There is a lot of discussion presently about the need to chunk up content for better student learning. But why? What’s the science behind the
Category: high expectations
The Manifestation of Cognitive Overload
The reactions people have to cognitive overload are varied. Some get angry, some withdrawn, some somewhere in the middle. What is common to all who
chunking lectures – it’s a bit of a no-brainer
Breaking a lecture up into distinct chunks or sections is a bit of a no-brainer. It is all to do with understanding the implications of
Is mixed-mode lecturing the future of HE lecturing?
Picture the setting: instead of the regular face to face lecture of 120 students, there are 40 in front of you and the other 80
DO YOU EXPLICITLY DISCUSS MOTIVATION WITH STUDENTS?
This is part 2 of an essay based on self-regulated learning, and whether it needs to be taught for students to become skilled in it.
DO WE NEED TO TEACH SELF-REGULATION?
Achieving independence and self-regulation in learning is the holy grail of education, but how to go about it is as equally mystical. Essential to the
LEARNING DESIGN by Paul G Moss 