Better Learning Teaching Support Material - Why & How?

[mitsumi]

Better Learning Teaching Support Material - Why & How?
Published 5/2023
MP4 | Video: h264, 1280x720 | Audio: AAC, 44.1 KHz
Language: English | Size: 1.93 GB | Duration: 4h 21m

Create LTSM to improve READABILITY, to reduce COGNITIVE OVERLOAD, and to ENHANCE LEARNING (Accreditation in process)

What you'll learn
1. Understand and explain the theoretical basis for this course to create better Learning Teaching Support Material.
2. Recognize the presence of important aspects of Learning Teaching Support Material that can enhance or hamper learning.
3. Explain reasons for using the 12 strategies covered in this course when creating Learning Teaching Support Material.
4. Analyse and evaluate Learning Teaching Support Material by using 12 short checklists .
5. Create Learning Teaching Support Material that will enhance the use of evidence-based and research-based learning strategies.
Requirements
Desire to create Learning Teaching Support Material (LTSM) for better understanding & learning.
Open mind to think about things we think we know.
Willingness to make changes to existing Learning Teaching Support Material.
Growth-oriented mindset to use the resources to learn more.
Description
Welcome to this course titled:Better Learning Teaching Support Material - WHY & HOW?You can read the course description below or listen to the promotion video, but I invite you to do one of the two or both.IMAGINE A CHILD THAT WENT THROUGH THE COVID-19 PANDEMIC...The child is talking and you're listening.What do you think the child is saying?Who is the child talking to?MAYBE THE CHILD IS SAYING...HELP US!To read and understand.To think and learn better.To get an education.To get jobs and earn an income.MAYBE THE CHILD IS TALKING TO YOU...So, on behalf of all school and adult learners all over the world... I urge you to stop and think.Educators, lecturers & trainersTutors & academic coachesCreators of online therapeutic or educational products & servicesStudents & adult learnersProfessionalsEmployersParentsOr any interested person.WE ALL HAVE ONE IMPORTANTANT THING IN COMMON.We have all experienced the COVID Pandemic.And we all have been affected in some or other way.BUT THE EFFECT OF THE PANDEMIC ON OUR CHILDREN IS NOT OVER!THERE IS NO SHORTAGE OF...Articles about how COVID-19 has caused a global learning crisis.Reports discussing the impact of COVID-19 on Education.Research related to the effects of the pandemic on education.Statements that will be quoted, shared and tweeted for years to come.Alarming headlines, like:"Only 18% of grade 4 learners in South Africa can read for meaning" or "The percentage of Gr 4 children who can't read for meaning in any one of the 11 official languages in South Africa has increased to 81% in 2021."Recommendations about what must be done to address the global education crisis, or the crisis in every country, like the crisis in South Africa.MOST OF US ARE NOT IN THE POSITION...To make policy decisions orTo create solutions on a national level.WE CAN... Blame and point fingers at the government or education departments.Seek professional help.Use the opportunity to create products or services to support desperate parents and their children.We can leave the country.ORWe can take initiative and be pro-active.We can help address the global education crisis by making it easier for learners to learn.BEFORE I TELL YOU MORE ABOUT THIS COURSE, LET'S LOOK AN IMPORTANT STUDY BY HOHN HATTIEJohn Hattie is a well know professor and researcher in education. He did a meta-analysis of more than 65 000 studies of student achievement. Together the studies involved close to a quarter of a billion students.Hattie listed the top 195 factors that influence learning. He then combined the data from all the studies and looked for common groupings of factors that influenced learning. Although this study was done a few years before the COVID Pandemic, we can still learn a lot from this study.Hattie's work indicates that...50% of what predicts learning is how you approach studying. So, half of the learning depends on what the learner is doing.25%, the next largest single chunk of influence, is related to teacher qualities. In other words what the teachers do, their characteristics, their training , etc.5% can be attributed to peers.5% can be attributed to home factors.15% can be attributed to other smaller factors.I think these percentages might be different after the pandemic, but we can still use it as guidelines.Teachers probably now have a bigger role to play to support learners and help them to learn than before the pandemic.THERE IS ANOTHER THING WE HAVE IN COMMON...To a large extent a hidden problem.And this is what this course is about!SO LET ME GIVE YOU A QUICK OVERVIEW OF THE COURSE...The sections in this course can broadly be divided in 3 groupings or categories.The first few sections of the course will provide the background and give the context for this course titled - Better Learning Teaching Support Material (LTSM) - Why and how? The important hidden problem will become clearer through these sections.The next category of sections in the course will provide information related to the theoretical basis for this course.Understanding cognitive load theory, cognitive load effects and the importance of evidence-based and research-based learning strategies will be covered.The remainder of this course will cover strategies to create better Learning Teaching Support Material to improve readability, to prevent cognitive overload and to enhance learning.I AM ESTELLE BRETTENNY FROM CAPE TOWN IN SOUTH AFRICA...As an Occupational Therapist I have worked with older school learners and adult learners for decades and my clinical and hands-on experience empowers me to create courses like this one.You can look at the course biography for some more background information if needed.And please look at my other courses as they all complement each other.PLEASE JOIN ME & HELP OUR CHILDREN AND STUDENTS ALL OVER THE WORLD.LET'S MAKE IT POSSIBLE FOR THEM TO LEARN.
