Conclusion Cloud

Cloud created by:

Mark Bevis
4 April 2013

Please share your 'silver-lining' to the report in no more than 140 characters.

Love 'em or hate 'em, we'd like you to select one of the representations that you either reviewed personally, or saw through someone else's collaborations and justify your opinion, below.

We will then, collectively conclude our findings.

All the best,

Go Reds!

Extra content

Adding the practical focus of 4Ts to the 4SPPIces web-based tool would result in a very powerful tool for learning design.

Gresham Arnold
20:04 on 8 April 2013

The conclusions I came to during this activity were that the 4Ts and E-Learning representations were by far the most accessible and helpful of the representations that I looked at (I say I here as I did not investigate all 7 of the learning representations in detail). This however does not mean that the other representations are without merit; indeed the Web Collage and 4SSPIces tools both appear to be powerful collaborative and illustrative tools to communicate LD to others. My comments regarding Gresham’s review of the 4SSPIces model in our group wiki can be found below:

4SSPIces model (Originally reviewed by Gresham Arnold

This model seems similar to Web Collage in some respects; e.g. it is a web based aid to visualising or modelling LD, where it differs is that on first impression it appears to be simpler and has a more user friendly UI. However it shares some of the problems of Web Collage in that while it appears to be a powerful collaborative tool, without instruction or a simpler more intuitive interface, its usefulness will be limited to those practitioners who know how to use it well.  Furthermore as Gresham points out the recording of the timing of individual tasks is an issue with the 4SSPIces model.

Finally, I wonder why the  ‘Lesson Plan’ was not included as a representation of LD in this activity as I think that it combines aims, timings, learning outcomes, activities, learners, materials used and so on, to design and plan a learning activity. Furthermore in my experience it is the most widely used method (in the UK at least) of planning learning activities.

Lawrence Brannon
10:59 on 13 April 2013

Embedded Content


Mark Bevis
3:47pm 14 April 2013

I'm inclined to agree with GA and LB, that no one model offers excellence, but when combined could provide the components for ease and clarity.

Mark Bevis
4:13pm 14 April 2013

I would like to share my idea, inspired by the e-Design model, for finding the Practicality Index: PI.

PI refers to the effectiveness of an activity by correlating two factors:

  • the Teacher's input
  • the openness of the activity

If we were to create a graphical representation with the Teacher-Student input score on the y axis - moving from 1 to 5, where 1 represents Teacher's input and 5 represents Student's input. Then mapped the openness of task (in relation to the autonomous nature, thus reflection of task design in correspondence to student's own need) along the x axis again graduating from 1 - 5, where 1 represents Teacher's design and 5 represents Student's design.

The most teacher directed activities would score a PI of 1 x 1 = 1 and the most student directed activities would result in a PI of 5 x 5 = 25.

Obviously there is some degree of wishful thinking that our students can not only identify the gaps in their own knowledge, but also proffer the perfect solution, which is why the PI holds practicality at its core. 

If we expect a session to progress as e-Design illustrates up a scale of 'Diversity of Interaction' and 'Diversity of Assessment', then we can recommend minimum PI scores for the various steps along the path.

That is to say we will expect to begin with tasks rating from 1 - 4, with a discovery area of realization from the students of around 6 - 8. 

Notice from the graphic, that any PI of over 9 is determined by stronger influences either by the student or by the activity's openness.

By targeting a PI of 9 at a certain stage in proceedings we are actively fostering an environment of Student-Led design and realization, beyond that point, even if the closing tasks are, as they were in 'Healthy Eating', dependent on the teacher bringing the group back together for discussion. 

Mark Bevis
4:25pm 14 April 2013








Student closed




Student open




























Teacher closed




Teacher open



























Contribute to the discussion

Please log in to post a comment. Register here if you haven't signed up yet.