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.
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
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
A type of cognitive bias, the curse of knowledge is essentially characterised by omitting certain information when interacting with another because you assume that what
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
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