The student owned learning –engagement (SOLE) model aims to support professional development within practice, constructive alignment, and holistic visualizations, as well as enable the sharing of learning design process with the learners themselves.:
The student owned learning –engagement (SOLE) model aims to support professional development within practice, constructive alignment, and holistic visualizations, as well as enable the sharing of learning design process with the learners themselves. -The SOLE model’s original development goals: 1. to embed pedagogical guidance regarding constructive alignment inside a learning design tool easily accessible to staff; 2. to produce a practical model that captured the lessons to be learnt from Laurillard’s representations of conversational learning processes. 3. to enable the development of a practical toolkit which would make patterns of learning design shareable and transparent to students and colleagues.
1. Do synchronous online platforms (specifically, Elluminate Live!) increase social interaction that is missing in other, older forms of distance learning? Is this increase sufficient to create a positive learning experience for students? 2. What are the specific strengths and weaknesses of currently available synchronous online learning platforms, and what could be done to reduce the weaknesses? :
1. Do synchronous online platforms (specifically, Elluminate Live!) increase social interaction that is missing in other, older forms of distance learning? Is this increase sufficient to create a positive learning experience for students? 2. What are the specific strengths and weaknesses of currently available synchronous online learning platforms, and what could be done to reduce the weaknesses? -Overall, Students were pleased with the learning experience of using E!. However Three clear problems were discovered from the findings: 1. Confusion from to much stimuli. 2. Some students found lack of non-verbal communication reduced their educational experience. 3. Technology issues such as broken links and faulty headphones.
Works Cited:
Works Cited Slide one: Boyle, Frank, Jinhee Kwon, Catherine Ross, and Ormond Simpson. "Student-student Mentoring for Retention and Engagement in Distance Education." Open Learning 25.2 (2010): 115-30. Print. Slide two: Atkinson, Simon. "Embodied and Embedded Theory in Practice: The Student-Owned Learning-Engagement (SOLE) Model." International Review of Research in Open and Distance Learning 12.2 (2011): 1-18. Print. Slide three: McBrien , J. Lynn, Phyllis Jones, and Rui Cheng. "Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning." International Review of Research in Open and Distance Learning 10.3 (2009): 1-17. Print.