I have been enjoying the ideas in a recent research article by Anu Tammeleht et al exploring the learning processes through which Estonian tertiary students (Bachelor, Masters and PhD) develop research ethics and integrity competencies.

The article explored the use of collaborative case-based explorations of ethical issues.  The case studies are designed so that students collaborate to:

  • Identify an ethical issue/s in the case study, to
  • Relate the issue/s to the involved parties, and finally to,
  • Consider possible actions to address the issue/s and their implications

It is clear that the tasks involved in unpacking the case study increase in cognitive complexity – moving from Identify – SOLO Uni or Multistructural Task, to relate – SOLO Relational Task and then to consider – a SOLO Extended Abstract Task

Two of the research questions raised in the article have special relevance for New Zealand primary and secondary teachers exploring digital citizenship and ethical issues (individual, sociological, economic, environmental, cultural etc) and when teachers facilitate a community of inquiry approach into various philosophical questions and issues.  

The first question is framed around what does it look like?  

RQ1. How is a students’ ethical sensitivity displayed during collaborative case-based learning?

The second is all about shift – progress from surface to deep understanding

RQ2. How does ethical reasoning evolve in terms of levels of understanding during collaborative case-based learning?

The topics explored in the case study would have to be adapted for the different contexts of our NZ curriculum learning areas but the analysis of the learning processes using SOLO Taxonomy would be very familiar to our teachers and transferable.

Refer to the SOLO Rubric developed by the researchers to determine progress in developing ethical understanding.

Also check out the Ethical Cases Assessment Grid (ECAG) described in the article – a new SOLO mediated tool for assessing student understanding and its progress during collaborative group work.

Why do I post this?

I intend to share this research article with the schools I work with so that we might develop a SOLO mediated collaborative case study approach for younger students.     

 Designing and supporting appropriate case studies will be fun and I suspect sharing the HookED SOLO Discuss (Describe ++) Map and Rubric with students would complement the question prompts used to help students explore the case studies.  

Tammeleht, A., Rodriguez-Tríana, M. J., Koort, K and E. Löfström. (2019). Collaborative case-based learning process in research ethics. 15:6 International Journal for Educational Integrity.

SOLO Flashcards

August 25, 2019

Announcing a new HookED SOLO resource. My client schools have been using these SOLO Flashcards for a while, but I only found time to share them in the HookED Store this weekend. It has been a busy year. You can check them out at the HookED SOLO Store HookED SOLO Flashcards – Connectives HookED SOLO […]

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What is worth knowing about SOLO Taxonomy

October 31, 2018

SET: Research Information for Teachers (NZCER Press) has published a useful interview on “The who, what, when, where, and why of SOLO Taxonomy.     Editor Josie Roberts has done a great job in capturing what is worth knowing about the classroom based use of SOLO Taxonomy.  The question and answer format makes the material […]

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SOLO Taxonomy in Derrimut Primary School and Brunswick Secondary College

August 30, 2018

Here are the Victorian video case studies I have been promising to share for some time. They speak highly of their outcomes using SOLO as a whole school approach. You are welcome to share them in collaborative inquiry with your teachers. #thrill #will #skill of learning Derrimut Primary School Derrimut PS was purpose-built around collaboration […]

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Danish design for deep learning

July 19, 2018

Embed from Getty Images How a Danish educator designs for deep understanding during student research in History. The deep understanding is a teaching goal for me – it’s not enough that they know about the war and the war came. They have to understand the consequences and the influences of the historical event on the […]

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Kahukura Cluster Conference

June 2, 2018

“Surface to Deep” on Friday was a remarkable day of teachers sharing their professional practice. Teachers from the Kahukura Community of Learning – Christchurch South Intermediate School, Sacred Heart School, Thorrington School, Addington Primary, Sommerfield School, West Spreydon and Cashmere Primary School – gathered together for a day focused on shifting from surface to deep […]

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SOLO Taxonomy at ESF in Hong Kong

May 28, 2018

Reflecting on the powerful examples of student learning using SOLO shared during my visit to Hong Kong last week Fractions explored through SOLO Hexagons thinking and student co-construction of SOLO rubrics – just fabulous 🙂       Great two days in conversation with thoughtful educators inquiring into the effectiveness of using an explicit model […]

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Learning how to put my face in the water

May 19, 2018

Or Chapter 4. “How do you design rubrics to accompany the authentic assessment?” Pam Hook There can be no more authentic task for a five year old than putting your face in the water when learning to swim. The indispensable conditions for improvement are that the student comes to hold a concept of quality roughly […]

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Extended abstract in Melbourne

March 23, 2018

Working with the Department of Education in Victoria has presented a number of adventures over the past three years. I used to think that nothing could trump the DET workshop with “Shrek” attending. Imagine pedagogical content knowledge required when Shrek is wkshop participant. #SOLOTaxonomy #Melbourne #forgetandragogy #embraceogregogy — Pam Hook (@arti_choke) November 7, 2017 […]

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