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
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 comes in many forms, and each can be equally as debilitating if it is present when evaluating the world around us. It is useful
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
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.
You want more than me, and I want more than you: this is being a human. We are trapped in a paradoxical relationship with fame,