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The Student-‐Owned Learning-‐Engagement (SOLE) model
Learning Design Theory Learning Design Prac1ce
Simon Atkinson h7p://solemodel.wordpress.com
Contexts
Student Profile
Learning Outcomes
Media Choices
Assessment Design
(TLA) Ac1vity Design
Evalua1on
Contextual factors, 1mescales, credit levels, prior learning condi1ons, mode of delivery, staff skills and technical, limita1ons should all be thoroughly considered and evaluated. ‘Content’ should not become the driver of the course and subsequent learning design process.
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Learning design occurs within the context of thoughQul course design and has both a theore1cal and prac1cal dimension. Design is best built from the student profile upwards, iden1fying student characteris1cs, contextual limita1ons, and then adop1ng Biggs’ Construc1ve Alignment (Biggs and Tang 2007)approach. This ensures context is given the central role.
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3 Having clarified the student and ins1tu1onal context, Intended Learning Outcomes are developed using a flexible and contemporary representa1on of Bloom’s taxonomy of educa1onal objec1ves.
4 Taxonomy wheels have been developed for the cogni1ve (illustrated), affec1ve and psychomotor domains . These help staff iden1fy ac1ve verbs for ILOs, and teaching and learning ac1vi1es, as well as sugges1ng evidence and assessment forms.
0 The SOLE model (Atkinson 2011), and its associated Toolkit, support teachers in developing a holis>c student-‐owned learning design that iden1fies tutor roles and shared responsibili1es. The model embodies best pedagogical prac1ce while the customizable toolkit uses Microso] Excel to embed pedagogical guidance and support staff in crea1ng learning designs that are shared with students.
5 Beyond planning and ins1tu1onal processes comes the need for a balanced development of the course. The SOLE toolkit places the student at the centre. Staff are supported within a familiar Excel environment with embedded pedagogical guidance. There are ‘comments’ with addi1onal sugges1ons and resources. All these can be customized by ins1tu1onal support teams.
6 The nine elements of the SOLE model are explained and supported with prompt ques1ons. This embodies sound pedagogical prac1ce and encourages the teacher to create weekly (or unit) detailed views of learner engagement across all elements. Every ‘week’ need not have entries for all elements but their presence serves to remind the students that they own the learning process.
7 These weekly views iden1fy staff input 1me as well as the 1me expected of the student in learning engagement across all elements. Each weekly view, given to the student as an ‘advanced planner’ shows the ILOs, a visual summary and details the 1me an1cipated against each element of the SOLE model. This is the toolkit’s descrip>ve func1on.
2011(1) Atkinson, S. (2011), Embodied and Embedded Theory in Prac1ce: The Student-‐Owned Learning-‐Engagement (SOLE) Model. The Interna+onal
Review of Research in Open and Distance Learning, 12 (2), pp 1-‐18 Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University: What the Student does (3rd ed.). Buckingham. GB: Open University Press.
adapted from Biggs, J. & Tang, C. (2007).
8 A course overview is automa1cally generated which allows the teacher, colleagues, and students, to see the balance in the learning design, iden1fy shared and individual learning responsibili1es. This has a developmental, evalua>ve and diagnos>c func1on.
SOLE Model SOLE Toolkit