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Embodied and embedded theory in practice: the student-owned learning-engagement (SOLE) model

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

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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
Library of Congress subject classification: L Education > LB Theory and practice of education > LB2300 Higher Education
Sets: Research centres and groups > Teaching and Learning Centre (TLC)
Rights: http://www.lse.ac.uk/library/usingTheLibrary/academicSupport/OA/depositYourResearch.aspx
Identification Number: UT ISI:000290995600002
Date Deposited: 20 May 2011 15:36
URL: http://eprints.lse.ac.uk/33857/

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