Modes of Engagement: Version 2.3 of Toolkit released

Can one know too much about the learning we design? Why is it we appear to know so little? It’s hard to share what you can’t articulate. This is an attempt to make the learning expectations, aspirations and intentions we have of learners as transparent as possible. The desire to produce a useable, intuitive (or at least helpful) toolkit to implement the SOLE model of learning design has seen several small incremental updates in 2011.

Version 2.3 of the SOLE toolkit is released today 5th September and introduces a ‘modes of engagement’ schematic to a new ‘dashboard’ sheet within the toolkit workbook. The toolkit remains a standard Microsoft Excel workbook, without macros or protected cells that any user can customise and adapt.

Download the toolkit and explore.


US Interest in the SOLE model & toolkit

SOLE Information Session 4th August 2011

The 45 minute ‘Information Session’ session on Thursday (4th August) at the 27th Annual Distance Education Conference at Madison-Wisconsin produced a tweet from @lookstein “simon atkinson shares his flexible model for student-owned learning engagement – very valuable (and entertaining!)” so at least one person was interested!

The session was attended by some 50-70 people on day two of the conference at the stunning Monona Terrace Convention Centre and consisted of an introduction, this was the first US outing for the SOLE work, to both the conceptual model and the Excel Toolkit. The session was run from this WordPress site using a Resources page (which will remain here for people to access) to contain images and extracts, as well as the latest Excel Workbook file.

The session began with an interesting insight for me of the spread and diversity of people in the room. Representing K-12, Universities, Military Educators and a range of ‘outreach’ organisations. People identified themselves as roughly 75% ‘Faculty’ but a large proportion also identifying themselves as ID or instructional designers. After describing the contextual basis for the model itself, there was a fascinating exchange around the language used in the model, “What is meant by ‘Social’ context?” in distance learning, “What do you take ‘feedback’ to mean without faculty engaged?”. The session ended with a live demonstration of the SOLE toolkit as it currently being used by me to design modules for a Postgraduate Certificate.

A very enjoyable session with some excellent in-session feedback and questions and some provocative questions along the way which is after all what the best conferences are made of.

Simon at Podium