HCD.4:4.2.2 - Propose and Challenge the Relations
A list of descriptions becomes useful for development when it explains which relationships matter and why. Draw a graph only if it helps retain them; a few sentences or a table can carry the same account.
| Proposed relation | How to construct it | What could change it |
|---|---|---|
| A contribution is required during another performance | Inspect the domain action: identify the input or coordinated contribution that must be present, including what a reference, tool or colleague can supply. | A valid alternative Method or supplied contribution removes the supposed personal requirement. |
| One capability must be available before a particular learning opportunity is usable | Explain what the learner must already notice or do to benefit from that task under its actual help. Distinguish this instructional prerequisite from a requirement of later Work. | A supported route makes the task learnable without that prerequisite, or a learner succeeds through another route. |
| One learning move may produce a qualitative change | Name the starting way, intended way, learning action, support and proposed mechanism; connect them to domain teaching knowledge, relevant research or prior observations. | Adequate enactment produces no predicted difference, a different change appears, or the change disappears outside the cue that supplied it. |
| Two ways may develop separately or through different routes | Specify a plausible combination of performances and a task contrast that could distinguish it from one common ordering. | Comparable observations consistently require the missing contribution or expose an omitted shared requirement. |
| A return or renewed support may be needed | State the changed condition: a more complex task class, lost access, a misconception, fatigue or a delayed difficulty. Name the result the return is meant to recover. | Restoring the condition removes the difficulty, or evidence supports a different cause. Returning to help alone is not evidence of lost capability. |
For each relation used to select a pathway, state whether its basis is domain analysis, a research result with matching conditions, a local observation, or an untested author hypothesis. These grounds support different strengths of reliance. Co-occurrence or a common teaching order does not establish necessity. Success after instruction does not isolate its causal effect.
Make a proposed transition concrete: for a learner showing this starting response under these conditions, this activity and help are expected to make this different response attainable, because this learning process addresses the observed difference; this observation would weaken or redirect that expectation. HCD.5 compares development Methods for that process. HCD.6 constructs the actual learning and observation tasks. If the mechanism or starting evidence is too uncertain for a useful proposal, return the particular missing account; an arrow is no substitute.
Keep more than one route when the evidence supports materially different starts, supports or mechanisms. A route can revisit an earlier distinction, maintain an already acquired action while developing another, or use renewed guidance in a harder task class. Retain only relations that matter to the receiving decision. A complete universal map of professional mastery is unnecessary.