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Ross' representations review

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Ross Harley
30 March 2017

4Ts model

This is a very easy to understand model and representation, mainly because it seems to me a reinterpretation of the lesson planning method I was taught, the difference being a lanes rather than boxes approach. I like the simplicity of this representation: though as stated it can be quite messy to work in this way given the dynamic relationship shared by the four elements, on the other hand this relationship is probably the core strength of the representation as it creates a refined design. The way it was written up is occasionally confusing, perhaps it was translated or English is not the writer’s first language, but it was easy enough to extrapolate the intended meaning. It certainly communicates some of the important aspects of the design but there is no mention of assessment.

CADMOS

This was a bit more difficult to get my head around than the 4Ts because it has two components, a conceptual model and a flow model. The metadata definitions and representations that happen ‘off screen’ further add to the challenge of comprehension. Once I begin to think of CADMOS as a tool rather than a model or framework a clearer picture emerged, although I wonder if using this tool creates more work than is necessary but without using myself I can’t be sure. The flow model is easy enough to follow but is basic and not (at least in the iteration discussed) designed for face to face scenarios and I’m not sure how much value there would be in the conceptual model for me because once detailed metadata is input a visual depiction seems unnecessary.

Both representations would be adequate for expressing my design, although the 4Ts is initially eaiser to digest. This would make easier to share with my co-teachers as all the information is in one place, and the dynamic relationship between the considerations is better expressed and suited to collaborative planning or scrutiny. In the 4Ts there is scope to have sub-tasks which was requirement for my design as I anticipated that not all groups would finish an activity simultaneously.

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