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Bridget's Comparison

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Mrs Bridget Priddle
28 March 2014

Activity 2a Part 2

4 T’s Model: – ‘The model identifies 4 dimensions as the main elements around which it is possible to design and structure an online collaborative learning activity: Task, Team(s), Time and Technology’ (Persico et al., 2013).

I found this model simple but functional in its design, with actions, roles, technologies/equipment and timings clearly visible (a ‘bird’s eye view’). It provides an easily transferable tool.  I didn’t really need the text to understand the simplistic approach behind this design.  I would suggest it would suit the needs of an experienced teacher, who could use the 4T’s framework as a scaffold on to which the method of delivery can be built.  It does not really allow for fleshing out within the model itself, which may restrict inexperienced teachers, in terms of a particular subject/lesson objective.  For me, it could be interpreted as rather teacher led/centric and also closed/explicit/ prescriptive; for example ‘Look at the list & suggest a method’ could be just that, it may not allow for individual exploration into, or contextual understanding of scientific inquiry methodologies and habits – but as this is perceived in this model as a possible adjunct to ‘selecting a method’ and therefore not the key aim of the lesson ‘the plan’ could/would be used by different teaches in different ways.   My understanding of the challenge for the ‘Healthy Eating’ lesson was for students to decide “what do I want to find out” and “what are my/our methods, procedures and actions” ( Anastopoulou et al, 2012) ? This implies a learner centric method.  If variance is acceptable within the tolerances of the lesson, then the timings become less important.   It always comes down to the ILO’s; I would postulate that if these remain rigid and well defined, then so does this type of learning design.

Healthy Eating in CADMOS: – ‘CADMOS is a graphical editor that appeals to practitioners with basic computer skills and knowledge of learning standards’ (Persico et al., 2013).

I chose this model as a contrast to the 4 T’s model.  The CADMOS model, although possessing the ability to produce a ‘graphical read out’ seems a little disjointed and haphazard in appearance.  The text underlines the clunkiness of this model which is obviously based on, and restricted by this iteration of the CADMOS software.  Even the relevance of the metadata is confusing. The text describes other aspects of the processes involved which do not appear to be represented by the graphical output.  However, as there appears to be no timings attached to the 14 activities displayed in the ‘conceptual model’; all the activities are displayed as if in one timeframe, allowing for a mix and match, dip in dip out delivery (?) this model, with its ‘apparent flexibility’ could imply a more open, student centred approach?  Nevertheless, this is not made clear in the text, so is open to individual interpretation and debate.  I suppose this apparent open view, non linear format lends itself to utility by teachers who need to display and connect a variety of activities and their associated tools in one haphazard view, but this need would resemble and be better serviced by a mind map.  All in all, this looks like a ‘test’ model that requires a number of improvements and refinements in order to adequately perform as a learning design tool, both in its description and application.


4 T’s











Adequate for Expressing My Design



Benefits for My Design

In its current format the 4 T’s model is limited by its linear design, but could be adapted to add more ‘lanes’.  If this was possible and practical, the simplicity in design could be used to produce a graphical representation of my learning design.

This model is more like a mind mapping tool, and as such I could use it to represent my flexible learning design.  However, I would see little benefit in actually using this model when there are much better mind mapping tools I could utilize.

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