Running head: SOLEs: THE WAVE OF THE FUTURE

SOLEs: The Wave of the Future

Erika Rosenbusch
University of Central Florida

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Introduction

Todays classrooms are constantly evolving based on new trends and research.
Currently, a new concept in instruction has been evolving from its roots in India. Self Organized
Learning Environments (SOLEs) are a concept dreamed up by Dr. Sugata Mitra, professor of
Educational Technology at Newcastle University in the United Kingdom. Mitra felt strongly that
there was a need to bring learning to environments where teachers refused to go so that all
persons have the opportunity to gain knowledge from reputable resources. The question is, will
SOLEs evolve into a commonly accepted practice of education? Originating as Minimally
Invasive Education, (MIE) and first tested in 1999 in Kalkaji, New Delhi, this theory of
education seems utopian in nature (Hole-in-the-Wall Education Limited, 2014). Mitra, the
Chief Scientist at NIIT Limited, cut a hole in the wall of the building and placed a computer and
touch pad mouse behind glass to give children access to them (Hole-in-the-Wall Education
Limited, 2014). After some time the children, mostly on their own, became proficient at using
the computer. Mitra then came up with the hypothesis that children can learn basic computing
skills when given free access to a computer with minimal human guidance (Hole-in-the-Wall
Education Limited, 2014). When NIIT Limited teamed up with International Finance
Corporation, Mitras program became known as Hole-in-the-Wall Education Limited (HiWEL)
(Hole-in-the-Wall Education Limited, 2014). HiWEL expanded into twenty-three additional
locations, and in 2004 moved into Cambodia thanks to the Ministry of External Affairs,
Government of India (Hole-in-the-Wall Education Limited, 2014).
Controversy
According to Mitra, Students will aspire to great heights when they are motivated and
feel safe (see Blendspace 1). If learning were that simple, all students would be scholars.

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Students need guidance to learn conative skills associated with learning. Mitra conducted
several experiments with impoverished children in India by placing computers in kiosks in
different impoverished cities and provinces. Mitras goal was to answer a question, Can
children, who do not speak English and have never used a computer, learn as well as peers who
receive an education in schools with trained subject area educators (Mitra & Dangwal, 2010; see
Blendspace 7)? The focus group consisted of children between the ages of five and fifteen years.
He conducted the experiment by placing a computer, monitor, and touch mouse pad into a hole
in a wall (Mitra & Dangwal, 2010). The touch pad and monitor were visible through a glass
shield to protect from weathering and rough wear and tear, but no keyboard. A camera is also
present to record the children as they use the computer (Mitra & Dangwal, 2010). After months
of observations, he noticed some children became proficient navigating the World Wide Web,
however the most impressive feat was that they were learning in English (Hole-in-the-Wall
Education Limited, 2014). Next, Mitra asked the children to find out what they can about
molecular biology
Mitra posed yet another question, Are children curious to learn or is it the novelty of
using computers that kept their interest? According to neuroscience researchers Bunzeck and
Dzel, the novelty of new things can be more rewarding than the end result (Bunzeck & Dzel,
2006). Bunzeck and Dzel conducted two experiments to determine if the novelty center of the
brain or the substantia nigra/ventral tegmental area (SN/VTA) had an impact on learning (Press,
2014). They concluded that the more novel the situation the more it impacted learning in a
positive way (Bunzeck & Dzel, 2006). Mitras research showed that students made gains
comparable to students who had knowledgeable instructors. Upon examination of the pretests
and posttests, it was determined that many of the questions posed consisted of low level recall or

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recognition questions as identified by Webbs Depth of Knowledge (DOK) (Webb, 2005).

While children did collaborate during learning, in some of the situations a student leader
emerged. There was no evidence that students were able to apply newly learned information to a
higher level knowledge applications. There was evidence that students demonstrated some
application of simple knowledge such as, washing hands before eating limits germ exposure, and
boiling water before using it for cooking or drinking can also limit germ exposure (Mitra &
Dangwal, 2010).
Mitra acknowledged that some guidance in student learning was needed, but he did not
want someone who had an educational background to interfere with the concept of the SOLE.
Mitra asked for grandmotherly types to volunteer to sit with the children either in person or
online to provide encouragement. It was important that the encourager not ask leading
questions concerning the childrens work or guide them in their thinking (Mitra & Dangwal,
2010). Again, although the children could answer DOK questions on a lower level there was no
demonstration of transfer of knowledge to analysis and application (Webb, 2005). Mitra made a
valid point - that providing opportunities for children to learn is vital. If good teachers are not
willing to go to remote places to teach these impoverished children then nothing in their lives
will ever improve. By creating this Hole-in-the-Wall experiment he has exposed children to a
world they may never have known existed. Although the concept is still novel, it is that same
novelty that keeps them engaged and wanting to learn more. That being said, I do not believe
that anything can take the place of a properly trained educator. Novelty aside, all children learn
and are motivated differently. Novelty also wears off, faster in some children than in others. If a
student is frustrated while trying to learn, then they develop avoidance techniques. Avoidance
was evident when some of the children used the computers primarily for game playing and

