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Grant Penny's Representation

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Grant Penny
3 April 2015

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

2. their expressiveness

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

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

1. Are they adequate for expressing your design?

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

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#1 “Healthy Eating” as a 4 Ts model

A1. A fairly easy model to understand without much explanation needed.

A2. Even with no previous knowledge, the design can be understood. The information is structured in a logical manner, providing easy reading.

A3. Many aspects were clearly detailed, including smaller details, such as group size, and teacher vs. student action during a particular period during the lesson.

B1. No. This is largely due to my design not being of teaching, but rather working through a project involved around evaluation.

B2. This design could be useful in displaying what various members activity would be, much like a timeline involvement of various members and their contribution to the project as whole.  Each member could be listed as a seperate team member, whose involvement in the task could fluctuate according to the other Ts.

#2 “Healthy Eating” in an e-Design Template

A1. It took longer for me to understand the content, than in the 4 Ts model. The lack of defining roles for the students vs. teacher provide less information for how the lesson should be conducted, and there is less information regarding how the students are set to carry out the given task, i.e. no mention of tools or groups.

A2. Similar to above, the design does not seem to detail enough about the role of students or teacher to be useful without additional mapping of the individual tasks.

A3. Other than detailing the stages and aims of student activities, I would argue this design is not particularly useful from a teachers perceptive without more informing of what to cover and how to do so.

B1. No. As my design did not involve teaching as much as evaluation.

B2. It would provide a means of understanding the flow and role of the tasks from the team leader to the individual members, and how they could contribute to the project from a broader a broad general perspective down to a specific role and individual responsibility.

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Lydia Spenceley
10:58am 12 April 2015


Grant,

I agree with what you say in terms of e-design being lacking in detail, and for short lessons it would be difficult to implement.  However, many of the lessons I teach are 5-6 hours in duration and I use this as a method to progress the lesson and also to check on the understanding of the individuals (apart from the fact it gives both them and me a break as they can work with each other!).  It's also a very useful strategy for planning a sequence of lessons (the dreaded scheme of work) when you are trying to develop the skills for independent learning.

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