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Version 1.2 of the SOLE 'Toolkit' has been uploaded today and a number of support videos (linked to from within the workbook) have been loaded onto www.YouTube.com/theSOLEmodel channel.

The original intention of the SOLE Learning Design model and its associated toolkit was, and remains, to embed academic professional development support 'inside' a learning development 'tool' and to embody good practice.

This isn't as simple as it sounds but I have to say I'm enjoying the attempt. The SOLE Model (Student-Owned Learning-Engagement Model) was first mooted at the end of 2009 and previewed at DEANZ in Wellington, NZ in April 2010. In July 2010 it was presented as a work in progress at the LAMS European Learning Design conference and a cloud floated on www.Cloudworks.ac.uk.

The response has been interesting, such a simple tool (Excel!) but an easy one to use, and for some, well suited to their approach. For me, the issue has been about producing a tangible product that the student will see, and potentially manipulate. That the student can see, and engage with the learning design is, I think, significant.

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Comments within the Worksheets provide advice and guidance

Version 1.2 of the SOLE 'Toolkit' has been uploaded today and a number of support videos (linked to from within the workbook) have been loaded onto www.YouTube.com/theSOLEmodel channel. The inclusion student feedback on time spent, the inclusion of Intended Learning Outcomes on each student view, and the development of significant guidance and advice on each element of the model makes me feel Version 1.2 is ready! But, there is more work to be done on the advice and guidance in particular and I am considering how that may link in time to pages here on WordPress. I would like if possible to keep it very much 'self-contained' within the toolkit but user feedback may change that.

See the SOLE Model pages for Version1.2

My own writing has been the focus the last couple of days. I’ve been struggling with a personally tendency towards the theoretical and philosophical ramblings of a prematurely aging ‘whatever I am’ and the need to develop something more substantial. I have memories of my primary school teachers telling my parents “Simon would do well if he could just focus”, so here I am still very unfocussed and just to damn interested in everything! In recent days I’ve been codifying the DiAL-e learning designs in PowerPoint with a view to sharing them through Slideshare and through the DiAL-e Wiki.

It’s an interesting process trying to establish how much guidance and support each individual teacher is likely to need. Can we assume that they can deconstruct a learning object for themselves or should be give it them in a form which essentially lists the manifest like a contents page. I’m thinking about how this relates to the professional development (PD) programmes I need to run here at Massey to support the uptake of the institutional Moodle implementation. How does one walk that fine line between patronising the insightful and leading the blind. I’m still inclined to give individuals a toolkit, some kind of ‘take-away’, but one still has to make sure ‘they get it’. My concern today is ‘how do I get staff to think about using Adobe Presenter effectively when I’m not sure their PowerPoint is up to the task’.

Re-engaging with Second Life

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I’m re-engaging with Second Life. Why? Well partly I like torturing myself in a slightly masochistic sense by visiting all these mammoth University Campus islands with their beautifully designed (empty) lecture theatres and marvel at the idea that so many bright people could have so spectacularly missed the point. But I also feel that I should be giving Vision FLux (yes, that’s my SL name) a little bit more of a run. I fancy Vision is getting somewhat wide around the waist and needs a little more exercise. I have been in SL on and off since 2006 and I still don’t think I’ve quite come to terms with that identity. Needs work.

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