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John C's Healthy Eating comparison

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john couperthwaite
24 March 2014

For this comparison, I have chosen the The 4SPPIces model and the e-Design Template.



Though addressing distinctly different approaches to learning design, these two models are relatively easy to follow. In particular, the e-Design tempalte uses very little jargon to describe the complex scaffolding of learning activities to engage and stimulate learners through collaborative and independent learning phases.


Both model are graphically descriptive and clearly understandable. They effectively represent the learning design in a structured format which the designer can own with little training. The e-Design template is particularly useful at describing how the designer can build up a learner’s confidence with learning towards the final goal of being a ‘self-organised learner’. If this is not the goal of the exercise then this approach should not be used – this must be fully understood when considering this template.


Whilst 4SPPIces encourages the designer to define the functional elements of the design process (Pedagogy, Participants, Space and History), though this does not help with organsing these into workable learning activities. In contrast, the e-Design template largely ignores the functional elements in preference for guiding the designer into creating a sequence of activities which can evolve over time towards a defined endpoint.


My learning design in Activity 1b was: Transforming a taught course into a MOOC



4SPPIces is a useful tool for the initial planning stage where a primitive learning sequence, delegates, space and temporal changes are defined.


The e-Design template would help us understand how to take our learners through early, ice-breaking and scene setting tasks, through to more structured learning activities.


4SPPIces helps summarise the principle components in a structured view, and ensures that all four areas are evenly considered.


The e-Design template is ideal for a time-limited learning module in which different modes of activities are introduced and can be plotted in a tabular format.


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