With more and more schools going paperless or migrating to the "cloud" (storing files on the Internet), student work has become more easily shareable, accessible by many, and more easily organized. Many teachers have turned to digital portfolios -- or "e-portfolios" -- for their students. These digital portfolios have caused a huge shift in how teachers assign, collect and assess student classwork and projects.
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.
I'm torn by this. I'm sure that children come back with lots of information from the net, but how well is this translated into deeper understandings? Skillfully facilitated plenaries must be crucial. Maybe a juxtaposition of this with Hattie's findings on the key features of effective teaching would be interesting? I'd love to see SOLEs in action.