This is the 20th post in a series titled ‘All Things Group Work’. The home page is here. There may be a range of reasons why
Category: Learning design
Making feedback worth everyone’s time
Tutor feedback and student learning should be inseparable. If they become uncoupled, the formative aspect of assessment is lost. (Orsmondet al., 2000) Well-timed and directed
Do students read course readings? Mostly NOT! Generative AI to the rescue
Course coordinators add readings to their course ideally to support, extend, and connect student thinking about the content explicitly delivered in the face-to-face and the
Helping students distribute group work evenly
This is the 19th post in a series titled ‘All Things Group Work’. The home page is here. In a previous post outlining the pedagogy behind
Chunking as a pedagogy
Chunking involves breaking up new learning into discrete sections in order to avoid cognitive overload, and to promote schema development. Using cognitive science to explain
Group work formation: equal cognitive ability or not?
This is the 18th post in a series titled ‘All Things Group Work’. The home page is here. In the last post, I discussed whether friendship
LEARNING DESIGN by Paul G Moss 