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Gareth's Representations

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Gareth Davies
25 May 2014

The 4Ts Model

 

‘readability’ (i.e. the ease with which you understood the content) 

The visualization of the 4Ts representation is divided into 4 swim lanes, Task, Teams (subdivided into teacher and students), Technology (subdivided into input resource, environment, and output resource), and Time. Those swimlanes run vertically downward through the stages with time frames measured on the right hand side within the Time column. This makes the representation immediately easy to read.

 

their expressiveness

 

Though easy to follow, the representation without any interactive element cannot facilitate entering a lot of descriptive detail.

 

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

 

Very useful in expressing the process though not the nuance and the special considerations unique to the context of the class/lesson

 

 

Consider these representations from the perspective of the learning design you documented in Activity 1b.

 

Are they adequate for expressing your design?

 

They’re adequate in relation to expressing the process I followed in my design. Though I’d not be able to add a great deal of detail and those reading it would be limited in gauging the potential effectiveness of my design.

 

What would be the benefits of using these representations for your design? Please explain your views.

 

The benefits of using this would actually be for me to visualize where I could integrate more technology appropriately and in a balanced way. My learning design is one where technology is only used to display image/video and collect feedback. I look at the representation and see that there are many ways I could have integrated certain tools into my design. It’s also much more than the kind of lesson plan I’m familiar with, placing more emphasis on environment and tools. I feel it could help me build from the bottom up a structure for a blended learning scenario.

 

 

"Healthy Eating" as a 4SPPIces Model and in LdShake

 

their ‘readability’ (i.e. the ease with which you understood the content)

 

Far more complex and less immediate in its intuitiveness than the 4Ts model. Were it not for the detailed explanations given along with the representation it would be very difficult to fathom.

 

their expressiveness

 

Very expressive. Having been integrated into LdShake, the additional functionality of being able to open tabs to the respective documents of the 4 factors of the learning design process.

 

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

 

Very useful in the development of a learning design were it to be a collaborative design initially, or something that can organically be improved for repeated use by either the same teacher(s) or future teachers that either want to use it or review it.

 

 

Consider these representations from the perspective of the learning design you documented in Activity 1b.

 

Are they adequate for expressing your design?

 

The 4SPPIces Model is more than adequate to represent my design.

 

What would be the benefits of using these representations for your design? Please explain your views.

 

 

I see that integrating it with LdShake could be a very helpful tool in making my lesson available to other teachers who can modify it and manipulate it as they see fit. This would be of particular use in a recent change in the way British Council Thailand has begun offering its courses with much more strict definitions of what each lesson will achieve in terms of learning aims for the students. These ready made lesson plans follow a specific structure of containing certain elements that must be covered but the lessons can be tinkered with and supplemented by the teachers as long as those learning aims are met.

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