Shneiderman's "Genex" —generator of excellence— described four phases of a process (Collect, Relate, Create, Donate), but I see it as four learning vectors. Vectors have magnitude and direction; aeroplanes fly along vectors; vectors imply movement. Movement from a position of 'pre-knowledge' to a position of 'learning objective achieved'. The macro model { Read, Talk, Do, Write } maps to Shneiderman's Genex, and can contain any number of iterations of the micro model { Read, Talk, Do } as illustrated in the last diagram.
Read |
Talk |
Do |
Write |
Macro |
|||
Micro |
On napkins |
||
| Study notes Required readings Suggested readings Peer-reviewed journals White papers Green papers Reputable magazines Reputable newspapers ... |
Tutor Peers Subject experts Practioners User group Winners Losers Victims ... |
Survey Inspect Grock Model Design Prototype Dismantle Analyse Re-design ... |
|
I don't know where Read - Talk - Do came from, it seems to have come into my mind by osmosis. Maybe an attribution is needed, but who should I cite? It may be a derivation of the "E-learning framework", Dyke and Conole (2007, p84): "e-learning developments could be improved if they were orientated around three core elements of learning: through thinking and reflection; from experience and activity; through conversation and interaction." The E-learning framework is represented as a diagram (Dyke and Conole, 2007, p88) with the elements expressed as pairs of nouns at each apex of an isosceles triangle. By contrast the learning vectors are active verbs — imperatives. Shneiderman's Genex too provides us with imperatives: Collect! Relate! Create! Donate!
Conole, G. & Oliver, M. (Editors) (2007) Contemporary Perspectives in E-learning Research. Abingdon: Routledge.
Conole, G., Dyke, M. et al. (2007) Contemporary Perspectives in E-learning Research. Abingdon: Routledge.
Shneiderman, B. (1999) Creating Creativity for Everyone: User Interfaces for Supporting Innovation (Internet).