New learning attempts to connect with existing schema. In the new learning, if any of it triggers memory of a related item in the schema
Category: progressive education
The Manifestation of Cognitive Overload
The reactions people have to cognitive overload are varied. Some get angry, some withdrawn, some somewhere in the middle. What is common to all who
chunking lectures – it’s a bit of a no-brainer
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
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
The 3 a’s of knowledge TRANSFER: ACQUIRE, ANALOGISE, APPLY intro
THIS 4 PART BLOG SERIES is created to assist an educator design a sequence of learning that drives towards the ultimate goal of knowledge transfer. Consensus around the notion of transfer in learning is loose to say the least:
LEARNING DESIGN by Paul G Moss 