”As the student accommodates this new learning into their LTM, then the complexity of the next task can be increased. As Ericsson and Kintsch (1995)
Face-to-face lectures aren’t dead!
I often hear and read about how essential it is to offer students choice in how they consume lectures. The argument states that in modern
The Art of Creating Course Outcomes
Course learning outcomes (CLOs) are the advertised skills and/or knowledge that students look to in deciding to enrol in a course. ‘When I complete this
Rubric Design – the great balancing act
I’ve written before about rubrics in higher education, and the need for pragmatism in weighing up their costs vs their benefits. Critics of rubrics cite
Misdirected venom
Protest is an important feature of robust democracy. Historically, it has been an arm of society evoked to keep government and those in power accountable,
Convincing students to ‘actively’ learn
Clearly the cover image for this post is super cynical, but I know many teachers and academics would identify with the metaphor of the continual
LEARNING DESIGN by Paul G Moss 