I have updated the SOLE Model website with a reflection on some staff development guidance offered by London Metropolitan University on their eMatrix website. They were kind enough to list the SOLE Model as one of four models for conceptualising distance and blended learning. It’s a privilege to be listed alongside Professors Terry Anderson and Randy Garrison’s ‘Community of Inquiry’, Professor Diana Laurillard’s ‘Conversational Framework’ and Professor Gilly Salmon’s ‘5 Step Model’.
I stated:“What is clear is that to have a theoretical framework for effective on-line learning design is essential. I may have deviated from Anderson and Garrison’s separation from the social and cognitive processes, and from Salmon’s stress for human socialisation but the SOLE Model does allow for the personal, communitarian and societal dimensions to learning. I also differ from Laurillard’s sequenced activity designs that result from the conversational framework into a more ‘freeform’ learning design at the theoretical level but the toolkit development will hopefully include further structural aspects in the near future. Learning and teaching online (distance or ‘blended’) presents unique challenges for teachers and students alike. Personally I advocate transparency to design for the student by sharing the design as an advanced organiser (SOLE Toolkit) in order to express clarity of the learning process (dialogue) and to encourage interaction and feedback leading to enhancement. Whichever way you look at it, it is a privilege to find the SOLE Model included in such illustrious company.”