This Student Owned Learning Engagement Model sounds useful.
Simon Atkinson elaborates in his paper:
“Expectations of systematized pedagogical planners and embedded templates of learning within the institutional virtual learning environments (VLEs) have, so far, failed to deliver the institutional efficiencies anticipated. In response, a new model of learning design is proposed with a practical, accessible, and freely available “toolkit” that embodies and embeds pedagogical theories and practices. The student-owned learning-engagement (SOLE) model aims to support professional development within practice, constructive alignment, and holistic visualisations, as well as enable the sharing of learning design processes with the learners themselves.”
The SOLE model’s (Atkinson, 2010) original development goals were threefold:
- to embed pedagogical guidance regarding constructive alignment (Biggs & Tang, 2007) inside a learning design tool easily accessible to staff;
- to produce a practical model that captured the lessons to be learnt from Laurillard’s representations of conversational learning processes (Laurillard, 2002);
- to enable the development of a practical toolkit which would make patterns of learning design shareable and transparent to students and colleagues (Conole & Fill, 2005).
I have been thinking about how learning engagement could be supported and evaluated under MOOC. As the current MOOC (based on connectivist model) has a focus on individual learning goals (and outcomes), rather than course learning outcomes, this learning engagement model would need to be adapted to provide a flexible framework for participants to work on.
How to use the toolkit for evaluating and assessing the learning in MOOC? The breakdown of elements of “learning” might be useful if the individual learning and development plans, the personal learning process and connections are linked to the toolkit.