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Oliver's representations

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oliver sterland
5 April 2013

Two representations:  SPPIces (in LdShake) and Cadmos

SPPIces

For all of these representations there are screenshots of the i CSCL tool interface with explanations of the screenshots and Learning design models (Can't help thinking that a screencast may  have helped more in making these tools and models more transparent).   In terms of the 'readability',  'expressiveness' and 'utility' (see activity 2 task) of the model descriptions,   I feel that that these are a little like instructions for board games:  it's better to have hands on

For  SPPices in LdShake,  first of all,   I'm not sure where  the 'ices'  part of the acronym comes from, when it's 'S' for 'spaces' , 'P' for 'participants',  'PM' for 'Pedagogical Methods',   and 'H' for 'History'?   

Second, the representation of 'S'/ 'PM',  'H' in the screenshot seems to represent the components separately, but not how they interact in terms of  time progression or sequence (unless this is represented elsewhere).  

The 'History' part seems to be intended to build in flexibilty ('what is likely to be varied') allowing flexible management,   but the term 'history' seems retrospective and rather opaque.   This quarter of the circle is least transparent for me.

Finally, I'm still unclear from the descriptions as to how this model lends itself specifically to blended learning (as seems to be the claim)  over the other models.     I also wonder why the profile of participants in the 'Participants' quarter is described as 'not applicable'.   

Cadmos

This offers two schematic representations,   first a description of the activitity in terms of 'who's doing what?'  with a link to the materials/source, which,  if I've understood correctly would open up to reveal further data.  Second,  a  time-line/lesson progression which represents which parties are active during key phases.

The 'Who's doing what?' ,  I feel is a little misleading as representation:  the arrows suggest a 'flow'  or 'hierarchy' going out from the 'Lesson 2' title, whereas from left to right these are sequential steps.   However, the brief summary of the activity is clear enough.

The second schematic diagram reminds me of the drum of a music box.  where pegs pluck the wires as the drum turns around!   To torture the analogy, in  this case each  'peg' would symbolise the interaction of the protagonists at any particular instance in  time:  either students working alone,   the teacher holding forth, or the groups working together.    Personally,  I find this effective, with the green lines symbolising the acitvity phases discretely.

Application to my design

SPPices in LdShake:   difficult to say whether this is adequate,  since I haven't fully understood the model,  although in a sense,  if this model IS designed to better represent blended learning, then it doesn't necessarily add anything, since all of the activities in my learning design take place 'live' within the two hour session (definition of 'blended learning'???)

I would probably choose Cadmos, due to the clear representation sequencing and phase duration in the second schematic diagram.

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