Self-Organization Learning Environment
Self-Organized Learning Environment (SOLE) is a place where students can work in teams in their learning activities. My experience with SOLE enabled me to understand that there are many opportunities that can be offered to students who participate in self-organized learning. Inclusion of technological features such the internet and computer software helps students to enhance their learning activities.
SOLE also offers students a chance of monitoring their class activities or projects. It is also advantageous because we are given a chance of keeping up with our interests. Our SOLE program was also lauded following the introduction of new learning activities that we studied in teams. This has been recognized as one of the most significant SOLE program element based on the fact that teamwork offers profound effects on development of various communities.
There were also different roles that had to be distributed among group members. We had to ensure that we choose who was good at what as a team. For example, those who were considered to be technologically savvy were assigned the role of setting up equipment that was to be utilized in the SOLE program. Additionally, it is imperative to note that many of group members were assigned roles that matched their expertise.
Even so, there were many members who helped with different tasks. This was seen as a learning process for group members. One of the issues that cropped up is that some people would not effectively utilize technology that was used in learning environ. This had the issue of preventing success of SOLE program.
Even though the learning environment was conducive, it was designed in a way that enabled people to identify given requirements with ease. There were also individuals who could not easily adapt to the new environment. This was however quickly settled because many group members could they solve their issues with the new learning environment.
It is additionally essential to note that many students found that the idea of massive open online courses (MOOC) did not interest them because they were not given a chance to choose the courses they wish to enroll in (Dabbagh 4). The best features and characteristics of SOLE program should be in an environment where students are given a certain level of freedom. Such freedom is tailor made to engage in different activities without supervisor’s strict instructions.
Even though SOLE is designed to ensure minimal supervision, it is essential to put in mind that various student groups may need supervision to prevent the possibility of their activities being irrelevant. One of the criticism that have been connected with MOOCs is that they have been considered as a way of dumping SOLE and MOOC hardware in different learning institutions and communities as well as not having a thorough follow up on studies of the students.
This means that there is indeed need for thorough supervision. Even so, this kind of supervision should not affect student’s freedom to participate in activities they consider to be essential in their learning processes. The right environment and features for a SOLE program should therefore be in an environment where it is visible for everyone who passes through them.
Such a move will play a crucial role in ensuring that the program is delivered in student’s safety elements and unobtrusive monitoring of tasks taking place in a classroom (Dabbagh 7). The other issue that cropped up was that there were many limited chances for students to be evaluated on what they have learnt. This is primarily MOOC courses criticism. Our SOLE program did not have the ideal resources that were needed for clear assessment.
Even so, we designed a solution that ensured every person was evaluated on what he or she had learned in group discussions that took place after classes. Random questions would be asked by a person and they were pertinent to a specific topic that would have been covered. We however still recommended that there should be creation of an assessment platform enabling ranking of students.
Failure to get the desired grades meant that education could not be utilized as prove of the fact that a student excelled in a given field. Even though there were still certifications issued after completion of the program, the tutor did not have anyway of identifying the students who performed well and those who faced difficulties.
Follow-ups were also another concern and they did not have a platform for the follow up that could be easily utilized by the students and the teacher. There were also no interactions between learners and tutors. This meant that in case a given topic was not clear, the students would not depend on personal research to confirm some points.
The program was however considered to have a significant impact on group members. Many members were of the idea that with advancements in technology, SOLE programs would be essential in education of many people in various groups across the globe. This can be attributed to the fact that it included technology that would traverse other parts of the globe.
Dabbagh, Nada, and Anastasia Kitsantas. “Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning.” The Internet and higher education 15.1 (2012): 3-8.