Exploring the use of HOTmaps in SOLO taxonomy.

Second in the series from augmented learning on the topic –Exploring the use of HOTmaps in SOLO taxonomy. Run using BigMarker webinar platform 

Presented by Matt Lambert with Carl Condliffe from Augmented Learning.

Matt reviewed SOLO, then introduced the concept of SOLO HOTmaps and discussed how to apply these to e-learning.

Uses SOLO not only for teachers, but also with students (primary) to help them find out ‘where are they at’. Uses ‘hand signal’ for student to indicate their ‘level’ and follows up with questioning to ensure learners self-evaluation is accurate. His teaching creates ‘buy in’ from students by making things visual, getting their input and providing tools to self-evaluate (e.g. co-created rubrics with students are on whiteboard and having them self-assess as they work through learning activities).

SOLO provides common language for students to use and increases learners’ confidence in self-assessing their learning progress.

Went through advantages of using HOTmaps. Introduces students to academic language, helps learners, parents and teachers understand the process steps of SOLO and useful when drafting writing templates (i.e. structure and content). Important to use familiar content and context when introducing HOTmaps. Repeat many sessions on using the maps – individually, pairs, in groups, also full class and individual groups.

Refer to Pam Hook's site for examples of maps and their levels – HOTmaps are conceptual maps to help learners work through each SOLO level, or for them to access where they are at, and helpful to help them scaffold from one SOLO level to another.

Provided examples from practice on using 3 of the maps.

For ‘define’ helps to identify idea to define, identify precise meaning/s of the idea to be defined and work on their own definition of the concept.

Compare and contrast useful to help identify similarities and differences and define why. Used a online shared ‘map’ with participants to illustrate how this map may work. A template set up in Google docs and linked to the webinar – but separate, so did not show up in the webinar until shared by admin.

Cause and effect allows for events to be defined, identification of causes and effects and to form generalisations on what occurred and why. Each cause may then be also used in a ‘explain effects’ activity.

Important to work towards students being able to select the correct hotmap for specific purpose/learning activity.

Good to have examples and clear explanations of the pros and cons of the process. Using hotmaps for e-learning helps shift learning to the ‘modification’ classification in the SAMR model and extending participation beyond the walls of a classroom by connecting with others (NZ or beyond) to work on concepts, help to shift the application of HOTmaps into the Tranformational stage of SAMR.