From little things big things grow. Here is a curation of posts I have made in THE. There is also another post, but it is
Category: modelling
Peer assessment and pragmatics
Previously, I have written about the ethics of using peer assessment in a summative form, asserting that there is an inherent unfairness in the pedagogy
Shared Learning Spaces
Viewing others’ work presents numerous pedagogical advantages. Foremost of these is the chance for a student to evaluate their own thinking on a topic compared
How To Avoid The Curse of Knowledge in Teaching
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
BREAKOUT ROOMS – expectations, EXPECTATIONS, EXPECTATIONs
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.
Asynchronous Discussions – and why you should use them
‘Discussion enables students to find expression for their own thought, to have it challenged, to place this new idea in relation to the first, and
LEARNING DESIGN by Paul G Moss 