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LEARNING DESIGN by Paul G Moss

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  • Learning design
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Month: May 2020

TRAINING STUDENTS FOR ONLINE EXAMS REDUCES COGNITIVE OVERLOAD

May 22, 2020 paulgmoss

Teaching to the test doesn’t work. But teaching students about the test is imperative. Not only that, exam performance IS a thing, and you can

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Is it even possible to set an online open book mathematics exam?

May 16, 2020 paulgmoss

When trying to offer advice on how to modify exams for the coming semester exams, some subjects have presented with unique issues. Mathematics, for example,

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KNOWLEDGE TRANSFER and designing ASSESSMENT

May 12, 2020 paulgmoss

Few would argue that a goal of education is for knowledge to be able to be transferred from one context to another. However, making it

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Recent Posts

  • Wasted rubric real estate May 11, 2025
  • Can teaching to the test be good for learning? April 20, 2025
  • The consequences of Gen-AI grade inflation April 8, 2025
  • Unsecured assessment and gen-AI: the apples aren’t apples anymore April 6, 2025
  • What is constructive alignment? April 2, 2025
  • Using AI to generate follow-up questions in an oral assessment March 24, 2025
  • Do assessments represent the course outcomes? Probably not! March 23, 2025
  • Constructed misalignment – when grades don’t equal outcomes March 19, 2025
  • Leading Change from the Trenches March 16, 2025
  • Gen-AI: If you fall behind, you die November 7, 2024
  • The question bank is obsolete November 5, 2024
  • Courses for courses? October 22, 2024
  • Embedding Reflective Practice in Learning Design Projects June 4, 2024
  • Visual program maps help see the gaps April 15, 2024
  • 2 key Considerations in Program Design April 15, 2024
  • No Course is an Island April 15, 2024
  • Program design – the business case December 19, 2023
  • Program design – workshop focus areas December 10, 2023
  • 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
  • 6 ways to help learners recalibrate attention in a lecture July 16, 2022
  • 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
  • Is political activism a cause of lockdowns? August 21, 2021
  • Creativity in higher education August 5, 2021
  • News – ironic censorship July 27, 2021
  • 3 Tips To Quickly Generate Learner Engagement In A New tri/Semester July 25, 2021
  • When the exception becomes the rule July 24, 2021
  • 7 Reasons Why YOu Should Be Active In Your Learning July 23, 2021
  • 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
  • Bias – and how to avoid it when making decisions February 20, 2021
  • 5 Tricks to Presenting Better SLides – Multi-media principles February 20, 2021
  • BREAKOUT ROOMS – expectations, EXPECTATIONS, EXPECTATIONs February 13, 2021
  • Macbeth, Michael and Maradona – an unfortunate link February 6, 2021
  • Asynchronous Discussions – and why you should use them January 31, 2021
  • COURSE LEARNING OUTCOMES: How to create them, align them, and benefit from them January 24, 2021
  • 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
  • SHAKESPEARE and school age = cognitive overload December 19, 2020
  • Vygotsky – more than just 5 words December 17, 2020
  • Rigour, Rites of passage, and Society December 15, 2020
  • Thoughts on Learning Design, as seen from the shoulders of giants December 4, 2020
  • Mastery paths – securing understanding for the next stage of learning December 3, 2020
  • MIXED COHORT TUTORIALS – the technology, the application, the possibility November 30, 2020
  • SCHEMA – FROM THE MOUTH OF BABES November 26, 2020
  • WHY IS IT USEFUL TO Chunk Lectures? WHAT DOES THE SCIENCE SAY? November 19, 2020
  • Elaboration, dual and triple coding, and birds November 9, 2020
  • 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
  • Is mixed-mode lecturing the future of HE lecturing? September 2, 2020
  • Recognition, assimilation and accommodation – 3 key terms in education August 31, 2020
  • YOGA, MENTAL HEALTH, AND THE LINK TO LEARNING June 26, 2020
  • DO YOU EXPLICITLY DISCUSS MOTIVATION WITH STUDENTS? June 20, 2020
  • 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
  • 10 WAYS TO ENCOURAGE PARTICIPATION USING ZOOM April 4, 2020
  • 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
  • THE CONTINUOUS RETRIEVAL APPROACH February 29, 2020
  • 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
  • Acronyms and initialisms – what’s the difference? January 17, 2020
  • NOT ACTUALLY LEARNING December 28, 2019
  • Finding time for CREATIVITY October 29, 2019
  • IS THERE A PLACE FOR CREATIVE PROBLEM SOLVING IN SCHOOL? October 27, 2019
  • IF CREATIVITY IS BIOLOGICALLY PRIMARY, IS DISCOVERY LEARNING ACTUALLY DOABLE? October 26, 2019
  • The imperative of storytelling Pt 1 October 13, 2019
  • If You Don’t Model, Learning’s a Lottery September 30, 2019
  • How to swing a cricket ball…oh, and teach September 26, 2019
  • Should I get my students exams remarked? YES September 24, 2019
  • Should examiners be expert in the subject they mark? Duh! September 24, 2019
  • WE’RE ALL IN THIS TOGETHER September 21, 2019
  • The Necessary September 12, 2019
  • behaviour policy – beyond your 4 walls September 11, 2019
  • MEMORABLE TEACHING – more important than we think? September 4, 2019
  • What is ENGAGEMENT? September 4, 2019
  • Should schools promote A-level resits? August 18, 2019
  • CREATIVE WRITING – an approach for reluctant writers August 14, 2019
  • Does FLIPPED LEARNING increase workload? Probably August 11, 2019
  • GRAMMAR AND COGNITIVE LOAD IN WRITING July 17, 2019

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