Relational CDP in detail by Elizabeth Cook https://padlet.com/ejcook4/d5ezr31juqncgud6 Shows the steps involved in the Relational CDP for use in HE classes (online and on campus) to support the development of employability during undergraduate or postgraduate coursework and with WIL. en-us 2021-06-13 03:26:51 UTC 2025-12-15 00:20:10 UTC hello@padlet.com 1. IBCI - IMAGE-BASED CONCEPT INQUIRY ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986424 Image based-concept Inquiry pedagogy design cycle - click on the icon below to enlarge it]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986424 2. CONCEPT ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986425 in your subject/discipline
(a theme/challenge/idea)]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986425 1.1. Textual description/alt text of the IBCI design image above - ABC design learning types in brackets - acquisition, investigation, discussion, collaboration, practice & production) ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986426
1. CONCEPT: Teacher or students choose a concept/q-question/c-challenge/t-topic according to Learning Objectives (LO); Students read/watch learning materials (Acquisition).

2. IMAGE: Students find or create an image that represents an aspect of that one concept/q/c/t, based on their own opinion stemming from prior knowledge and search & investigation of learning materials (Investigation; Production).

3. NARRATIVE:
Students write an explanatory narrative why they chose the image & how the concept and image relate - they can do so individually and/or collaborate  (Production; Collaboration).

4. SHARING: Students upload their narratives and images to a designated digital space, e.g. Forum or WordPress blog.

5. DISCUSSION & FEEDBACK, PAIR OR GROUP WORK:
Students and teacher(s) discuss the images and narratives - with peer or teacher feedback; they can first do so in pairs with the aim of collaborative outcome (Practice; Discussion; Collaboration; Production).

The cycle can start with any ACTIVITY STEP, e.g. image or a narrative, or discussion that leads to image search etc., SO IT DOES NOT HAVE TO FOLLOW ANY SET ORDER. 
]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986426 3. IMAGE ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986427 Find/create an image that represents an aspect of the concept/challenge. Alternatively, this can be a video, for example. ]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986427 4. NARRATIVE ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986428 A possible instruction for image-concept narrative writing for students: 

1. Where does the image come from (created, web source)? 

2. How did you investigate the concept and how did you search for/create the image? What was this process like?

3. How does the image link to the concept (your view)? 

3. What is in the image – what do you see, can you list things you see? What are these things like – please describe (it is like/looks like…)? Now, when you think about these individual elements in the image, can you connect their descriptive characteristics, properties and history/historical uses to the concept in any way? (e.g. Apply analogy and associative thinking, (if something is “big”, does size matter in any way in relation to the concept, if someone wears “glasses”, what’s the role of observation/viewers or “transparency” (as glasses are transparent), etc.)

6. How does the image help you think about the concept – what new ideas have you had that you would not have without the image? 
]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986428 5. SHARING ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986429 Teacher curates it - students send to teacher:
In a discussion forum
In a Padlet board, Wakelet, One Note, Notepad...
In a (Wordpress) portfolio...You choose where to share.

]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986429 6. DISCUSSION + FEEDBACK ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986430 Asynchronous 
(Online Forum)
Synchronous 
(Teams)]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986430 2.1. Employability concept examples: ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986431 Sociomaterial aspects (i.e., individual, socio-emotional and eco-technological)
Future work
Employment context
Workplace learning
Graduate employability paradigm]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986431 2.2 CONCEPT: EMPLOYABILITY ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986432 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986432 ICONIC ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986433 Concept question: How can we express what is the stereotypical, conventional definitional, formulaic meaning of the concept? 

Image content: A depiction that can embody a classic instance of the concept understanding, tightly connected to the concept definition. It is presumed that most people’s first associations would be some stereotypical representation of how that concept would “manifest” in an image.

Example: A stereotypical   depiction for “employability”.  ]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986433 CONTRAST ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986434 Concept question: What is the opposite of the concept or its meaning? What are the concepts that are in some way oppositional to the concept under consideration? How do they help us understand the concept considered? 

