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Behavioural Attributes and Learning Design Categories - Coggle Diagram
Behavioural Attributes and Learning Design Categories
LD Productive
digital pref because they're creating
notetaking
LD Interactive-adaptive
digital pref inofrmation filling in
LD Finding and handling
notetaking,classficaiton and reordering, source of information to draw on, esp for assignment
diugital pref
Could be dsitracting if not well structured (FOCUS)
forming subgroups to help and find info, communciate, etc
LD Experiential
helpseeking, drawing their own experience, strategically changing their own learning contexts
LD Communicative
employment aspects of help seeking
helpseeking, seeking suppport etc
LD Assimalative
Digital pref -re aading own notes
Reading back own notes (notetaking)
LD Assessment
digital pref
referring back to digital notes (NOTE)
Pitfalls
Is it celar from teh design why a studnet is being asked to engage in a paritcular way
Focus, reluctance for collab could be difficult (Communciative)
GOal and TIme more about workload, ICEBERG, balance, activity balance
Avoiding others may be how that studnet views learning, being sure about the purpose of activities and studnets understand the benefit
Communicative problems around Digital Pre and Notetaking, it's teh studnetworking on their own., For instance open studnet, ccreatimng to coming back and communcicate.
Helpseeking, support mechanism f2f but not online
are there sufficient opportunities built into modules to support helpseeking