After a meeting with Sugata that did much to clarify the objective and potential scope of my research programme, the principal objective has been amended to the following;

Does the Self-Organised Learning Environment – SOLE (as defined by Mitra) promote deeper learning in children excluded from the education system in the developing world: A comparison of formal and informal education in Ghana, West Africa.

The research effectively represents a comparison of learning outcomes in relation to the following systems: a) formal public and/or private schools. b) monitorial method c) SOLE.

The principal points agreed with Sugata are listed as follows:

1) In relation to Bloom’s taxonomy of cognitive process, deeper learning is related to ‘understanding’ as opposed to simple ‘remembering/recalling’

2) On the understanding that the SOLE will be computer based, the development of literacy skills and particularly reading will be a significant outcome. Therefore testing will also be supplemented by an assessment of reading ability.

3) The assessment will be based on two related strands of questioning derived from selected areas of the curriculum. The first strand of (known) questions will be directly related to the curriculum i.e standard exam questions. The second strand will represent a set of parellel, related but unknown (to the teacher) questions that will be used to assess the depth of student understanding .i.e. the application of a principle in an unfamiliar context.

4) This alternative set of questions must be sufficiently related to the curriculum that it represents a fair test but sufficiently different to represent a valid assessment of understanding. A theoretical rationale will be required as a basis for the parellel set of questions.

5) On the present assumption that children are particularly stimulated by visual media (a postulate requiring some supporting evidence), it is proposed that the SOLE is supplemented by Skype and films with subtitles, as a vehicle for promoting literacy skills. Moreover, it was suggested that a range of viewing material be provided with choice turned into a classroom activity i.e children are required to read an abstract/reviews before discussing and democratically selecting a preference. Naturally, there will be additional questions related to the viewed material, whilst meaning will be collectively derived based on exchanges in L1 and L2.

6) The use of the word collaborative (as in computer supported collaborative environment) is too emotive and doesn’t accurately reflect student interaction within the SOLE context (tasks are not pre-planned such that activity is evenly distributed amongst participating members). Sugata believes that children will either get the attention and support they need from the group to which they are immediately associated or they will simply move to a different group (an action permissable within the SOLE context). On this basis, there is no requirement for developing further software/applications/scripts specifically for the SOLE.

7) The assessment can be further developed by incorporating behavioural measurement into the research based on video recordings and on/off task analysis.

8) Sugata doesn’t believe that research of child perception related to the value of education in the given context would necessary produce a meaningful result. This is not due to lack of interest but simply a limited awareness of the available options.

9) In view of his experience working with SOLE, Sugata recommends that the age range is limited to children below thirteen years old as they are more receptive to the notion of learning. In general, the inclusion of older children in the given context is likely to result in a greater prevalence of behavioural issues and should therefore be the subject of separate research.

10) The research period should be at least a year in length, in order that the benefits of the SOLE environment have sufficient time to emerge.

11) The monitorial method should closely reflect that witnessed in India (the BBC film). Bright students in the formal system will be required to teach their excluded peers the chosen parts of the curriculum. Obviously careful scheduling and some form of incentive will be required in order to motivate the monitors.

12) The research should be limited to outcomes (cognitive, behavioural, affective). An analysis of the underlying mechanism of learning (particilarly in relation to SOLE) is beyond the scope of the research, though reference to the work of Piaget and Vygotsky in relation to Peer Assisted Learning is appropriate.