Introduction
The main reason some of us become experts is because at some point we find the courage to ask the seemingly "dumb" questions. While having this question answered will by no means make you an expert in learning platforms, reading on will equip you with the resources, jargon and product background required to move one notch closer to guru level.

Replication of the Campus Paradigm
Learning platforms are software-controlled learning infrastructures that attempt to replicate what teachers do in the face-to-face classroom. These platforms are normally located on a computer on the Internet (or an Intranet) and are typically accessed by means of a Web browser. They allow us and our students to go through the processes that what we'd expect to encounter at the average brick and mortar campus. For example:

• Student Enrolment
  
• Induction and Support
  
• Ticking the class attendance roll
  
• Chalk and talk combined with class discussion
  
• Practice of skills
  
• Assessment and accreditation.

Digital Diploma Mills
Sophisticated, contemporary online learning platforms strive to offer most of the above features via the web browser interface. Teaching and learning becomes a point and click affair.

Students may enrol and pay fees by interfacing with the organisation's student database. Using a secure e-commerce technology such as SSL (Secure Socket Layers) fees may be paid by credit card. As they log on, learners have access to help documentation and opportunities to communicate with support staff and course instructors via inbuilt text messaging systems. Since we are dealing with web server technology it's a simple matter to track and timestamp any area or pages an individual student might access. Checking online class attendance statistics is thus a breeze.

Good e-learning platforms offer wide flexibility in how online educational content can be presented. There has been considerable discussion over the past few years amongst online pedagogues as to which instructional design model might be best suited in the Web environment. The result? To tell you the truth, the battle of words still rages. An array of approaches has been suggested. From designing deep, pseudo-realistic realms that students explore like a Nintendo Adventure Game, so as to 'achieve their learning playfully', to the more humble provision of text resources, these instructional models all have validity depending on their purpose and audience. Suffice to say that a well-designed learning platform provides the ability to customise and control content at the HTML (programming) level.

Chalk
Virtual presentation of educational content is most commonly implemented by the provision of text and images. 'Lessons' are often presented in book like format, with the user working through content page-by-page in a sequential manner. Lessons may be interspersed with activities such as the submission of written assignments and multiple-choice knowledge quizzes. These can commonly be auto-corrected by the learning platform. Good learning platforms may offer this basic type of content structuring as a default feature, while most allow content developers enough flexibility to roll out their materials using any instructional design model that they may wish to use. While some platforms offer a number of content structuring options and customisable layouts, going beyond the platform's default shell often demands advanced HTML and/or knowledge of server scripting languages.

Talk
Communication tools are a common feature of online learning platforms. They simulate the socialisation that normally occurs in 'real' classrooms. Tools can range from integrated, standard Internet email, to sophisticated internal messaging systems that allow students and classroom facilitators to exchange private messages. Chat applications, as the name implies, allow synchronous (in real time) conversations between two or more participants as they type to each other on the keyboard. Chat participants need to be online at the same time.

Communication via forums, or bulletin boards, occurs asynchronously (not in real time) and involves posting text messages, which are then 'threaded' into a visual timeline and can be read and replied to by all participants of the discussion. It is thus possible for teachers to accurately grade student contributions. Generally asynchronous communication tools are more suited to Internet learning as they free students and course facilitators from the 'tyranny of the schedule'. One is able to choose when to conduct one's online activities in an authentically flexible way. Despite this, many online teachers choose to hold scheduled real-time class facilitation sessions and encourage social chatting amongst students as it is commonly felt that online socialisation has a motivational effect on students.

Assessment and Accreditation
In the traditional classroom we already utilise a text and image paradigm to display content. Mostly this takes the form of student handouts, overhead transparencies, test papers and the like. It is therefore often quite easy to adapt unit assessment to an online learning platform. Marking of knowledge quizzes and problem solving tasks can usually be automated through the learning platform's customisable 'testing engine'. If the student does not achieve the required result the first time round, she can be referred back to the course content to achieve competence after a pre-determined number of attempts. Many learning platforms offer student progress tracking and tools like class calendars and virtual notepads. Depending on the learning institutions policy, once competency is reached accreditation may follow either by providing students with a printable certificate or sending the document to its recipient by postal mail.

Sounds Good But...
There has been considerable discussion whether a rigid replication of the traditional campus delivery model as offered by present-day online learning platforms is in fact suited to the Web medium. Some argue that in an information age there is no longer room for a delivery structure that has its roots in 20th century Industrial curricula and attitudes, which teach workforce skills such as obedience, punctuality and trainability. Proponents of this view tend to think that students need to be equipped with more contemporary skills such as logic, initiative, self-directedness and online research skills. This requires, so it is argued, a complete re-think as to how online platforms are designed. We'll leave you to make up your own mind on the debate after you've checked out the resources provided below.


RESOURCES

Some popular Online Learning Platforms

WebCT www.webct.com

TopClass www.wbtsystems.com

The Learning Manager www.thelearningmanager.com

Virtual Learning Environments www.vlei.com

Blackboard www.blackboard.net

E-College www.ecollege.com