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The Knowledge
Welcome
Welcome (1:31)
Establishing the right relationship with your learners
Introduction (0:41)
What do you already know?
An overview (3:04)
Your first priority is to achieve credibility with learners
You will achieve better results by being friendly and showing respect for your learners
Expect a lot of your learners
Applying your learning
References
What do you know now?
Responding to learner differences
Introduction (0:31)
What do you already know?
An overview (2:18)
Learning styles do not provide a reliable basis on which to fashion learning experiences
Habitual use of technology does not seem to influence how people learn
The most significant learner difference is prior knowledge
Self-belief, an ability to generalise and form mental models, and language ability are all useful predictors of success in learning
Adaptive teaching makes it possible to respond to learner differences
Applying your learning
References
What do you know now?
Structuring your lessons
Introduction (0:32)
What do you already know?
An overview (2:39)
Edit down your material to remove all extraneous content
Structure your courses and lessons into manageable chunks
Take action to engage learners
Set the scene
Activate prior knowledge
Highlight the big ideas and key concepts
Keep learners informed as to where you are
End with a call to action
Applying your learning
References
What do you know now?
Engaging learners
Introduction (0:30)
What do you already know?
An overview (2:50)
If learning is to take place, you need the learner’s attention
Psychological engagement is critical; behavioural engagement is desirable
Emotional arousal can enhance learning but it can also get in the way
Applying your learning
References
What do you know now?
Providing clear explanations
Introduction (0:45)
What do you already know?
An overview (2:47)
Build your explanation on what learners already know
Keep your explanation focused and concise so as not to overload learners
Provide lots of relevant examples and analogies to make your explanation more concrete
Use storytelling to aid recall and demonstrate relevance
Applying your learning
References
What do you know now?
Employing visual aids
Introduction (0:27)
What do you already know?
An overview (1:56)
People will learn better if you support your verbal explanations with relevant visual aids
Use representational visuals to show what things look like
Use explanatory visuals to aid understanding
Use decorative visuals sparingly
Use animation when you need to communicate motion, not to attract attention
Place relating text and visuals with each other
Draw attention to important content
Keep visuals as simple as they can be
Applying your learning
References
What do you know now?
Combining voice and visuals
Introduction (0:30)
What do you already know?
An overview (3:02)
People will learn better when you combine visual aids with voice rather than text
You may hinder learning if you present using voice and text at the same time
Audio quality affects how learning materials will be perceived
It matters who you choose to deliver your voiceover
Applying your learning
References
What do you know now?
Improving learning through your use of words
Introduction (0:26)
What do you already know?
An overview (2:05)
People will learn better if you use plain language
People will learn better if you use a friendly, conversational tone
When writing for on-screen delivery assume your readers will be skimming
When writing a voiceover script, use the language that people use when they speak
Applying your learning
References
What do you know now?
Providing worked examples
Introduction (0:29)
What do you already know?
An overview (2:26)
Practice will be more successful if you have first seen a worked example
Make clear the purpose of the task and why it is important to carry out the task correctly
Make it as easy as possible for the learner to follow the example
Where appropriate provide multiple examples
Have the learner interact with the demonstration
Applying the learning
References
What do you know now?
Optimising the process of practice and rehearsal
Introduction (0:32)
What do you already know?
An overview (2:34)
The conditions under which practice takes place should be realistic
Spaced practice is much more effective than cramming
Interleaved practice is more effective than practising the same thing repeatedly
Practice needs to be goal-orientated, deliberate and supported
Applying your learning
References
What do you know now?
Providing feedback to learners
Introduction (0:40)
What do you already know?
An overview (2:27)
Ensure learners know what good looks like
Provide feedback so learners can improve their performance next time
Never judge the learner as a person
Use praise for motivational purposes when it is justified
Reinforce the message that success is definitely achievable with effort over time
Encourage learners to evaluate their own performance
Applying your learning
References
What do you know now?
Assessing learning
Introduction (0:57)
What do you already know?
An overview (3:21)
To be useful, an assessment needs to be both valid and reliable
The form of assessment should be appropriate for the given learning outcome
Minimise the influence of extraneous factors
Design test items carefully
Provide tools to improve the reliability of less objective forms of assessment
If your objectives include attitude change then these should be assessed too
Applying your learning
References
What do you know now?
Putting your learning into practice
An optional assignment
People will learn better when you combine visual aids with voice rather than text
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