Welcome
Establishing the right relationship with your learners
Responding to learner differences
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Introduction (0:31)
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What do you already know?
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An overview (2:18)
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Learning styles do not provide a reliable basis on which to fashion learning experiences
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Habitual use of technology does not seem to influence how people learn
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The most significant learner difference is prior knowledge
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Self-belief, an ability to generalise and form mental models, and language ability are all useful predictors of success in learning
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Adaptive teaching makes it possible to respond to learner differences
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Applying your learning
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References
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What do you know now?
Structuring your lessons
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Introduction (0:32)
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What do you already know?
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An overview (2:39)
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Edit down your material to remove all extraneous content
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Structure your courses and lessons into manageable chunks
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Take action to engage learners
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Set the scene
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Activate prior knowledge
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Highlight the big ideas and key concepts
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Keep learners informed as to where you are
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End with a call to action
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Applying your learning
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References
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What do you know now?
Engaging learners
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Introduction (0:30)
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What do you already know?
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An overview (2:50)
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If learning is to take place, you need the learner’s attention
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Psychological engagement is critical; behavioural engagement is desirable
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Emotional arousal can enhance learning but it can also get in the way
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Applying your learning
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References
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What do you know now?
Providing clear explanations
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Introduction (0:45)
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What do you already know?
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An overview (2:47)
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Build your explanation on what learners already know
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Keep your explanation focused and concise so as not to overload learners
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Provide lots of relevant examples and analogies to make your explanation more concrete
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Use storytelling to aid recall and demonstrate relevance
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Applying your learning
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References
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What do you know now?
Employing visual aids
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Introduction (0:27)
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What do you already know?
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An overview (1:56)
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People will learn better if you support your verbal explanations with relevant visual aids
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Use representational visuals to show what things look like
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Use explanatory visuals to aid understanding
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Use decorative visuals sparingly
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Use animation when you need to communicate motion, not to attract attention
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Place relating text and visuals with each other
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Draw attention to important content
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Keep visuals as simple as they can be
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Applying your learning
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References
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What do you know now?
Combining voice and visuals
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Introduction (0:30)
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What do you already know?
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An overview (3:02)
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People will learn better when you combine visual aids with voice rather than text
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You may hinder learning if you present using voice and text at the same time
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Audio quality affects how learning materials will be perceived
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It matters who you choose to deliver your voiceover
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Applying your learning
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References
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What do you know now?
Improving learning through your use of words
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Introduction (0:26)
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What do you already know?
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An overview (2:05)
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People will learn better if you use plain language
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People will learn better if you use a friendly, conversational tone
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When writing for on-screen delivery assume your readers will be skimming
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When writing a voiceover script, use the language that people use when they speak
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Applying your learning
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References
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What do you know now?
Providing worked examples
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Introduction (0:29)
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What do you already know?
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An overview (2:26)
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Practice will be more successful if you have first seen a worked example
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Make clear the purpose of the task and why it is important to carry out the task correctly
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Make it as easy as possible for the learner to follow the example
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Where appropriate provide multiple examples
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Have the learner interact with the demonstration
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Applying the learning
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References
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What do you know now?
Optimising the process of practice and rehearsal
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Introduction (0:32)
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What do you already know?
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An overview (2:34)
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The conditions under which practice takes place should be realistic
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Spaced practice is much more effective than cramming
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Interleaved practice is more effective than practising the same thing repeatedly
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Practice needs to be goal-orientated, deliberate and supported
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Applying your learning
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References
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What do you know now?
Providing feedback to learners
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Introduction (0:40)
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What do you already know?
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An overview (2:27)
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Ensure learners know what good looks like
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Provide feedback so learners can improve their performance next time
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Never judge the learner as a person
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Use praise for motivational purposes when it is justified
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Reinforce the message that success is definitely achievable with effort over time
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Encourage learners to evaluate their own performance
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Applying your learning
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References
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What do you know now?
Assessing learning
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Introduction (0:57)
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What do you already know?
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An overview (3:21)
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To be useful, an assessment needs to be both valid and reliable
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The form of assessment should be appropriate for the given learning outcome
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Minimise the influence of extraneous factors
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Design test items carefully
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Provide tools to improve the reliability of less objective forms of assessment
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If your objectives include attitude change then these should be assessed too
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Applying your learning
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References
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What do you know now?
Putting your learning into practice
