I’ve been writing a lot about cognitive architecture and instructional design of late (here, here and here). Arguably, the goal of instruction is to help students be able to explain information that they’ve retained and to transfer this to solve problems. Here I want to discuss a method of instructional design which may be highly effective in supporting learners with not only their retention of information, but also transfer.
According to Mayer et al (1996):
‘a common instructional practice is to provide a lengthy verbal explanation, such as a textbook passage or a classroom…
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