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It was my pleasure today to present some of my visualisation tools to be used in higher education learning design. At the BETT2017 exhibition in London, with a small crowd of some 25 people, I shared the following presentation. With just 20 mins (plus 10 for questions) it was really simply an opportunity to emphasise that technology needs to be intelligently designed into programmes and modules in service of specified learning outcomes to be meaningful. I unveiled some recent work on an original taxonomy for the 'Interpersonal Domain' and shared an updated version of the Toolkit (available here)

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The value of the advanced organiser dimension of the SOLE model is being evaluated based on its use in a short postgraduate module in January-June 2012. Whilst the toolkit proved invaluable in the module design process, the maintenance of the excel based tool as an advanced organiser for students appears to have been less successful. A fresh project begins in October 2012 to refine the editing tool to allow for more dynamic maintenance. 

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.

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

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