Let's talk about teaching: Frameworks for educational design

Educational design is the cornerstone of a great teaching experience. Traditional lectures are the mainstream method, however there are other approaches such as group working, problem-based learning and work-based learning that can facilitate other key skills. Here we'll explore different approaches to teaching, frameworks such as the 3Ss (Sequencing, Scaffolding and Spiralling), constructive alignment, Bloom's taxonomy of learning, flipped classrooms and methods of live feedback.
The hope is that this might seed some ideas for educators or provide perspective for students.
00:00 Introduction
00:44 What are we trying to achieve?
01:46 Approaches to teaching
02:40 The 3Ss: Sequencing, scaffolding and spiraling
03:31 Constructive alignment
04:18 Bloom's taxonomy of learning
05:30 Flipped classrooms
06:27 Live feedback
07:09 Final thoughts
Check out my blog post where I explore these topics
Meta-teaching - What you can learn from Inception in the age of coronavirus
/ meta-teaching-teaching...
#Teaching #ConstructiveAlignment #FlippedClassroom
Twitter: / icbillywu
Personal website: www.imperial.ac.uk/people/bill...
About us: www.imperial.ac.uk/design-engi...

[@PravdaSeed]

🔋 Thanks Billy

[@vinayakgupta6741]

This is WOW. I wish I could show this video to some of my professors. Again, please do accept my regards for making this video and sharing ideas.

[@BillyWu]

Thanks Vinayak. Appreciate the comments

[@yohannes_solomon]

I kinda felt goosebumps OMG. Am lecturer at Arba Minch University (Faculty of Mechanical Engineering) I never seen explanations and presentations like these before (in all of your contents BTW). Am sure we will meet definitely we will. I will send you an advisorship request.

[@MrVaticanRag]

Well here is some feedback, backed up by what we were taught in New Zealand 60 years ago whe we were preparing to transform our country To "Go Metric". One of the most enduring gems was to learn that the Imperial system had always presumed that weight was synonymous with Mass - rather than understanding that weight varies depending on the resultant accelerating forces that a Mass may be exposed to as a mass remains constant regardless of acceleration until approaching near light speed. So the Asperges of the class easily remember the class and name of the teacher, and consequently recall that we were brain washed to always understand that kilograms were different to Newtons and although we measure and compare masses using balance scales, (as displayed outside the Old Bailey or in gold and gem stone dealers). So we also understand that using bathroom scales was a means of displaying our Mass by calibrating the weight force in terms of Mass or kgs (as used in calculating ones Body Mass index (kg/m²). So in future could you please change your videos displaying metallurgical eutectic graphs to say "%Mass" not "%weight" and refer to a reduction in density as having less Mass rather than having a lighter weight. How else can we train our younger students the right terminology as they take up ISO units especially with the popularity of EVs. Only Liberia and the US have yet to acknowledge and take up the ISO system so the education in this sphere is lagging. Thank you. 🥝🥝🙏