Virtual Learning Environments (VLEs) have the potential to be powerful educational technologies, facilitating active participation, collaboration, and co-construction of knowledge. However, many current VLE implementations often obstruct rather than enable these desired outcomes. This paper aims to address this gap by exploring innovative strategies for redesigning VLEs to align with the principles of dialogic, experiential learning.

Drawing from theoretical frameworks of phenomenology, actantial mapping, and dialogic theory, this innovative paper will delve into the critical importance of user-centred design in transforming VLEs into dynamic, inclusive spaces that resonate with diverse pedagogical approaches and student experiences.

Key topics to be addressed include:
1. Harnessing Dialogic Principles: Examining strategies to incorporate multi-directional dialogue, collaborative meaning-making, and open knowledge exchange within VLE platforms through enhanced discussion forums, shared workspaces, and real-time collaboration tools.
2. Navigating the Actantial Network: Exploring techniques for mapping and reconfiguring the complex socio-technical relationships within VLEs, repositioning the platform as a facilitative "helper" that amplifies student agency and instructor workflows.
3. Phenomenological Considerations: Discussing design approaches that foster a "ready-to-hand" relationship between VLEs and students' lived experiences, creating intuitive, seamless integrations that support authentic, situated learning.
4. Inclusive Access and Universal Design: Investigating methods for streamlining authentication processes, improving navigation, and implementing consistent, user-friendly interfaces that cater to diverse learner needs and preferences.
5. Participatory Redesign: Showcasing best practices in engaging students, instructors, and stakeholders throughout an iterative VLE redesign process, leveraging continuous feedback loops, user testing, and collaborative sessions.

Attendees will gain actionable strategies for transforming VLEs into facilitators of active participation, enabling students to engage in rich dialogues, explore ideas collaboratively, and co-construct knowledge in ways that inspire growth, innovation and meaningful learning experiences.

Keywords: Technology, transformation, experiential, lived experiences, VLE, active participation, dialogic.