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