Hyde & Rugg:
We solve hard problems
Hyde & Rugg:
We solve hard problems
The resources on this page relate to education theory; we have a separate page of learning resources for students, here.
Mapping types of memory, skill, etc onto teaching and learning methods. What’s the best mapping between memory types, skill types, etc and pedagogic methods?
Data, information and knowledge: The knowledge pyramid. An overview of these three concepts, and their implications.
Methods and the knowledge pyramid. Implications of information vs knowledge for assessment.
Formalised academic knowledge versus craft skills. Why we need to include craft skills in education design.
Teaching the ‘facts’. A critical examination of misconceptions about facts and evidence in education.
Education in context: Its purpose and lifespan. Ways of visualising the purpose and duration of education.
How complex should education theories be? Quantifying complexity in education theories.
False dichotomies in education theory. More fruitful ways of thinking about education theory.
Visions of course structure. Ways of visualising the structure of a taught course.
The limits to literacy. It’s highly likely that no education system will ever produce more than 95% literacy rates. This article examines the reasons and implications.
Technology and education: Insights from sociotechnical approaches. The form of a technology makes some activities easier, and others more difficult. What are the implications for educational technology and educational practices?
Are writing skills transferable? Specialist writing is very different from nonspecialist writing. Different fields have different forms of specialist writing, so the concept of teaching generic transferable writing skills is based on a misconception.
Parallel processing and natural learning. The concept ‘natural’ crops up repeatedly across educational theories. This article describes how one interpretation of “natural learning” is an attempt to describe parallel processing.
Compiled skills and ‘natural’ learning. This article describes how one view of ‘natural learning’ is an attempt to describe compiled skills.
Education and nature. Some thoughts about the concepts of ‘nature’ and ‘natural.
‘Natural’ and ‘artificial’ learning. An analysis of what these concepts actually attempt to describe.
The perils of premature pigeonholing. It’s tempting, but a bad idea, to try to fit new concepts into prestigious frameworks from ancient philosophy.
Passive ignorance, active ignorance, and why students don’t learn. When students resist information that clashes with their beliefs.