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Tony's Representations

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Tony Cox
4 April 2015

Healthy Eating session 2: - 4Ts model vs. e-Design comparative review 

 

4 Ts model

e-Design

Activity mapping - the templates are subjectively interpreted ...

The 6 Healthy Eating activities are mapped to 7 4Ts activities (the group activity being split into subgroups and plenary).  

The 6 Healthy Eating activities are mapped to 11 e-Design activities (except that there is no number 10) grouped into 7 timed chunks!

 

Readability

Very easy to follow flow of activities and the split of the 4T was particularly appreciated to focus on the particular aspects as required. Prior knowledge of the majority of the symbols was not necessary and I found the swim-lane layout similar to cross-functional flowcharts used in process mapping. However the numbers  to the sides of the student activities (i.e. 20|1 and 4|7) were not understood - initially thought to be the number of students per group and the number of groups but the numbers do not add up!

Easy to follow flow of activities and use of plain English ensured instant understanding. The abbreviations for the participants (TS, SS and SE) which were not explained although quickly grasped after brief reflection.

Expressiveness

Both templates document and clearly communicate what is to be done with scope for free text in the symbols and boxes to allow the author to provide the necessary detail. Equally both templates fail to express how the activities are to be performed and experienced.

Utility

The template segregates key information for all stakeholders; participants and support staff (e.g. to provide video player).  In this regard I would have preferred to see an additional swim-lane, under teams, for the 'expert'.

The e-template is essentially limited to being a structured lesson plan for the use of the teacher (who would need to communicate appropriate details to participants and support staff by other means).

Adequacy for expressing Design

The template is adequate for expressing and communicating the author's vision but not the thinking that led to this output (i.e. the design choices are not made explicit).

This template is really a set of structured notes which while being adequate for the author do not fully capture the author's vision  or communicate its implementation.

The benefits of using the Design

The template motivated production of a structured lesson plan which identifies sequence, activities, resources and timings.  The nature of the symbols forces the consideration of each aspect.

The template motivated production of a structured lesson plan which identifies sequence, activities and timings.

 While both templates produce workable lesson plans I found the 4Ts preferable as it both motivates deeper consideration of individual aspects and communicates the design more comprehensively.

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