Viewing others’ work presents numerous pedagogical advantages. Foremost of these is the chance for a student to evaluate their own thinking on a topic compared
Category: blended learning
Group Instructions and the Curse of Knowledge
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
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
BREAKOUT ROOMS – expectations, EXPECTATIONS, EXPECTATIONs
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.
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
LEARNING DESIGN by Paul G Moss 