Contact

If you would like to engage in a dialogue around the SOLE (Student-Owned Learner-Engagement) Model, its application to your learning design, and its usefulness in practice, I would be delighted to hear from you. Please feel free to email any constructive thoughts and reflections.

Presentations of the current work are made in a variety of contexts, both in respect of its course, or paper, level design implications for course leaders and course teams, and to academic leaders in the context of institutional adoption of alternative models of design for diversified delivery.

See the Resources and Publications on this site for examples.

Simon Paul Atkinson (PFHEA)
spa@sijen.com

Simon Paul Atkinson (2010)

Simon Paul Atkinson (2010)

Associate Dean (Teaching Enhancement)
Learning & Teaching
BPP University College
1 Proctor Street, Holborn
London
WC1V 6DW
United Kingdom
email: SimonAtkinson@bpp.com

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6 thoughts on “Contact

  1. Hi Simon,
    Thanks for posting this model and your article, I was very interested to read it. The model has some similarities with the model I’ve been working on for e-learning, and in fact I’d tinkered with creating a similar spreadsheet to yours a while back.
    I’ve tried to adapt the spreadsheet for my model and it seems to work, but I’m having trouble with the overlaps – ie how can the user assign a time for an activity that uses many of your elements? What kind of feedback have you had from users when attempting to complete the form?

    • Hi Helen,
      Thank you for your comment. I’d love to get together sometime and look at your model for e-learning.

      I have found that an Excel spreadsheet approach does have some limitations (which possibly some more elaborate programmed environment might compensate for), but it has the advantage for staff of being accessible, familiar and worth them developing skills in using.

      You are right that the relatively simple structure does create ‘overlap’ issues. Although I’d suggest these are as much about our conceptual frameworks as educators. The toolkit not allow for someone, for instance, to engage in an activity that YOU, as the learning designer, might recognise as both ‘Peer Moderated Activity’ and contributing to Feedback, (i.e. a small group marking criteria exercise), but … my argument would be that the model, and toolkit, helps to articulate those connections and that the intention is very much for the learner to ‘take ownership’ of the toolkit output.

      In taking ownership of the learning, they are likely to begin to see LOTS of overlap, and, I anticipate, recognise that there are opportunities for feedback everywhere (it isn’t just something tutors do on assignments) and that reflection is a constant (not just when there is a journal entry to make) etc etc.

      Feedback from colleagues experimenting with the model and toolkit appear to support this, but I’m gathering that feedback in earnest to share soon. I’m very happy to talk through with you how you think changes and improvements might be made!

    • Hi Helen – just reviewed the LDSE online presentation from last week – really interesting – thanks for the SOLE model mention! Would be good to find a time to compare notes immediately after Easter. Simon

    • Hi Lesley, I could say the same thing!
      The model originated in the context of UK, and subsequently, NZ higher education studies. However I believe the fundamental elements are universal, although possibly differently weighted. I’m in Chile at the moment and have been talking to Chilean and Brazilian colleagues about some of the subtle epistemological differences between their students. I imagine that the underlying philosophical positions that underpin specific elements (thinking about obvious things such as the Peer Moderation (Collaborate) and the Social and Professional Context (Socialize) elements) probably will prove more essential within a communitarian culture rather than the personalisation dimension which will feature more heavily in individualistic cultures. I see no reason why the model could not be used, as is, in a corporate learning context although I’m not aware of any data generated by such use as yet. Let me know if you want to use it in that context. I’d happily support any initiative. Simon

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