Version 3.0 of SOLE Toolkit released.

September 25, 2014

Version 3.0 of the SOLE Toolkit has been released on the solemodel.org website today.

The toolkit is an integrated spreadsheet workbook that supports implementation a learning design based on the SOLE Model. The SOLE model advocates a holistic approach to learning that encourages designers to recognise that the student spends significant time away from formal learning contexts and that they bring experience and context to any learning situation.

The changes in Version 3.0 reflect a desire to strengthen the student’s use of the toolkit as an advanced organiser. These changes include:

  • Active Verbs – the terms used to describe the elements of the SOLE Model now uses active verbs to describe each of the elements.
  • Predicated Workload – the amount of time the designer anticipates students will spend is now charted.
  • Sequencing activities – the ability to suggest the order in which activities should be tackled.
  • Completion Record – allow students to record whether an activity has been completed alongside indicating the amount of time was actually spent.
  • Objectives Met Record – allow students to indicate that they believe they have met the objectives for each individual topic/week.

You can download the toolkit from this website here. As always this work is free to use but as always I would appreciate feedback from users as to changes they make and the usage they make of the work.


Update to SOLE Model reflections

September 22, 2014

I have updated the SOLE Model website with a reflection on some staff development guidance offered by London Metropolitan University on their eMatrix website. They were kind enough to list the SOLE Model as one of four models for conceptualising distance and blended learning. It’s a privilege to be listed alongside Professors Terry Anderson and Randy Garrison’s ‘Community of Inquiry’, Professor Diana Laurillard’s ‘Conversational Framework’ and Professor Gilly Salmon’s ‘5 Step Model’.

I stated:

“What is clear is that to have a theoretical framework for effective on-line learning design is essential. I may have deviated from Anderson and Garrison’s separation from the social and cognitive processes, and from Salmon’s stress for human socialisation but the SOLE Model does allow for the personal, communitarian and societal dimension to learning. I also differ from Laurillard’s sequenced activity designs that result from the conversational framework into a more ‘freeform’ learning design at the theoretical level but the toolkit development will hopefully include further structural aspects in the near future. Learning and teaching online (distance or ‘blended’) presents unique challenges for teachers and students alike. Personally I advocate transparency to design for the student by sharing the design as an advanced organiser (SOLE Toolkit) in order to express clarity of the learning process (dialogue) and to encourage interaction and feedback leading to enhancement. Whichever way you look at it, it is privilege to find the SOLE Model included in such illustrious company.”
LondonMet eMatrix Web Resource

LondonMet eMatrix Web Resource


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