Image content: A depiction that brings out and embody in some way that oppositional concept; it challenges the core and stereotypical meaning by showing the opposite to it.]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986434 METAPHOR ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986435 Concept question: Can we think of a metaphor for an aspect of the concept; can we think of a concept aspect in symbolical and metaphorical way?

Image content: A depiction that shows a metaphorical or non-literal or symbolic representation of the concept as things, events or entities that can symbolise an aspect of the concept or the concept itself, such as books representing knowledge. ]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986435 CHALLENGING ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986436 Concept question: How can we define and subsequently challenge the concept boundaries? What are alternative versions, explanations or instances of the concept? Hint: GE paradigm.

Image content: A depiction that shows less obvious and unusual realisation and embodiment of the concept; although it is not that obvious, it can be argued that it is linked to the concept. It will be an alternative unconventional episode or event where the concept might be happening.]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986436 OUTCOME ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986437 Concept question: What follows from the application of the concept? 

Image content: A depiction that shows what might happen as a goal, result or outcome exercising or applying the concept, e.g. an action, reaction, context and/or artefact.]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986437 EVERDAY ACTIVITY/PERSONAL EXPERIENCE ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986438 Concept question: Can the concept be identified in some everyday or very familiar routine, event, place, activity, state or artifact? Perhaps some activity very familiar to the learner.

Image content: A depiction that would show a familiar context, a snapshot, thing or situation from personal experience or episodes; something very familiar personally to connect this experience to the concept.

Example:  A depiction of a workplace activity by the learners during WIL and/ or something they have seen or imagined that involves specialised knowledge and routines, developed through learning, action and reflection.
[Image by Free-Photos from Pixabay] ]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986438 Reference: ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986439 Lacković, N (2020) Inquiry Graphics in Higher Education: New Approaches to Knowledge, Learning and Methods with Images. Palgrave McMillan/Springer Nature. ]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986439 CAUSE or PREREQUISITE ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986440 Concept question: What conditions are the prerequisites for the concept to develop or occur or be experienced and/or understood? 

Image content: A depiction that shows the conditions or prerequisite context or actions or artefacts that lead to the concept realisation, occurrence and/or surfacing.]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986440 FOCUS or OBJECT ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986441 Concept question: Is there one aspect or object or focus related to the concept that can be extracted for consideration?

Image content: A depiction that shows one object or ingredient or something that can be a focal point for scrutiny, for example one tool or equipment.]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986441 PLACE or CONTEXT ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986442 Concept question: How is the concept influence by different by different contexts and places, how does it change depending on changing context or place? 

Image content: An image that reminds or suggests possible settings where concepts may occur: social, natural, work, leisure and other environments and settings, events]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986442 TIME/HISTORY ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986443 Concept question: How has the concept changed over time? 

Image content: A depiction that shows something about the historical development of the concept, an approach or scene from the past that relate to it, now and imagining the future.]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986443 CULTURE ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986444 Concept question: How is the concept manifested in different cultural settings and influenced by cultural particularities? 

Image content: A depiction that shows that a concept might exist differently in different cultural or national contexts, in a different profession, community country, identity profile and so on. A depiction might also be linked to difficulty/ struggles to realise the concept.]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986444 Follow the numbers, starting from 1. IBCI (blue pedagogic cycle), then 1.1. and so on. You can scroll up and down and left to right to explore the Relational CDP in any way you prefer. ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986445 Note: This padlet was adapted from another similar padlet by Lacković (2021).]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986445 3.1 11 IMAGE-CONCEPT TYPES (i.e., the columns to the right) ejcook4 https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986446 Image-concept reflective & metacognitive  prompts on how to think about the concept through images. The columns to the right explain 11 image-concept types that are not exhaustive or exclusive but are useful to present contextual and visual diversity for concept exploration possibilities. ]]> 2021-06-13 03:26:51 UTC https://padlet.com/ejcook4/d5ezr31juqncgud6/wish/1602986446