Embodied and Embedded Theory in Practice: The Student-Owned Learning-Engagement (SOLE) Model

Autor/in	Atkinson, Simon
Titel	Embodied and Embedded Theory in Practice: The Student-Owned Learning-Engagement (SOLE) Model
Quelle	In: International Review of Research in Open and Distance Learning, 12 (2011) 2, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Instructional Design; Instructional Development; Faculty Development; Open Universities; Alignment (Education); Learner Engagement; Theory Practice Relationship; Educational Resources; Computer Uses in Education; Distance Education; Program Descriptions; College Instruction; College Faculty; Models; Open Source Technology; New Zealand; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Offene Universität; Theorie-Praxis-Beziehung; Bildungsmittel; Computernutzung; Distance study; Distance learning; Fernunterricht; Hochschullehre; Fakultät; Analogiemodell; Neuseeland; Großbritannien
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. (Contains 4 figures.) (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10