Case Study 2- Immediate Feedback

immediate feedback: the theory that students will perform better and more efficiently when given immediate feedback.

Jennifer Hadfield psu69b

Rachel Jackson psu690

Caroline Hobart sou66c

case study one- the generation effect

the generation effect: the theory that the implementation of SAQ’s and fill in the blank questions will produce a higher level of learning.

Jennifer Hadfield psu69b

Rachel Jackson psu690

Caroline Hobart sou66c

Case study 1. A Principle of Learning: Negative Suggestion Effect

This case study presents the negative suggestion effect, which is one of the principles of learning.

Hannah Elizabeth Simpson psu72b

Marian Andrei Stanciu psu641

Panagiotis Fokas – psu634

Case Study 2 – Cooperative Learning in Small Groups

This video recommends the extensive use of cooperative learning in small group activities as a teaching method in a higher education setting.

Hannah Simpson – psu72b
Marian Andrei Stanciu – psu641
Panagiotis Fokas – psu634

Case Study Two – Manageable Cognitive Load

This video shows how too much information on multimedia presentations can prevent learning.

Lucy Coles – Psu736

Jade Luke – Psu64d

Katrina Jones – Psu697

Case Study One – Testing Effect

This video shows how multiple tests can improve learning.

Lucy Coles – Psu736

Jade Luke – Psu64d

Katrina Jones – Psu697

Case Study 2 – Multimedia Learning

Our video focuses on the concept of Multimedia learning in higher education and its success in the learning environment. Evidence of its success is discussed in relation to current psychological principles. These include the Multimedia Principle, Spatial Contiguity Principle, Temporal Contiguity Principle, Coherence Principle, Modality Principle, and The interactivity effect. We go on to discuss how we can improve the current methods of multimedia teaching by incorporating short breaks into lecture times, referred to as spaced learning. We propose to assess students using online methods, as multimedia-based tests will engage context-dependent learning. By enhancing the current methods and applying these principles, we expect students to gain a deeper understanding of lecture content, and will benefit by retaining information for future use. This video was produced by Bethan Williams (psu6d0), Jodie Swift (psu6aa), Katie Gibbins (psu696) and Nia Williams (psu6de).

Case Study 1 – The Generation Effect

Our video demonstrates one of the current methods of assessment at Higher Education level, then goes on to suggest improvements for the curriculum using the Generation Effect, Testing Effect, Negative Suggestion effect and Exam Expectations. Current methods include testing with Multiple Choice Questions in weekly tests based on material covered in the previous lecture. The learning principles we covered demonstrate how our proposed methods of testing can improve learning. This is achieved through scenario based testing building on all previous lecture content. We aim to allow students to gain a deeper understanding of course content and therefore maintain information for future use. This video was produced by Bethan Williams (psu6d0), Jodie Swift (psu6aa), Katie Gibbins (psu696) and Nia Williams (psu6de).

Passive Vs Active Learning

Kate Martin  psu6a1

Katie Fitton Davies  psu6d5

This video highlights the benificial effects of active learning as compared to passive learning.

Spacing effects

Kate Martin psu6a1
Katie Fitton-Davies psu6d5

This is a video highlighing the benificial effects of spaced learning on long-term retention as compared to
massed learning which may not be maintained over long durations.