowledgements

The authors would like to acknowledge the significant contributions made by our eLearning designer, Corey Durward, an integral member of the teaching team.

Notes

1. A centrally administered online student survey undertaken at the end of each semester for each topic taught in that time period.

2. White Ribbon Ambassadors are men who have pledged to never commit, excuse or be silent about violence against women.

3. This table is based on SET data from DVST 9031 (2010) and DVST 9032 (2009 and 2010). In 2009, DVST 9031 was not evaluated by a SET Topic Evaluation. In 2008 SETs for DVST 9031 and DVST 9032 were undertaken manually and questions were not standardized (a) across the topics and are not comparable to the SETs for 2009–2010 as they were on a different scale. At the time of writing this article 2011 topics are currently underway hence aggregate SET score across the topics are unavailable.