Proposal Title

Constructing Learning Environments Using the SOLO Taxonomy

Proposal Abstract


As a theory of learning, constructivism posits that individual learners develop knowledge structures about a concept through experience: either in the classroom, the workplace, or in their daily activities. Critics of constructivism argue that if everyone creates their own idiosyncratic knowledge structures, how can educators guarantee that individuals learn what is necessary about a concept and subsequent body of knowledge. This SoTL research project looks at the use of the Structure of Observed Learning Outcomes (SOLO) Taxonomy to develop instruction that facilitates the learner’s ability to develop shared conceptual knowledge structures regarding a topic or body of knowledge. At the heart of the SOLO taxonomy is a set of learning intentions which guides users along a continuum of knowledge development from one idea, many ideas, and the relationships among ideas to the creation of extended abstractions, which link concepts to form solutions to problems within the subject domain. This session will present evaluation data from pre and post-tests and writing assignments which gauge the net effect the use of the SOLO taxonomy had on student learning. Attendees of this session will learn about the positive impact the SOLO Taxonomy had on student learning, and how the SOLO Taxonomy can be used to create classroom instruction.

Summary:

This presentation will introduce attendees to the SOLO Taxonomy and how it can be used to create a set of learning intentions for developing constructivist learning environments. At the end of the presentation, attendees will be able to use the SOLO Taxonomy to create a set of Learning Intentions to guide the development of a short instructional sequence.

Objectives and Learning Outcomes:

  • Attendees will be able to describe the foundational components of the SOLO taxonomy.
  • Attendees will be able to describe how the SOLO Taxonomy can be used to create constructivist learning environments.
  • Attendees will be able to create a set of Learning Intentions to guide an instructional sequence.

Location

Room 2005

Publication Type and Release Option

Presentation (Open Access)

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Mar 27th, 10:00 AM Mar 27th, 10:45 AM

Constructing Learning Environments Using the SOLO Taxonomy

Room 2005


As a theory of learning, constructivism posits that individual learners develop knowledge structures about a concept through experience: either in the classroom, the workplace, or in their daily activities. Critics of constructivism argue that if everyone creates their own idiosyncratic knowledge structures, how can educators guarantee that individuals learn what is necessary about a concept and subsequent body of knowledge. This SoTL research project looks at the use of the Structure of Observed Learning Outcomes (SOLO) Taxonomy to develop instruction that facilitates the learner’s ability to develop shared conceptual knowledge structures regarding a topic or body of knowledge. At the heart of the SOLO taxonomy is a set of learning intentions which guides users along a continuum of knowledge development from one idea, many ideas, and the relationships among ideas to the creation of extended abstractions, which link concepts to form solutions to problems within the subject domain. This session will present evaluation data from pre and post-tests and writing assignments which gauge the net effect the use of the SOLO taxonomy had on student learning. Attendees of this session will learn about the positive impact the SOLO Taxonomy had on student learning, and how the SOLO Taxonomy can be used to create classroom instruction.

Summary:

This presentation will introduce attendees to the SOLO Taxonomy and how it can be used to create a set of learning intentions for developing constructivist learning environments. At the end of the presentation, attendees will be able to use the SOLO Taxonomy to create a set of Learning Intentions to guide the development of a short instructional sequence.

Objectives and Learning Outcomes:

  • Attendees will be able to describe the foundational components of the SOLO taxonomy.
  • Attendees will be able to describe how the SOLO Taxonomy can be used to create constructivist learning environments.
  • Attendees will be able to create a set of Learning Intentions to guide an instructional sequence.