Breaking a lecture up into distinct chunks or sections is a bit of a no-brainer. It is all to do with understanding the implications of
THE 3 A’S OF KNOWLEDGE TRANSFER: ACQUIRE, ANALOGISE, APPLY PT 2 This is the third instalment of a 4 part series aimed at assisting an educator in designing
THIS 4 PART BLOG SERIES is created to assist an educator design a sequence of learning that drives towards the ultimate goal of knowledge transfer. Consensus around the notion of transfer in learning is loose to say the least:
Picture the setting: instead of the regular face to face lecture of 120 students, there are 40 in front of you and the other 80
The mind is set up to process content in a myriad of ways, but 3 processes seem particularly relevant to education: the recognition of content,
This is part 2 of an essay based on self-regulated learning, and whether it needs to be taught for students to become skilled in it.