Learning at the Edge of Chaos: Self-Organising Systems in Education

Mitra, Sugata; Kulkarni, Shrikant; Stanfield, James

doi:10.1057/978-1-137-41291-1_15

Cited by 16 publications

(18 citation statements)

References 14 publications

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“…Soon after this pedagogy, Prof. Mitra developed yet another pedagogical method named Self Organized Learning Environments (SOLE) wherein groups of children worked together around one device to answer challenging questions Mitra, 2016, cited that SOLE led to children reading and comprehending at higher levels than that of each in their group (Mitra, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

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2018

IJEPRR

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The present paper is an attempt to examine English reading comprehension ability of primary school going children in a rural village in Punjab. The purpose of the study was to study the effect of SOLE on the English reading comprehension ability of primary school going children. In the study, an experimental group and a control group was undertaken. The two groups ie experimental and control were similar in nearly all parameters except the intervention. Children in the experimental group were exposed to SOLE lab (Self Organized Learning Environments) which acted as an intervention. Whereas, the control group, had no such intervention. The study was conducted for a period of three months. The results showed that children exposed to SOLE lab: i) had significantly improved in their English reading comprehension ability; ii) School enrollment increased from 73 to nearly 116; iii) There was a drop-in absenteeism, as reported by the school principal. A summary of the findings makes the study worth mentioning as it was a joint collaboration between a Private company and a Government body. The success of which led to scaling up SOLE labs in 56 primary government schools. However, one limitation of this study is its constraint duration. It was very short however, interestingly, the results of the study has a positive impact and is very encouraging.

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Section: Literature Reviewmentioning

confidence: 99%

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2018

IJEPRR

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“…One example of educators' trials to improve learning environments is known as Self-Organized Learning Environments (SOLEs) that were designed originally by Sugata Mitra after his experiments known as ''The Hole in the Wall'' that took place in India between 1999 and 2004 and refer to placing computers for children's free use [17]. Those "Hole in the Wall'' experiences were later refined, moved inside school buildings and called SOLEs (ibid).…”

Section: Introductionmentioning

confidence: 99%

“…A SOLE as an approach provides more room and freedom for learners, since they are allowed to talk to anyone, whether in their groups or not, they are allowed to walk around and to change groups. At the end of the session, they are asked to give an answer to the challenging question [17]. According to Mitra, 'Communication and collaboration are therefore key features of a SOLE' [17] (p. 232).…”

Section: Introductionmentioning

confidence: 99%

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The influence of Self-Organized Learning Environments (SOLEs) on EFL students in a college in Oman

M¹,

Walker‐Gleaves²

2019

JITLL

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This paper is part of a larger project where the researchers explored English as a Foreign Language (EFL) students' experiences in learning English using Self-Organized Learning Environments (SOLEs) within the context of their English foundation year in a college setting in Oman. The purpose that guided this current paper is to investigate whether SOLE pedagogy is able to positively influence Omani EFL college students' learning beliefs and behaviours. Using a participatory action research design, data sources included a series of diaries, semi-structured interviews, focus groups and the researchers' field notes. Interaction between the researchers and participants and among participants themselves helped to ensure the rigour of this research. Throughout the research, participants were involved in expressing their ideas and thoughts about SOLEs and in decision making. The results indicated that SOLEs can be an effective EFL pedagogical approach. Some strengths of SOLEs that were indicated by the results include the SOLEs' ability to increase students' autonomy and their ability to motivate students. This empirical study assists in understanding the construction of an effective English language learning environment in an under-researched international context. It also contributes to previous and ongoing studies that investigate SOLEs in different contexts and fields to explore and examine their impact on students' experiences of higher education.

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“…It only constitutes a set of mediating instruments according to Vigotsky (1988). There are many contributions to pedagogic paradigms developed in this direction, such as connectivism (Siemens, 2006), invisible learning (Cobo & Moravec, 2011), the digital skills map (Ferrari, 2013), autonomous learning (Mitra, Kulkarni, & Stanfield, 2016) and dialogic learning (Simpson, 2016). While the role of technology in education has been fundamental, it is also important to consider the role of good pedagogy in educational e-innovation.…”

Section: Introductionmentioning

confidence: 99%

Resignification of educational e-innovation to enhance opportunities for graduate employability in the context of new university degrees

Valdés

Soriano

Álvarez

2018

J. New Approaches Educ. Res.

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This paper presents the findings of a training programme based on an Action-Research methodology that has been applied in two subjects of Event Organization, Protocol and Institutional Relations undergraduate and Master's degrees. Through a teaching methodology called «learning by doing», students are encouraged to understand, internalise and apply the potential of technology in this field of knowledge, by means of building their personal brand as a key for digital literacy and professional empowerment. Thus, firstly this work proposes a review of the use of technology in teaching, with the goal of resignifying the concept of educational e-innovation from a transdisciplinary approach, which promotes progress in education ranging from technological to social innovation (technological-education-cultural-relational). Then, both the specific features and activities designed to build the students' personal brands during the course as well as the research methodology applied to analyze the results are described. The methodology is based on a longitudinal «ex post-facto» approach through a panel sample survey. Finally, results demonstrate how this training programme has allowed graduates to improve their employability and career development opportunities from then on, encouraging active participation and self-directed learning. Initial conclusions encourage us to apply this experience to larger groups and new university degrees in the higher education context.

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Learning at the Edge of Chaos: Self-Organising Systems in Education

Cited by 16 publications

References 14 publications

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Untitled

The influence of Self-Organized Learning Environments (SOLEs) on EFL students in a college in Oman

Resignification of educational e-innovation to enhance opportunities for graduate employability in the context of new university degrees

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