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Paula M: Comparisons between the e-Design Template and the Design Principles Database

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Paula Adriuzzo
4 April 2016

e-Design Template

Readability: while the instructions appear very clear I would say when breaking down into specific activities some activities are blended and belong under more than one heading.

Expression: I think there is quite an overlap between the principles which makes it difficult to pigeon hole tasks under the correct heading.

Utility: there would be some back and forth between the columns as the previous scaffolding activity progresses and is understood.

Regarding use of the e-Design Template for Healthy Eating: I wouldn’t say that the four scaffolding phases have been used very well, there should be some back and forth and splitting of the activities under different headings. There is the assumption that the students didn’t get beyond the Guided Explanation phase, which I didn’t feel was correct.

Perspectives of learning design

Insofar as adequacy for my design  [which I haven’t written about as it’s still in its early stages and is still quite teacher-centric and tutorial like], initially I would make an attempt to use it for lesson planning 

The benefits to me for using this could be as a way to predict possible outcomes and how I could scaffold a lesson by shifting between the principles.

 

Design Principles Database

Readability: I didn’t understand what to do from the description even though it seems loaded with promising results. You had to click on an outside link to view examples and this was quite a “dry” experience for me mainly because there was a lot to look at.

Expression: The graphics shown in Fig 1 don’t  connect with the in text description and this makes it unclear as to where to take it.

Utility: The database is based on building upon the three principles of browse, participate and design; and is open to interpretation by the designer.

Regarding use of DPD for  Healthy Eating: they used it well to describe the task, although it’s really just a breakdown of what they did and the rationale behind this, my expectation was that it would be presented schematically using graphics such mind map type diagrams, and not as a table.

Perspectives of learning design

I felt this was more suited to presentation/lecture like tasks that require expansion on a proposed idea and not useful for teaching math’s.

 

Further comparisons are that they are both good for constructivist type tasks, the focus being on design principles and the rationale behind them.

 

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