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Cloud created by:

Avril sweeney
3 April 2013

The 2 representations  I chose are, we are asked to review  and compare both representations chosen below

  1. "Healthy Eating" in an e-Design Template (and the associated discussion cloud)
  2. "Healthy Eating" in CADMOS (and the associated discussion cloud)

 Consider these representations from the perspective of the learning design you documented in Activity 1.  Looking back at my activity 1

 Are the 2 representations  adequate for expressing your design?

The  Healthy eating in CADMOS representations might over complicate my learning design from Activity. it involves writing in a logical way a transcript or a plan of action and then using the technology like compendium to map out actions for students, teachers, learners.

The  Healthy Eating" e-Design Template model might be somewhat adequate for expressing my design activity . Like my design narrative it has a ‘structure’ and a ‘support’ mechanism for students to review and comment on my design. I don’t think the e-Design Template model adequately ‘expresses’ my design. I think to express my design adequately I would need to 'use the technology like compendium' to make my design more 'explicit' outside of the head so that this would adequately express my design?There is no  scope within e-design  model for meeting learning objectives or learning outcomes so it is not adequate?

I feel that the 'Cadmos model 'seems to meet learning objectives and outcomes and may be more useful/may more adequately express my design. It makes my design  more 'explicit ' using both technology and guided support /moderation by the teacher?

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

 I think the benefits of using these representations for my design is that I could use both representations as a guide when designing e-learning making my learning design more ‘EXPLICIT’ rather than ‘IMPLICIT’. If I used both the Healthy Eating" in an e-Design Template and the Healthy eating in CADMOS- they would compliment my design because the e-design template uses a  4 staged structure to support my design and the Healthy eating in CADMOS uses technology.

I  think  using ‘compendium’ to map out the learning design would help me to make my design more explicit so that -peers , students and tutors could review and comment and replicate my design? If I were to use the Healthy Eating" in an e-Design Template i would not really be documenting or making my design ‘explicit’ although I would be sharing my design for peer review.  If I were to use the Healthy eating in CADMOS model I would be making my e-learning activity more ‘explicit’ mapping it out into a ‘design pattern’ so that other students and tutors could replicate my design because i made it ‘explicit’ mapping it out using technology and then sharing it for peer review and feedback?

I can understand why ‘teachers’ and ‘practitioners’ might be confused as to which design or template is useful. I can also understand why they might be reluctant to engage in using models although the plus side is making ‘e-learning design more explicit rather than implicit’ . This dilemma appears to be a trendy issue at the moment – how can teachers and practitioners be ‘supported’ in e-learning design to make it more explicit rather than implicit?


Readability (ease which you understood the content

Expressiveness (clarity)

utility (i.e. their usefulness in communicating important aspects of the design).


Healthy Eating" in an e-Design Template

I understood the content because the ‘model’  is red and is very visual and eye catching and is structured in ‘steps’ that acts as a ‘guide’ for practitioners

I found it clear to understand .  the model  is based on constructivist approach /peer review /support helping learners to self-direct their learning

I think the ‘steps’ on the model help practitioners and teachers because it sets up a framework guide – active induction, guided exploration, facilitated investigation, self-organised learner- i think the model communicates important aspects of design such as best practice principles in e-learning

Active induction (stimulus), guided exploration (student managed closed activities), Facilitated investigation, (tutor managed open activities) and self-organised learner (student managed, open activities)





Healthy eating in CADMOS

This describes what happened and talks about the use of the Graphical editor – and eventually  gets to the ‘figure 1 conceptual model using compendium? This description is  easy enough to understand but compared to the above design template the cadmos is tedious to read whereas the design model above is easy on the eye and is understood immediately

Cadmos is harder to immediately understand especially if you are a novice designer comparing cadmos to the healthy eating design template cadmos  expresses too many words to describe the content whereas the Healthy eating model describes the content in 4 easy’ steps’

I like the figure 1 conceptual model using compendium? (process flow that maps out resources, teacher and learner input) .  If the practitioner is somewhat of an expert with technology/compendium it can map out the process flow- however if you are a novice designer I would go with the Healthy Eating" in an e-Design Template compared to the Healthy eating in CADMOS as the healthy eating design template is ‘simple’ to read and follow for beginners?










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