Discussions around rubrics are not new. Over the past few years, the pedagogy of rubrics has enjoyed acclaim and notoriety in equal measure. This paper
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
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
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.