Clive on Learning

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Games lessons

Clive on Learning

This week's Economist carried an interesting article about the use of video games at school.

Lesson 73
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Tips for blends 5: Build in lots of opportunities to practise new skills

Clive on Learning

Imagine if you went to a tennis lesson and spent the whole time watching videos and discussing tactics: how frustrating this would be? We have already discussed how easy it is to overload learners with information, particularly abstract theory, facts and procedures.

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There are three vowels in 'learning' (and 'i' comes last)

Clive on Learning

Do you really want to ask a new learner to bike straight uphill for the entire lesson?' Interactivity turns a resource into a lesson, a casual exploration into a remote encounter with a virtual teacher. Lots and lots of new information: The problem with this is that it’s exhausting for your learners.

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Why micro-learning works for me

Clive on Learning

What we have now are more commercial micro-learning services, in many cases bundling up mini-lessons into short courses. So there is curious.com, with 13,000 lessons from 1500 teachers; coursmos, with 50,000 videos organised into 11,000 courses; and Highbrow, which will email you 5-minute lessons displayed as text and graphics.

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Why micro-learning works for me

Clive on Learning

What we have now are more commercial micro-learning services, in many cases bundling up mini-lessons into short courses. So there is curious.com, with 13,000 lessons from 1500 teachers; coursmos, with 50,000 videos organised into 11,000 courses; and Highbrow, which will email you 5-minute lessons displayed as text and graphics.

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Why face-to-face should be for special occasions

Clive on Learning

Over time we developed ways of packaging up learning content in books and on tapes and CDs, which freed us up from having to be there on the day when the lesson given. So, how do you decide whether to attend a more routine presentation, lesson, workshop, coaching session, or whatever it is, face-to-face as opposed to online?

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My love-hate relationship with learning objectives

Clive on Learning

Learners who are presented with highly formalised objectives at the commencement of a 'lesson' are likely to end up both bored and baffled. The priority at the commencement of any intervention is engaging the learner, not sending them to sleep. So where does that leave things?