Overview
Section 1: Introduction and Overview of Course
Lecture 1 Introduction
Section 2: Professional Development
Lecture 2 Introduction to professional development
Lecture 3 Some suggestions for professional development
Section 3: Disclaimer
Lecture 4 Course Resources
Section 4: Technical Support
Lecture 5 Technical tips
Section 5: Problems Of Older Learners
Lecture 6 Is this the reality for most learners?
Lecture 7 Outcomes of section
Lecture 8 Obvious problems of older learners
Lecture 9 Obvious problems were aggravated
Lecture 10 Consequences of problems that were aggravated
Lecture 11 Explosion of online offerings
Lecture 12 Quick recap of section
Section 6: Explosion Of Online Offerings
Lecture 13 Outcomes of section
Lecture 14 Examples of online offerings
Lecture 15 Marketing of online offerings
Lecture 16 More and more online offerings
Lecture 17 Parents just wants the best for their child
Lecture 18 Quick recap of section
Section 7: Important Hidden Problem
Lecture 19 Obvious and hidden problems
Lecture 20 Different hidden problems
Section 8: What's Learning Teaching Support Material
Lecture 21 Outcomes of section
Lecture 22 What's Learning Teaching Support Material
Lecture 23 Learning Teaching Support Material are important for professionals & parents too
Lecture 24 Examples of Learning Teaching Support Material
Lecture 25 Learning Teaching Support Material can enhance or hamper learning
Lecture 26 Are you cold or warm?
Lecture 27 Quick recap of section
Section 9: An Interesting New Journey
Lecture 28 Outcomes of section
Lecture 29 A new learning journey and wake-up call
Lecture 30 Two important concepts many people do not know
Lecture 31 A peep behind the scenes
Lecture 32 Quick recap of section
Section 10: The Obvious AHA!
Lecture 33 Outcomes of section
Lecture 34 What the red faces told me!
Lecture 35 My obvious AHA!
Lecture 36 A sad mistake you might be making too
Lecture 37 Quick recap of section
Section 11: Well Know Meme & Powerful Analogy
Lecture 38 Outcomes of section
Lecture 39 A well-known meme
Lecture 40 A problem that pops up in most Learning Teaching Support Material
Lecture 41 This problem is caused by various things
Lecture 42 A powerful analogy
Lecture 43 Quick recap of section
Section 12: Cognitive Load Theory is a must before we move on
Lecture 44 Outcomes of this section
Lecture 45 What is Cognitive Load Theory?
Lecture 46 3 Types of Cognitive Load
Lecture 47 Cognitive Load Effects of Learning Teaching Support Material and Instruction
Section 13: Some Quick but Easy Strategies to Prevent Death By Bullet Point
Lecture 48 Outcomes of this section
Lecture 49 Bullets are powerful
Lecture 50 Be careful of Death by Bullet Point
Lecture 51 6-By-6 Rule
Lecture 52 Parallel Structure
Lecture 53 Alternatives to bullets
Section 14: Visual Design Does Not Only Refer To Colour (Part 1)
Lecture 54 Outcomes for the section
Lecture 55 Visual Design does not only refer to colour
Lecture 56 Take note of the visual design of lectures
Lecture 57 Recognize the presence or absence of clear visual design
Lecture 58 Reasons for & benefits of clear visual design in LTSM
Lecture 59 Analyse and evaluate visual design in LTSM
Lecture 60 Create LTSM that will enhance the use of research-based learning strategies
Lecture 61 A good reason to use research-based learning strategies
Lecture 62 Quick recap of section
Section 15: Visual Design Does Not Only Refer To Colour (Part 2)
Lecture 63 Why we need the Visual Design Strategy
Lecture 64 Quick reminder of the features of a visual style guide
Lecture 65 Layout in Learning Teaching Support Material
Lecture 66 Colour in Learning Teaching Support Material
Lecture 67 Typography in Learning Teaching Support Material
Lecture 68 Spacing in Learning Teaching Support Material
Lecture 69 Visuals and visual cues in Learning Teaching Support Material
Lecture 70 Accessibility in Learning Teaching Support Material
Lecture 71 Writing Style in Learning Teaching Support Material
Lecture 72 Quick recap of section
Section 16: Evidence-Based & Research-Based Learning Strategies
Lecture 73 Evidence-based and research-based learning strategies
Lecture 74 What are evidence-based and research-based learning strategies?
Section 17: A Keyword Or Key Phrase Is Not Without Intent
Lecture 75 A keyword or key phrase is not without intent
Lecture 76 Outcomes of the section
Lecture 77 Recognize the presence or absence of the right keyword or key phrase in LTSM
Lecture 78 Explain reasons for the right focus keyword or key phrase in LTSM
Lecture 79 Analyse or evaluate keyword or key phrase in LTSM
