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not a moment to waste

May 23, 2014 paulgmoss Uncategorized Leave a comment

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The question bank is obsolete November 5, 2024
Courses for courses? October 22, 2024
Embedding Reflective Practice in Learning Design Projects June 4, 2024
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2 key Considerations in Program Design April 15, 2024
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A Grammar Sequence – embedding it into a curricuum December 10, 2023
The imperative of considered and measured Program design November 29, 2023
Doing less to do more September 26, 2023
Is Interactive Oral assessment the answer to AI concerns? September 21, 2023
Motivating less committed students in group work July 11, 2023
Making feedback worth everyone’s time July 10, 2023
Do students read course readings? Mostly NOT! Generative AI to the rescue April 7, 2023
Helping students distribute group work evenly March 25, 2023
Chunking as a pedagogy February 13, 2023
Group work formation: equal cognitive ability or not? February 6, 2023
Group formation – Peer parity vs diversity – part 1 February 3, 2023
Group formation – the role of gender identity February 1, 2023
Getting students to buy into group member evaluation January 15, 2023
Thinking about the settings in a tech-based group member evaluation tool January 15, 2023
Leveraging technology in group member evaluation tasks January 12, 2023
Why use group member evaluation? January 12, 2023
Task distribution scaffolds January 11, 2023
Strengthening Group Member Evaluation pedagogy using Reflection January 6, 2023
Preparing students for group member evaluation – part 2 – teaching constructive feedback January 6, 2023
Possible rubric criteria for group member evaluations: Self-awareness and emotional intelligence January 5, 2023
Possible rubric criteria for group member evaluations: Career readiness January 5, 2023
Possible rubric criteria for group member evaluations: Communication skills January 5, 2023
Possible rubric criteria for group member evaluations: Teamwork skills January 5, 2023
Preparing students for group member evaluation – part 1 January 5, 2023
Designing formative group tasks January 4, 2023
All Things Group Work January 3, 2023
Learned helplessness and the curse of knowledge October 30, 2022
Active listening, paraphrasing and academic integrity October 10, 2022
Helping students see the value of group work October 8, 2022
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THE POWER OF MAKING CONNECTIONS June 11, 2022
Face-to-face lectures aren’t dead! April 30, 2022
The Art of Creating Course Outcomes March 9, 2022
Rubric Design – the great balancing act March 5, 2022
Misdirected venom January 30, 2022
Convincing students to ‘actively’ learn January 29, 2022
Did the writer even mean that? October 16, 2021
Learning, creativity, and how phones kill them both October 4, 2021
My contributions to Times Higher Education August 22, 2021
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Creativity in higher education August 5, 2021
News – ironic censorship July 27, 2021
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When the exception becomes the rule July 24, 2021
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WHY SHOULD I HAVE MY CAMERA ON? July 20, 2021
How challenging CAN my content be? July 10, 2021
Peer assessment and pragmatics July 6, 2021
A tale of 2 markers June 26, 2021
Is summative peer assessment ethical? June 23, 2021
Information will not write itself on our memories. May 31, 2021
HYFLEX LEARNING: to be or not to be? May 29, 2021
Shared Learning Spaces May 10, 2021
To Rubric, or Not to Rubric March 13, 2021
Group Instructions and the Curse of Knowledge March 6, 2021
Cognitive Science v Neuroscience: retrieval at the start of a lesson or not? February 21, 2021
How To Avoid The Curse of Knowledge in Teaching February 20, 2021
The Curse of Knowledge February 20, 2021
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Asynchronous Discussions – and why you should use them January 31, 2021
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PEER assessment – advantages and caveats January 14, 2021
Forget about creativity – mostly January 9, 2021
Course design as a research project January 4, 2021
A Different Kind of Model January 2, 2021
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Transcripts: pedagogy beyond accessibility November 6, 2020
HOMEWORK… FOR PARENTS October 3, 2020
The Manifestation of Cognitive Overload September 19, 2020
chunking lectures – it’s a bit of a no-brainer September 13, 2020
the incredible power of analogy September 12, 2020
ACQUIRING KNOWLEDGE EFFICIENTLY September 12, 2020
The 3 a’s of knowledge TRANSFER: ACQUIRE, ANALOGISE, APPLY intro September 12, 2020
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DO WE NEED TO TEACH SELF-REGULATION? June 17, 2020
TRAINING STUDENTS FOR ONLINE EXAMS REDUCES COGNITIVE OVERLOAD May 22, 2020
Is it even possible to set an online open book mathematics exam? May 16, 2020
KNOWLEDGE TRANSFER and designing ASSESSMENT May 12, 2020
Principle of Learning #3 – Change April 19, 2020
WHY MAFS IS A GOOD MODEL FOR EDUCATION April 5, 2020
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SHOULD YOU CLOSE THE ONLINE CHAT OPTION IN A LESSON? March 29, 2020
ASSESSMENT IN HE: pt 9 – Is a proctored/invigilated online exam the only answer? March 22, 2020
ASSESSMENT IN HE: pt 8 – mitigating cheating March 21, 2020
An evidence based pedagogical plan for a Zoom tutorial March 18, 2020
ZOOM BOOM! Maximising virtual lessons March 17, 2020
ASSESSMENT IN HE – pt 7: ONLINE QUIZZES March 15, 2020
ASSESSMENT IN HE: pt 6 – THE POWER OF RETRIEVAL March 15, 2020
ASSESSMENT IN HE pt 5 – Modifying tutorials for remote learners March 3, 2020
ASSESSMENT IN HE pt 4 – worked examples March 2, 2020
ASSESSMENT in HE pt 2 March 1, 2020
ASSESSMENT in HE pt 3 March 1, 2020
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START STRONG, FINISH STRONG – strategy 1 February 22, 2020
START STRONG, FINISH STRONG February 18, 2020
SCHEMA February 18, 2020
DUAL CODING and ART – is there a connection? February 2, 2020
SHOWING and telling your CURRICULUM’S STORY February 1, 2020
Learning Design and the Biathlon January 19, 2020
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The Necessary September 12, 2019
behaviour policy – beyond your 4 walls September 11, 2019
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