This is the 3rd post in a series on the Curse of Knowledge and its implications for teaching practice. The first is here, and the
Cognitive Science v Neuroscience: retrieval at the start of a lesson or not?
Originally posted on Peer Reviewed Education Blog:
Photo by Markus Spiske on Pexels.com With the publication of a neuroscience paper on recall and memory we…
How To Avoid The Curse of Knowledge in Teaching
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
The Curse of Knowledge
A type of cognitive bias, the curse of knowledge is essentially characterised by omitting certain information when interacting with another because you assume that what
Bias – and how to avoid it when making decisions
Bias comes in many forms, and each can be equally as debilitating if it is present when evaluating the world around us. It is useful
5 Tricks to Presenting Better SLides – Multi-media principles
Richard Meyer’s Multi-media Principles are of enormous importance to instructional design. Based on Sweller’s cognitive load theory, and Paivio’s subsequent dual coding theory, as the
LEARNING DESIGN by Paul G Moss 