Lecture 80 Create keywords/phrases that will enhance research-based learning strategies
Lecture 81 Quick recap of section
Section 18: A Table Of Contents Is Essential
Lecture 82 A table of contents (TOC) is not just something in front of the book
Lecture 83 Outcomes of the section
Lecture 84 Recognize the presence or absence of a good table of contents in LTSM
Lecture 85 Explain reasons for a good table of contents in LTSM
Lecture 86 Analyse and evaluate a table of contents in LTSM
Lecture 87 Create a TOC that will enhance the use of research-based learning strategies
Lecture 88 Quick recap of section
Section 19: Learning Outcomes Are Often Ignored
Lecture 89 Learning outcomes (LOs) are often ignored
Lecture 90 Outcomes of section
Lecture 91 Recognize the presence or absence of clear learning outcomes in LTSM
Lecture 92 Explain reasons for and benefits of clear learning outcomes in LTSM
Lecture 93 Analyse and evaluate learning outcomes in LTSM
Lecture 94 Create LOs that will enhance the use of research-based learning strategies
Lecture 95 Quick recap of section
Section 20: Headings That Are More Than Just Big Headings
Lecture 96 Headings that are more than just big headings
Lecture 97 Outcomes of section
Lecture 98 Recognize the presence or absence of clear H1 headings in LTSM
Lecture 99 Explain reasons for clear H1 headings in LTSM
Lecture 100 Analyse and evaluate H1 headings in LTSM
Lecture 101 Create H1 headings to enhance the use of research-based learning strategies
Lecture 102 Quick recap of section
Section 21: Headings That Are Often Thrown Away
Lecture 103 Outcomes of section
Lecture 104 Overview of different headings
Lecture 105 Recognize the presence or absence of clear H2 headings in LTSM
Lecture 106 Explain reasons for clear H2 headings in LTSM
Lecture 107 Analyse and evaluate H2 headings in LTSM
Lecture 108 Create H2 headings to enhance the use of research-based learning strategies
Lecture 109 Quick recap
Section 22: Headings That Are Not Easy To Spot
Lecture 110 Headings that are not always easy to spot
Lecture 111 Outcomes of section
Lecture 112 Overview of all different headings
Lecture 113 Recognize the presence or absence of clear H3 headings in LTSM
Lecture 114 Explain reasons for clear H3 headings in LTSM
Lecture 115 A simple analogy to explain heading structure
Lecture 116 Analyse and evaluate H3 headings in LTSM
Lecture 117 Create H3 headings to enhance the use of research-based learning strategies
Lecture 118 Quick recap of section
Section 23: Paragraphs Are Not Just Text Separated By White Spaces
Lecture 119 Paragraphs are not just text separated by white spaces
Lecture 120 Outcomes of section
Lecture 121 Recognize the presence or absence of good paragraphs in LTSM
Lecture 122 Explain reasons for good paragraphs in LTSM
Lecture 123 Analyse and evaluate paragraphs in LTSM
Lecture 124 Create paragraphs to enhance the use of research-based learning strategies
Lecture 125 Quick recap of section
Section 24: Sentences Are Not Just Strings Of Words
Lecture 126 Sentences are not just strings of words
Lecture 127 Outcomes of section
Lecture 128 Recognize the presence or absence of short sentences in LTSM
Lecture 129 Explain reasons for good short sentences in LTSM
Lecture 130 Analyse and evaluate sentence in LTSM
Lecture 131 Create sentences to enhance the use of research-based learning strategies
Lecture 132 Quick recap of section
Section 25: Transition Words Are Like Glue
Lecture 133 Transition words are like glue
Lecture 134 Outcomes of section
Lecture 135 Recognize transition words in LTSM than can enhance learning
Lecture 136 Explain reasons for good transition words in LTSM
Lecture 137 Analyse and evaluate transition words in LTSM
Lecture 138 Create LTSM with transition words to enhance research-based learning strategies
Lecture 139 Quick recap of section
Section 26: Active Voice Is Not Just the Opposite Of Passive Voice
Lecture 140 Active voice is not just the opposite of passive voice
Lecture 141 Outcomes of section
Lecture 142 Recognize the presence or absence of active voice in LTSM
Lecture 143 Explain reasons for and benefits of using active voice in LTSM
Lecture 144 Analyse and evaluate active voice in LTSM
Lecture 145 Create LTSM with active voice to enhance research-based learning strategies
Lecture 146 Quick recap of section
Section 27: Text Structures Are There But They Often Hide Away
Lecture 147 Text structures are there but they hide away
Lecture 148 What are text structures?
Lecture 149 Outcomes of section
Lecture 150 Recognize and identify text structures in LTSM
Lecture 151 Explain benefits of clear text structures
Lecture 152 Analyse and evaluate text structures in LTSM
Lecture 153 Create LTSM with text structures to enhance research-based learning strategies
Lecture 154 Quick recap of section
Section 28: Quick Recap of the Course and Final Messages
Lecture 155 Quick recap of course
Lecture 156 Strive towards an evidence-informed approach
Lecture 157 Final messages
Educators (of Gr 4 learners and older learners) & Lecturers,Tutors & Academic Coaches,Professionals (or employers) creating training material and presenting training,Older and adult learners that are confronted with challenges in their learning material,Parents that support their school children with learning,Professionals working with school learners

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