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• Worked examples: step-by-step demo(s) of how to perform a task or solve a problem.
•  Multiple modalities that compliment one another: graphics, infographics, animations, with narratives.
• Spaced explanation, modeling, examples.
• Different types of activities and content to give multiple perspectives of same info.
Source (for all above) https://deansforimpact.org/wp-content/uploads/2016/12/The_Science_of_Learning.pdf
• Low stakes Assignments & Feedback https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-grading/Pages/low-stakes-assignments.aspx
• Provide Meaningful Feedback Online https://www.insidehighered.com/digital-learning/views/2017/09/06/how-provide-meaningful-feedback-online-course

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• Metacognition https://academicaffairs.arizona.edu/metacognition
•  Can They Do It in the Real World? https://www.learningsolutionsmag.com/articles/288/can-they-do-it-in-the-real-world-designing-for-transfer-of-learning
• Assessments (to use in the course)
Yale https://ctl.yale.edu/Formative-Summative-Assessments
Harvard https://bokcenter.harvard.edu/formative-and-summative-assessments
• Metacognitive Awareness Inventory https://ciel.viu.ca/teaching-learning-pedagogy/designing-your-course/how-learning-works/ten-metacognitive-teaching-strategies

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• Active Learning http://www.queensu.ca/teachingandlearning/modules/active/index.html
Active Learning Activities: Case Studies, and 1 Minute Paper  http://www.queensu.ca/teachingandlearning/modules/active/12_exmples_of_active_learning_activities.html

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• Rather than just a list of "objectives" provide a description of the learning outcome that identifies what learners will be able to do as a result of taking the course.
• Low stakes self assessments (pre- and post-assessments)
• PBL
• Case Studies and scenarios
• Relatable videos/ audios
• Review activity to recap main points

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Start the course with a case study or scenario that describes how the content relates to the learner.

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"Active learning is an approach to instruction that involves actively engaging students with the course material."
Source: http://www.queensu.ca/teachingandlearning/modules/active/04_what_is_active_learning.html
Incorporate activities that learners can understand how the content relates to them, why the info matters, and why they need to learn it.

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Retrieval
• At the beginning of a course, introduce questions about the new material. At the end, provide the same question or a related activity to provide opportunities to retrieve info with an understanding of it's context.
Transfer
• Include activities that: provide context to help learners understand the why, how, and what; connect concepts and topics; provide feedback for activities and questions that explains why the answer was correct and incorrect.

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Encourage learners to retrieve information by providing informal low stakes activities.
Retrieval Practice Org https://www.retrievalpractice.org/
Retrieval Guide http://pdf.retrievalpractice.org/RetrievalPracticeGuide.pdf
Transfer Guide http://pdf.retrievalpractice.org/TransferGuide.pdf

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Design the course to be about the learner (their work environment, job responsibilities, thought process, etc.) which provides context for the content.

• Gagne's 9 Events Infographic https://www.mnsu.edu/its/academic/mavlearn/models/gagne.html
How to Apply https://elearningindustry.com/how-to-apply-gagnes-9-events-of-instruction-in-elearning

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TOKUHAMA Part 3 - 50 Practical Applications of MBE

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• Learning Science https://medium.com/inspired-ideas-prek-12/what-is-learning-science-a1dc07ec4ce
• MBE http://www.traceytokuhama.com/index.php?option=com_tz_portfolio&view=article&id=439:the-scientifically-substantiated-art-of-teaching-in-mind-brain-and-education-science-principles-and-tenets&catid=22&Itemid=333%20%20%20
• Neuroplasticity
https://www.youtube.com/watch?v=ELpfYCZa87g
• Learning to Learn http://www.traceytokuhama.com/index.php?option=com_tz_portfolio&view=article&id=439:the-scientifically-substantiated-art-of-teaching-in-mind-brain-and-education-science-principles-and-tenets&catid=22&Itemid=333%20%20%20
• Metacognition https://cft.vanderbilt.edu/guides-sub-pages/metacognition/

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• What is Learning Science?
• How can LS change the way we develop training?
• What is MBE and how can it impact training development?