Updated: 24 September 2014.
The Student-Owned Learning-Engagement model is a conceptual, and practical, model of the learning experience as it is experienced by the learner themselves. The model’s nine elements represent a holistic and comprehensive experience across individual and social boundaries, capturing cognitive, socio-cultural and connectivist processes. The model serves to support learning designers, course designers and instructional designers in ensuring that comprehensive learning opportunities are balanced and constructively aligned.
This is made possible by providing a deliberately ‘low-tech’ toolkit to facilitate design processes and make transparent the relative weight and duration of learning tasks and activities. As the toolkit has been updated the stress has remained on an Excel Workbook to be shared with the student as an advanced organiser but importantly it remains a stand alone design instrument. Only the basic functionality available in Microsoft Excel has been used to ensure that toolkit is also compatible with other spreadsheet applications. At its core is the SOLE model’s belief that students learn most effectively when they take ownership and responsibility for learning.
SOLE Model: Origins in Learning Design
The SOLE Model (Student-Owned Learning-Engagement) was originally conceived of as a response to Professor John Biggs and his work on Constructive Alignment, Professor Diana Laurillard’s influential ‘Conversational Framework’ and Professor Grainne Conole’s work on Toolkits and embedded pedagogy.
More recent implementations of the toolkit have been informed by work on learning object sequencing and other work on educational taxonomies. As a result the language used in the SOLE Model in its implementation in the toolkit now using active verbs, Assessment becomes Assess for example.
As an educational developer and academic, it has often been difficult to engage those outside the educational discipline in a discussion about pedagogical practices in a meaningful way. The need to develop practical and effective ‘tools’ to assist in pedagogical planning is evident. The LDSE (Learning Design Support Environment) project in the UK is a manifestation of this. However, experience of developing engagement materials for digital repositories with the DiAL-e Project has suggested strongly that academics not only require embedded professional development materials but also ‘toolkits’ which require As little as possible effort in adoption. The SOLE project extends the work of the DiAL-e in seeking to use only ubiquitous desktop applications to support the pedagogical design process.
The SOLE model was introduced to colleagues in New Zealand at an early stage and tested throughout May-June 2010 with individual learning designers and course development teams at Massey University, New Zealand. The model consists of a visual representation of the modes of engagement designers might seek from their learners. The representation is available as an animated presentation. The associated toolkit, with embedded pedagogical guidance has been developed in Excel (although any Spreadsheet app will suffice)
Visit the appropriate Toolkit pages from the PAGES menu on the right hand side of the screen.
A YouTube Channel has been created to share explanatory, and support, video materials for the Model and associated toolkit at – http://www.YouTube.com/TheSOLEmodel
See ‘publications’ for further details.