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

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...

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Autor principal:	Simon Paul Atkinson
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	Learning design Constructive Alignment Pedagogical Planners toolkit Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/e51806d45cf847a08edabad21f117139
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spelling	oai:doaj.org-article:e51806d45cf847a08edabad21f1171392021-12-02T19:20:31ZEmbodied and embedded theory in practice: The student-owned learning-engagement (SOLE) model10.19173/irrodl.v12i2.9291492-3831https://doaj.org/article/e51806d45cf847a08edabad21f1171392011-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/929https://doaj.org/toc/1492-3831The 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.Simon Paul AtkinsonAthabasca University PressarticleLearning designConstructive AlignmentPedagogical PlannerstoolkitSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 2 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	Learning design Constructive Alignment Pedagogical Planners toolkit Special aspects of education LC8-6691
spellingShingle	Learning design Constructive Alignment Pedagogical Planners toolkit Special aspects of education LC8-6691 Simon Paul Atkinson Embodied and embedded theory in practice: The student-owned learning-engagement (SOLE) model
description	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.
format	article
author	Simon Paul Atkinson
author_facet	Simon Paul Atkinson
author_sort	Simon Paul Atkinson
title	Embodied and embedded theory in practice: The student-owned learning-engagement (SOLE) model
title_short	Embodied and embedded theory in practice: The student-owned learning-engagement (SOLE) model
title_full	Embodied and embedded theory in practice: The student-owned learning-engagement (SOLE) model
title_fullStr	Embodied and embedded theory in practice: The student-owned learning-engagement (SOLE) model
title_full_unstemmed	Embodied and embedded theory in practice: The student-owned learning-engagement (SOLE) model
title_sort	embodied and embedded theory in practice: the student-owned learning-engagement (sole) model
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/e51806d45cf847a08edabad21f117139
work_keys_str_mv	AT simonpaulatkinson embodiedandembeddedtheoryinpracticethestudentownedlearningengagementsolemodel
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Embodied and embedded theory in practice: The student-owned learning-engagement (SOLE) model

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