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
Category: modelling
the incredible power of analogy
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
ACQUIRING KNOWLEDGE EFFICIENTLY
THE 3 A’S OF KNOWLEDGE TRANSFER: ACQUIRE, ANALOGISE, APPLY PT 1 Pt 1: ACQUIRING KNOWLEDGE EFFICIENTLY This is the second instalment of a 4 part
Is mixed-mode lecturing the future of HE lecturing?
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
Recognition, assimilation and accommodation – 3 key terms in education
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,
YOGA, MENTAL HEALTH, AND THE LINK TO LEARNING
Life can be hard. Really hard. There are practically unlimited ways that one can become stressed, and I think I must have absorbed most of
LEARNING DESIGN by Paul G Moss 