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Six ways to gather student feedback in learning design
When students have the chance to share their insights, they feel more engaged in their study and more connected to their institution. And of course, they can offer fresh perspectives that will benefit future students. That’s why it’s vital to gather student feedback on your courses – not just through with end-of-course evaluations but also […]
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Quick ways to make passive learning active: Harnessing the power of ‘and’
Read the following text [‘A bit passive’] :: and:: [‘Ooh, there’s more!’] discuss your interpretation… [‘Bringing in active skills! Now you’re talking!’] Watch this video :: and :: summarise it in an infographic… Listen to this lecture :: and :: present your own research… Read <crossed out> Review <replaces ‘read’. ‘A switcheroo from passive to […]
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The ICEBERG principles: Learning design for retention
Retention – helping students complete the studies they’ve signed up for – is an essential element of learning design. Open University researchers Jitse van Ameijde, Martin Weller and Simon Cross developed the ICEBERG principles (2015) to highlight seven learning design elements that support retention. We’ve created a quick guide to the principles and some prompts […]
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The ICEBERG principles: Learning design for retention
Retention – helping students complete the studies they’ve signed up for – is an essential element of learning design. Open University researchers Jitse van Ameijde, Martin Weller and Simon Cross developed the ICEBERG principles (2015) to highlight seven learning design elements that support retention. Below we’ve outlined briefly what the principles look like in practice. […]