This is the second post in a series titled ‘All Things Group Work’. The first is here. Feedback is often cited as a potent means
Category: modelling
My contributions to Times Higher Education
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
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.
LEARNING DESIGN by Paul G Moss 