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.
‘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
My university has begun a trial using a peer assessment tool, so I thought it would be a good idea to explore the research around
One of Vygotsky’s central tenets was that the learner’s mind develops by initially observing a more capable adult or peer engage with a topic or
To me, learning design is the deliberate and precise creation and arrangement of content, instruction, the learning space and student engagement. A design is necessary