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

LEARNING DESIGN by Paul G Moss
hypotheses
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
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
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
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
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
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.