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Pascaline's review of the "healthy eating" representations

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Pascaline Fresneau
2 April 2015

 

4 Ts model

e-Design Template

Design Principles Database

Readable

Very easy to understand

Very easy to understand. It makes perfect sense to me. Tutors guide their students at the beginning of a course, and then progressively guide the students to become self-organised learners.

Table 1 describes well what this database is about

Expressiveness

The diagram makes it very clear to visualise and to remember

The template itself is also very clear, providing a clear structure of the type of activities for each phase of the student progression throughout the course.

The diagram makes it very clear to visualise and to remember.

Figure 1 is not very clear for me, and I even wonder why we need 3D in this example.

In addition, there are a multiple of links that links to links that links to more links to describe the whole system, and frankly it just gets too messy.

Utility

4 key elements of an online collaborative learning activity are Task, Team(s), Time and Technology.

The model is flexible enough. It might not be used in the same detailed manner of the one represented in the article, but rather loosely to keep in mind the 4 factors. Then this model can be used to a very wide range of learning activities.

This template is simplistic but provides clear examples/guidelines of how practitioners can/should create learning designs for e-Learning. I will definitely take this template back to work and share it with my colleagues!

 

I found this representation easy to relate to because it’s pragmatic like me. Also, as a non-scientist, this approach makes the content more relevant for me.

I don’t think however that I would be using this model.

Adequate for expressing my design

I delivered a workshop, so students had to practice throughout the session. I would definitely have to adapt this model to my workshop, but it could work.

This model is not adequate at all for my workshop. I see this model particularly relevant to courses such as H800 where progression is required.

Not at all. I deliver a workshop: students receive the information and practice, end of.

Benefits for my design

This design would keep me focused on the pragmatism of the workshop: what do I want the students to do, in groups or as a class, using what technology and within what timeframe.

None. This would just become a paperwork exercise, where I would only complete columns 1 and 2, like for the healthy eating exercise.

None. I don’t see the point of such a table for my workshop.

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