It was opportune that I received this book to review at a time when the library was undergoing a process of change, from what we would consider a traditional library structure to a learning centre. Supporting E‐learning is one of the challenges for modern libraries, and although this book uses examples from the university sector, the lessons and methodology can be applied to any learning institution that uses complex systems to meet the needs of students and departments that support learning.
Supporting E‐learning contains six chapters that build up a composite picture of the issues faced by large learning organisations, and although there appears to be some amount of confusion as to terminology, for example: managed learning environment (MLEs) versus virtual learning environments (VLEs), the individual authors invoke pedagogic arguments in support of their choice. The six chapters of the book can be read as required, although some of the arguments and opinions presented are repeated across the various chapters.
Sarah Porter in Managed Learning Environments: Strategy, Planning and Implementation define the scope of MLE's within already complex learning structures. Potter lists a number of scenarios for MLE implementation, including identification of the issues involved in supporting of e‐learning, and identification of appropriate e‐learning strategy.
Oleg Liber in Process and Partnership explains the evolving process of learning technologies from multimedia to internet, to virtual learning and to managed learning environments. Liber focuses upon the challenges of MLE's and uses the example of the UK's CETIS (Centre for Educational Technology Interoperability Standards) as one of the working groups looking at the implementation of standards across educational networks.
Liber links MLE's to a process of radical change. He sees that organisational identity is one of the issues that must be focused upon when looking at why change is needed. Liber provides methodologies for examining organisational identity and recognizes how change can be supported by technology. Liber acknowledges that information service departments are often in the best position to drive change but must be recognised and supported to do so: an argument that can sometimes appear circular to those involved in the implementation process.
In Change Management (Hunter, Clarke and Shoebridge) continues the themes introduced by Liber. Hunter et al., ask the question, how do we change? And provide tools to evaluate the process of change. Hunter et al., see the process of developing and implementing e‐leaning environments as an “opportunity to develop horizontal working, as e‐learning support requires a wide range of skills.” Or teams that can relate to a variety of skilled groups. They look not only at the task value of these groups but look at the need of “communities of practice.”
Practical examples are introduced by Frank Moretti in his chapter Support in the Use of New Media with the example of VITAL or Video Interaction for Teaching and Learning (Columbia University) which identifies the unusual ways children attempt to solve mathematical problems and provides student teachers with a workspace that allows them to interact via editing and annotating the video footage. The essays finish with an essay by Peter Stubley, which looks at E‐literacy in the Wider Perspective and with a chapter on resource selection by Francis Hall and Jill Lambert, which is invaluable for its practical considerations.
Supporting e‐learning is not only a useful reference guide for the practical issues of implementing e‐learning environments, but also as a study in the ability of large and complex learning environments to adapt to the pressures of change.
