There is a lot of discussion presently about the need to chunk up content for better student learning. But why? What’s the science behind the
Category: research
Elaboration, dual and triple coding, and birds
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
Transcripts: pedagogy beyond accessibility
Applying automatic speech recognition (ASR) to recordings of lectures means students can view the transcripts of the recordings. This process is well-understood in terms of
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
LEARNING DESIGN by Paul G Moss 