Summary of Rebecca Frost Cuevas's Course Design Formula

Everest Media

Description

Please note: This is a companion version & not the original book.
Sample Book Insights:
#1 The brain processes and stores information in long-term storage only if the information is good for us and our survival, so don’t worry if your brain can’t tell if new information is good to store or not. It’s safer to leave it out. Now, let’s see where learning actually happens! -> Learning is the process of adapting to our environment in ways that promote survival. The brain only wants to let new material into its long-term storage area if that new information promotes our well-being and survival.
#2 The brain processes and stores information in long-term storage only if the information is good for us and our survival. Don’t worry if your brain can’t tell if new information is good to store or not. It’s safer to leave it out.
#3 The brain processes and stores information in long-term storage only if the information is good for us and our survival. You need to present your learners with small, focused chunks of new information to make sure that this happens.
#4 You need to present your learners with small, focused chunks of new information to make sure that the brain can process and store them.

Informations

• Publié par: Everest Media LLC
• Date de parution: 13 octobre 2022
• Nombre de lectures: 0
• EAN13: 9798350031584
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Insights on Rebecca Frost Cuevas's Course Design Formula
Contents Insights from Chapter 1 Insights from Chapter 2 Insights from Chapter 3 Insights from Chapter 4 Insights from Chapter 5 Insights from Chapter 6 Insights from Chapter 7 Insights from Chapter 8 Insights from Chapter 9 Insights from Chapter 10 Insights from Chapter 11 Insights from Chapter 12 Insights from Chapter 13 Insights from Chapter 14 Insights from Chapter 15 Insights from Chapter 16 Insights from Chapter 17
Insights from Chapter 1

#1

The brain processes and stores information in long-term storage only if the information is good for us and our survival, so don’t worry if your brain can’t tell if new information is good to store or not. It’s safer to leave it out. Now, let’s see where learning actually happens! -> Learning is the process of adapting to our environment in ways that promote survival. The brain only wants to let new material into its long-term storage area if that new information promotes our well-being and survival.

#2

The brain processes and stores information in long-term storage only if the information is good for us and our survival. Don’t worry if your brain can’t tell if new information is good to store or not. It’s safer to leave it out.

#3

The brain processes and stores information in long-term storage only if the information is good for us and our survival. You need to present your learners with small, focused chunks of new information to make sure that this happens.

#4

You need to present your learners with small, focused chunks of new information to make sure that the brain can process and store them.

#5

The brain processes and stores information in long-term storage only if the information is good for us and our survival. You must help your participants unpack, analyze, sort, and label the new information you’re presenting them if you want them to be able to really absorb it.

#6

To help your participants access their relevant prior knowledge, you need to help them unpack, analyze, sort, and label the new information you’re presenting.

#7

To help your participants access their relevant prior knowledge, you must help them unpack, analyze, sort, and label the new information you’re presenting.

#8

To help your participants access their relevant prior knowledge, you must help them unpack, analyze, sort, and label the new information you’re presenting.
Insights from Chapter 2

#1

To help your participants access their relevant prior knowledge, you must help them unpack, analyze, sort, and label the new information you’re presenting.

#2

The secret to making information learnable is to break it up into small, focused chunks of new information.

#3

To make the most of the courseware you have purchased or created, you must help your participants unpack, analyze, sort, and label the new information you’re presenting.
Insights from Chapter 3

#1

To help your participants access their relevant prior knowledge, you must help them unpack, analyze, sort, and label the new information you’re presenting.

#2

The online-learning environment affords you the ability to show your students anything you want, but it is up to you as the instructor to make good use of this affordance by designing your lesson so it shows your students the right things, in the right way, in the right sequence, and at the right time.

#3

The secret to making information learnable is to break it up into small, focused chunks of new information. To make the most of the courseware you have purchased or created, you must help your participants unpack, analyze, sort, and label the new information you’re presenting.

#4

The secret to making information learnable is to break it up into small, focused chunks of new information. To make the most of the courseware you have purchased or created, you must help your participants unpack, analyze, sort, and label the new information you’re presenting.

#5

The second secret to making information learnable is to break it up into small, focused chunks of new information.