pedagogy

While memory has been a topic of research and speculation for centuries, good educators have long known — from experience — how to improve recall. It is relatively easy to think about the material being presented, to analyse it, and to comprehend it. It is more difficult to recall it, and it is even more difficult to make the recall last months or years.

A new concept is often best explained by means of an example or an analogy. It is not easy to come up with a good metaphor every time: Some educators and instructors are more adept at it, some less so. That said, we can list what to avoid while giving a learner an analogy to explain a concept.

A lesson on how to do something is inherently more engaging than a lesson on what something is. For an instructor, it is “easier” — to use the term loosely — to teach “how to” than to explain “this is what it’s all about.”

Here's an imaginary Q/A session about simulations I had in my head. Why do so many people talk about simulations in learning?

I’d never considered using simulation-based training. I’ve been hearing too much about it recently, so I’m wondering: What exactly are simulations good for?

Bad question. It’s probably more like “what are they not good for?”

So you can use simulations for every kind of learning?

An earlier post looked at a range of ways in which post-quiz remedial feedback can be constructive. What about pre-course assessments, or pre-assessments? Apart from setting the tone and context for a course, a pre-assessment is useful for instructor and learner alike; in fact, it can work towards improving learner motivation too.

Creating a How-To presentation is quite different from many other types of mini-course. You’re explaining how to do something you already know, so words fall short. That is, words don’t have as much of a role as in other kinds of explanation, but they are still essential. (Very few how-tos can be done with no words at all.)

The Greek roots of “Pedagogy” translate to “leading a child.” In that respect—a teacher leading a learner—not much has changed in the shift from pedagogy to andragogy, or from “teaching” to “adult learning,” even if the methods have.

Here's an non-technical Q/A session about SCORM. “SCORM Explained,” at scorm.com, is concise enough, but it can seem vague if you’re new to the term. If you’re not involved with the technical side of things… and you’ve seen the terms “SCORM” and “SCORM-compliant”… and you just want to know what it’s about, perhaps this little explanation will help. (Remember, this isn’t really precise; it’s just to help you get an idea.)