In my book, I discuss some of Mayer’s multimedia principles. They are increasingly becoming a default in how we think about instruction that combines words and visuals. Avoid unnecessary details, align text and images, combine modalities wisely… it all sounds familiar, and for good reason. But how solid is that whole framework when you stop… Read More Multimedia works. But not always the way we think.
I don’t want to write a rant every time a technology mogul has a bright idea, but it’s tempting. The latest example is a $10,000 “AI college”, backed by names like Khan Academy, TED and ETS. It promises the same things that we’ve seen being touted again and again: personalised learning, a focus on competencies,… Read More Khan, TED, AI colleges and the McDonaldization of higher education
More and more students aim to pursue a PhD. I did mine at a later age, in my own time. But imagine starting a doctorate. You work for years on a single project, often with a great deal of autonomy, yet at the same time within a relationship in which one person has enormous influence… Read More Bullying during the making of a PhD: not an exception, but a pattern
Google recently published a set of (easy) study tips built around Gemini. They sound familiar: organise your materials, generate study guides, turn notes into audio, visualise concepts, test yourself, and identify gaps through feedback. At first glance, this looks like a neat translation of learning science into practice. But look a bit closer and something… Read More Google published AI study tips to make learning easier. That’s exactly the problem.
Anyone who works through the literature keeps arriving at the same conclusion: one-on-one or small-group tutoring is among the most effective interventions we know. Meta-analyses of dozens to hundreds of studies show consistent and often relatively large effects. That’s not a marginal finding; it’s one of the most robust results in educational research. What’s more,… Read More Tutoring works. Organising it often less.
No, AI won’t be taking over the world, I think… I do love Sam Tucker’s videos! Check here for more Funny on Sunday.
“Learning needs to be fun” quickly turns into a familiar caricature: classrooms where everything has to be enjoyable, where substance gives way to entertainment. Bring it up in a debate, and people immediately know what you mean. And what they think of it. But in pushing back against that caricature, we may have dropped a… Read More Not everything has to be fun. But joy in learning still matters.
Smartphones are disappearing from schools worldwide. Sometimes completely, sometimes partially. According to UNESCO, many education systems have, in recent years, decided to limit or ban their use. This is also becoming a reality closer to home, in Flanders and the Netherlands. Various reasons are cited. In France, the original aim was to protect teachers’ privacy.… Read More Who do smartphone bans actually work for? A view from a different research perspective
You would expect that if you give people complete freedom, things would go in all directions. Give ten groups the same task, without examples, without consultation, and you expect variation. A lot of variation. And you will probably get that. But rarely is that variation completely random. If you look closely, patterns start to appear.… Read More Why languages are not random (and what they have in common)
You look at a pupil or student who is almost there. Their answer or work is no longer really wrong, but not quite right either. And that often feels like good news. We see something to build on, point out what is already working, and offer some encouragement. That makes sense. But this is also… Read More When “almost right” helps less than being wrong