Better Learning Teaching Support Material - Why & How?

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