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watching shows instead of learning English or attempting to solve challenges presented by Mitra
(see Blendspace 1).
Strengths and Weaknesses
Some strengths of SOLEs lie in how children learn. When children feel empowered they
invest themselves in the task and are risk takers in their learning (Clifford, 1991). When students
see other students taking risks in a learning environment, it sets a precedence that risk taking can
be a rewarding experience (Clifford, 1991). When this happens more students get involved in
the learning activity (Clifford, 1991). With HiWEL experiments, it was evident that the students
became risk takers they saw other children from their same community became interested in
computing. They continued to invest time in completing research about subject matter presented
in English, a foreign language, which was difficult to learn (Hole-in-the-Wall Education Limited,
2014). However the level of risk must be within a students range. Too much risk, e.g. a
complicated cognitive task which is too complicated for the individual, meant the individual
student would be reluctant to undertake take the challenge (Clifford, 1991). The amount of risk
must be relevant to the learner.
Although HiWEL experiments show students gain increasing competency with the
subject matter, the actual material to be learned was never divulged. With science and
mathematics education in Florida, students are introduced to some skills, the information to be
learned is topical; however, other standards require deeper knowledge and understanding. The
standards for the material to be learned were not made clear so it is difficult to know what level
of learning was to be attained. Also, with this type of research being conducted by just one
company or group it raises some questions and concerns about reliability.
Personal Reaction

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SOLEs help students to become more autonomous with their learning and teach collaboration at
an instinctual level (see Blendspace 3 & 4). SOLEs have a great deal to offer self-motivated learners.
There is still a need for some structure that will help motivate and entice all learners. Even Mitra
admitted that there was a need for a facilitator to promote deeper learning (see Blendspace 7). After
viewing several different videos of educators and how they have fused the SOLEs concept into their
classroom instruction (see Blendspace 3, 4, 5, & 8) the value in this type of learning can be easily seen.
All children are curious about the world in which they live and it is an educators responsibility to know
what motivates individual students and present them with opportunities to learn in ways that interest
them. Use of technology in the classroom really gets students excited to learn. For too many years
teachers have been the sage on the stage, now research has demonstrated that with technology students
can be empowered to navigate their place in this world.
The current trend in teaching is for the teacher to become more of a facilitator. Some reasons
why this is difficult is for years it was expected that the teacher knows more than the students, another
reason is that in 180 days students are to gain knowledge on a specific scope and sequence in reading,
math, science, and social studies in order to complete an end of course exam. Still there is great value in
students becoming autonomous in their learning. All students, no matter their background or current
situation, can learn which is why SOLE has its place in education. If there are places that teachers will
not go then it is vital that these children be given the opportunity to get to the education.

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References
Clifford, M. M. (1991). Risk taking: Theoretical, empirical, and educational considerations.
Educational Psychologist, 263 - 297.
Blendspace (2014) https://www.blendspace.com/lessons/-m2BzQ8E2-HtUg/
Hole-in-the-Wall Education Limited 2011. (2014, September 14). About HiWEL. Retrieved from
Hole-in-the-Wall: http://www.hole-in-the-wall.com/abouthiwel.html
Mitra, S., & Dangwal, R. (2010). Limits to self-organizing systems of learning - the Kalikuppam
experiment. British Journal of Educational Technology, 672 - 688. doi:10.11111/j.14678535.2010.01077.x
Press, C. (2014, September 14). Pure Novelty Spurs The Brain. Retrieved from Science Daily:
http://www.sciencedaily.com/releases/2006/08/060826180547.htm
Webb, N. L. (2005, July 24). Web Alignment Tool. Retrieved from Depth of knowledg (DOK)
levels: http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf