About Online Educational Research Journal Registration is free. Already a member ? Login
The evolution of the ejournalDisseminate your research immediately through a new online, open access, peer reviewed journal
SOLEs as Innovation
Keywords : Computer Aided Education, Cultural Diversity, Research Methods, Teacher Training and Education
Rating : 2 users have rated 1090 downloads
Paul Dolan (northumbria university)
David Leat (newcastle university)
Laura Mazzoli Smith (newcastle university)
Sugata Mitra (newcastle university)
Liz Todd (newcastle university)
Kate Wall (durham university)
Abstract
Self-Organised Learning Environments (SOLEs) are models of learning in which students self-organise in groups and learn using a computer connected to the internet with minimal teacher support. The original ‘hole in the wall’ experiments in India are now applied to classrooms around the world. The idea of SOLEs is a social innovation that is inspiring educators (in schooling and also business contexts) everywhere, as demonstrated by Mitra’s award of the 2013 TED prize. However, when SOLEs are located in classrooms, a number of questions arise. Are SOLEs easily adapted for the classroom context? Is the impact on learning as transformative as suggested by the original ideas? This paper considers in detail the application over two years by one teacher, using SOLEs in a Year 4 classroom in an urban North East England primary school, in partnership with university researchers Dolan, Mitra and Leat. Issues of innovation and transformation are discussed, informed by the ideas of Bernstein, Engestrom, and Giroux. The SOLE concept, although flexible, has the potential to offer a divergent, radical transformative pedagogy. This sits somewhat uncomfortably alongside more convergent approaches which position the learner as subservient to the curriculum, with the task of merely mastering subject matter prescribed by the teacher. However, what is notable from this analysis is that transformative pedagogy seems to be positioned alongside, rather than in conflict with, the dominant educational framework.