5.6 ‘Experiencing’ a design
5.6. Experiencing a design A physics teacher is using vivid analogies in her lesson on the subject of `sound and silence’. The analogies are understood by all except two of her students. The two are wanting and willing to learn. Both fail a test at the end of the lesson.A paper dart wings its way […]
4.3.4 The missing melody
4.3.4. The missing melody An S-R event in which the primary goal is `to instruct’ has a sharp, business-like sound to it. It has to deliver some pre-defined knowledge or skill. In contrast, an S-B, event which is an ‘encounter’ gives the learner plenty of room to respond in her or his own way. An […]
4.3.5 The non-integration problem
4.3.5. The non-integration problem How many times as a teacher or designer have you heard the complaint that the separate parts of a course ‘don’t seem to belong to each other’? You have probably had to respond to complaints about non-integration in a course or lesson more than once. It’s a common problem. Usually, in […]