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Yvonne Moore's Comparison of 'Healthy Eating' Representations

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Yvonne Moore
2 April 2017

Learning Design Comparison

H800 Activity A2a (Week 8/9)


#1 - "Healthy Eating" in the Design Principles Database

#2 "Healthy Eating" in CADMOS


Readability i.e. the ease with which you understood the content)

The analysis of the ‘healthy eating’ lesson was easy to follow.

This was very easy to follow as it relates very clearly to a simple ‘lesson plan’ approach.


Not sure what this requires me to comment on? The diagram as a tool for expressing the structure of ‘design principles’ is a fairly simple representation.

Again, not sure what this is asking.  The diagrams used set out the learning design in terms of role/activity very clearly.

Utility i.e. their usefulness in communicating important aspects of the design

The analysis clarified the educational benefit of the ‘principle’ being followed and offered ‘justification’ for inclusion in pedagogical terms.

There isn’t any real analysis of educational benefit, rather just a clear depiction of what is included and who needs to do each action.

Are they adequate for expressing your design?


The design narrative I described looks at the introduction of a series of training sessions – so at first glance this is difficult to see the connection.  Searching the principles database wasn’t an easy task, however I found this principle: “Provide teachers with supports for adaptation”.  This could provide some advice for creating professional development activity with teachers – although it’s not immediately obvious how!

This method could depict each of the training sessions being delivered (in my design narrative) and be useful in terms of making it straight-forward for a team to follow (even if you weren’t the one who wrote the design).

What would be the benefits of using these representations for your design?

By describing the activities in my design example to some of the principles described could have enabled my colleagues and I to judge whether our planned objectives had a good chance of being met.

Rather than assume our good intentions were sound we could have analysed them against learning design theory.

By reviewing the database we could have found some examples to match what we had planned. (Although I couldn’t find anything!).  However, the content seems a bit dated and has a definite ‘science’ leaning that may not always translate to other learning activities.

The simplicity and clarify provided by this method could make it easy for a team to follow.  Listing the various ‘learning’ that happens at each stage of an activity could provide an overview so that a whole team can ensure they are offering a variety of experience, across a series of planned activities.

The software doesn’t seem to exist anymore (I couldn’t find it) but the method could be easily replicated.

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