Applying SOLO to learning design of elearning #1

Attended a webinar this morning, offered by augmented learning on the John Bigg's SOLO taxonomy to inform effective e-learning practice. This was the first of 3 sessions on the topic. The next webinar is scheduled for Thursday 9/7. 

Webinar was presented by Stephen McConachie with Carl Condliffe. Recording is available here.

Notes taken below.

Began with overview of SOLO. Structured Observed Learning Outcome. 

What it is and how can it align to elearning. 

Ran through the advantages of ensuring learning outcomes are visible to both teacher and student. 

The Observed part is to be able to see if learning outcomes are met. And the structure refers to taxonomy (alternative to Blooms) which includes pre-structural (of the observed learning outcomes – where the learner does not have much understanding or skill), unistructural (able to complete parts of skills), multistructural (starting to get the connections), relational (able to make the more complex connections) and extended abstract (able to apply critical thinking/problem solving etc.). 

Check NCEA for links to how SOLO is applied in the NZ context. 

Connected SOLO to Depth of knowledge – e.g. surface/deep. Surface similar to pre-structural and unistructural. Deep implying multistructural etc. Procedural vs Conceptual knowledge – procedural implies able to do the skill and conceptual relates to ability to apply skill across wider contexts. 

Contention of ‘we measure what we value, and we value what we measure’. 

Important to understand SOLO is a continuum and students will move through different stages in different learning contexts. Using it as a scaffolding ‘tool’ is most important. Developing activities to address each SOLO provides for a framework for differential / personal learning environments. 

Check Pam Hook’s work – HookED on SOLO.

Uses of SOLO include planning of learning activity, frame discussions with learners about their own depth of thinking, to frame discussions on how skills and competencies relate across the topic with teachers, to evaluate the depth of learners’ thinking, and to evaluate our own practice as educators. 

Using SOLO to inform rubrics, check paper by Braband and Dahl

Proposed the use of SAMR as one way to connect SOLO to elearning design using types of coffee metaphor  - which may not be as good as the 'diving deeper' model.

Explained the SAMR model as a way to think differently about how to integrate technology and ensure technology is contributing towards being able to transform learning.  

Proposes placing SOLO on the horizontal axis and SAMR on a vertical axis to help organise learning design. Not sure how well this will work but look forward to the next webinar.  

Also identified limitations 

Other dimensions to consider include collaboration, creativity, student agency, authentic audience etc. 

SAMR + SOLO = elearning programme too simple.