This is the second post in a series titled ‘All Things Group Work’. The first is here. Feedback is often cited as a potent means
Category: incremental design
Learned helplessness and the curse of knowledge
When an educator leaves certain parts out of an explanation because they think that they are understood by their students, they are affected by what’s
THE POWER OF MAKING CONNECTIONS
”As the student accommodates this new learning into their LTM, then the complexity of the next task can be increased. As Ericsson and Kintsch (1995)
The Art of Creating Course Outcomes
Course learning outcomes (CLOs) are the advertised skills and/or knowledge that students look to in deciding to enrol in a course. ‘When I complete this
Convincing students to ‘actively’ learn
Clearly the cover image for this post is super cynical, but I know many teachers and academics would identify with the metaphor of the continual
Did the writer even mean that?
I have often heard criticism of English literature criticism, mostly aimed at the notion that the critics are looking far too deeply into the use
LEARNING DESIGN by Paul G Moss 