This is the 3rd post in a series on the Curse of Knowledge and its implications for teaching practice. The first is here, and the
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
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
Group discussion can be a very useful pedagogy if implemented well. I’ve written about asynchronous discussions here, but the same theory applies to synchronous too.
‘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
Over time and experience, you have developed an extensive schema related to your area of expertise. It is what makes you an expert in the