When designing a sequence of learning there are a few things to consider before you decide how inherently complex or difficult your content can be.
Category: aiding memory
Information will not write itself on our memories.
Information will not write itself on our memories. In order to illustrate to a student how they should approach learning in order to become independent
How To Avoid The Curse of Knowledge in Teaching
This is a series of posts discussing examples of the Curse of Knowledge in instructional design, a phenomenon characterised by the unintended omission of information
5 Tricks to Presenting Better SLides – Multi-media principles
Richard Meyer’s Multi-media Principles are of enormous importance to instructional design. Based on Sweller’s cognitive load theory, and Paivio’s subsequent dual coding theory, as the
Asynchronous Discussions – and why you should use them
‘Discussion enables students to find expression for their own thought, to have it challenged, to place this new idea in relation to the first, and
Thoughts on Learning Design, as seen from the shoulders of giants
To me, learning design is the deliberate and precise creation and arrangement of content, instruction, the learning space and student engagement. A design is necessary