TSOI© model represents learning as a cognitive process in a
cycle of four phases, namely, Translating; Sculpting;
Operationalising; and Integrating. In the translating phase,
multimedia experiences are translated into a beginning idea
or concept to be further engaged in sculpting phase which
involves logical chain of instructional events embedding
episodes of thinking, guiding and reflecting leading to the
identification of the attributes of the concept. The
operationalising phase entails meaningful functionality for
concept internalisation while the integrating phase provides
the setting for diverse problem applications. Pedagogical
principles of the TSOI© model are applied to science and
chemical education.
The developmental process of
designing meaningful
multimedia e-learning materials
whether they are to be delivered
in the form of a CD-ROM or the
Internet often need to be guided
by educational theories (Norman
and Spohrer, 1996; Mayer, 2001).
Although designers of multimedia
learning environments often have
a lot of information, proven
instructional methods and
powerful multimedia systems,
it is still a difficult task to produce
effective multimedia learning
materials for e-learning. This is
more so especially due to a lack of
effective yet practical pedagogical
design model for selecting, organizing
and designing multimedia materials
for e-learning (Tsoi et al.1999; 2000).
Hence, the following sections
provide an insight on a onceptualized
hybrid learning model, TSOI© model
for multimedia e-learning design
pedagogy.
Framework of TSOI© model
The traditional model of ‘Transmit-
Receive’ which when applied to
multimedia learning, has so far failed
to engage learners in meaningful
learning (Scardamalia and Bereiter,
1993). In contrast, this hybrid learning
model (Tsoi et al. 2003) for the design
of multimedia aims not only to
enhance concept learning but also to
cater to different learning styles. The
theoretical basis of this hybrid
learning model is derived from the
Piagetian science learning cycle model
and the Kolb’s experiential learning
cycle model. The Piagetian science
learning cycle model is an inquirybased
student-centered learning cycle
representing an inductive application
of information processing models of
teaching and learning. It has three
phases in a cycle: exploration, concept invention and concept
application (Karplus, 1977; Renner
and Marek, 1990; Lawson, 1995). The
exploration phase focuses on “what
did you do?” while the concept
invention phase centers on “What did
you find out”. The third phase is for
application of the concept acquired.
The Kolb’s experiential learning cycle
(1984) represents learning as a process in a cycle of four stages,
namely, concrete experience, reflective
observation, abstract
conceptualization and active
experimentation. The concrete
experience stage focuses on “doing”.
The reflective observation stage deals
with “understanding the doing”. The
abstract conceptualization stage
focuses on “understanding” part
while the active experimentation stage is about “doing the understanding”.
Bostrom et al. (1990) also conclude
that learning styles are an important
factor in computer-based training and
learning. Hence, a hybrid learning
model is derived from a synthesis of
both the Piagetian science learning
cycle model and Kolb’s experiential
learning cycle model. This hybrid
learning model termed the TSOI©
model of learning represents learning as a cognitive process in a cycle of
four phases: Translating, Sculpting,
Operationalizing, and Integrating.
Figure 1 shows the four phases of the
TSOI© model of learning.
Pedagogical Design Application
For illustration, in science and
chemical education, the mole concept,
a difficult concept which is abstract in nature is used (Tsoi et al. 1998). The
subtopic 1 is relative atomic/molecular
mass, Avogadro’s number and Mole.
 In the translating phase, the activity
explores the relationship between
mass and number of particles. The
multimedia experiences are translated
into a beginning idea or concept of
what is mass ratio which is needed to
understand Avogadro’s number and Mole in the next phase, the sculpting
phase. Figure 2 illustrates in the form
of instructional storyboarding the
activity for the learner to go through
in the translating phase. At the end of
the activity, the learner will have a
beginning idea or concept of mass
ratio as a relationship between total
mass and equal number of particles
through discovery and that this is
help in the understanding of relative
atomic mass and Avogadro’s number.
In the sculpting phase, the activities
take place as a chain
of logical events of
content sequencing,
learner guiding and
reflecting as shown
in Figures 3 and 4 as
instructional
storyboarding. One
of the activities on
“physical meaning”
at a microscopic
(particle) level
involves the learner
comparing the
masses of various
atoms that have
annotations to go
with it. The various
atoms are displayed
with the appropriate
colour and size. This
is essential to
enhance the first
activity on finding
out how heavy is a single atom of
carbon leading to the idea that the
actual mass of an atom is very small
and hence, the need to compare
masses of different atoms with each
other including mass ratio.
Activities as shown in Figure 3 will
lead to the fundamental concept that
relative atomic mass is a number used
to compare the masses of different
atoms and it has no units. The learner
is provided the opportunity to be
engaged in the thinking process of
using the given information to create
a relative atomic mass scale.
 The instructional storyboarding
illustrates a way for infusing thinking skills in the activity
and consolidating
the understanding
of the physical
meaning of
Avogadro’s number
and Mole as well as
their relationship
both qualitative and
quantitative before
proceeding to the
third phase, the
operationalising
phase which is
important for
concept formation.
The beginning
activity focuses on
the physical
meaning of
Avogadro’s number
and mole in which
the learner chooses
a mole of atoms of an element from the
periodic table and balances it with the
correct number of particles. This is
then repeated with a different element.
The element when dragged onto the
balance is represented appropriately
at room temperature and pressures
either in its solid state or if in its
gaseous state, it will be in the form of
a balloon as well as in its chemical
formula or symbol including the molar
mass. In this way of representation, a
macroscopic as well as a symbolic
view is provided.
Quantitative relationships in the form
of mathematical formula are acquired
through relevant activities to allow
operability of the mole at the three levels, namely, the macroscopic,
microscopic and symbolic. Besides,
self-questioning is embedded and the
use of conversational style as in the
personalisation principle is also
applied. Generic questions such as,
“How do you do it?”, “How are the
observations in this activity alike?”,
are provided where appropriate for
self-questioning.
In the integrating phase, relevant and
diverse problems are provided. The
learner is posed review questions
such as “What have you learnt
regarding one mole and number of
particles?” and “How is the mass of
substance connected to the mole?”.
The translating phase is similar to
exploration phase of science learning
cycle model and concrete experience
stage of experiential learning cycle.
Misconceptions can also be
confronted in the Sculpting phase
which is similar to concept invention
phase of science learning cycle model
and reflective observation stage of
the experiential learning cycle. The
operationalising phase involves
increasing the understandings of the
relationship between thinking and
concept acquisition. This phase is
similar to the abstract conceptualisation
stage of the experiential
learning cycle and prepares the
learner to be operationally ready for
applications in the integrating phase.
The integrating phase gives the
learner the opportunity to solve
diverse problems and thus integrate
concepts previously acquired. 
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