Atkinson, Simon Paul (2011) Embodied and embedded theory in practice: the student-owned learning-engagement (SOLE) model. International Review of Research in Open and Distance Learning, 12 (2). pp. 1-18. ISSN 1492-3831
Full text not available from this repository.Abstract
The demands on academic staff in all sectors to adopt best ODL practices to create effective and efficient models of learning in the face of increasing external pressures show no signs of abating. The massification of higher education, diversified access, and pressures to meet institutional visions and research objectives demand of teaching staff an increasingly public design process subject to peer review in numerous forms. 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.
| Item Type: | Article |
|---|---|
| Official URL: | http://www.irrodl.org/index.php/irrodl |
| Additional Information: | © 2011 Athabasca University |
| Divisions: | LSE |
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education |
| Date Deposited: | 20 May 2011 15:36 |
| Last Modified: | 05 Jan 2024 20:48 |
| URI: | http://eprints.lse.ac.uk/id/eprint/33857 |
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