Instructor's Guide

1997

P: Hi, I'm a programmer. I'm starting an online retail company. What do you do?

G: Hi, I'm a graphic designer. I know how to select and arrange text and images in ways that are appealing, informative, and usable.

P: Huh. That seems much simpler to me than programming. I don't think I need to hire you.

2003

G: So, how did your startup do?

P: It tanked. People kept saying the site was ugly and confusing. I guess I should have hired you back in '97 after all.

2014

P: Hi, I'm a programmer. I'm starting an online education company. What do you do?

T: Hi, I'm a teacher. I know how to create and deliver learning materials in ways that are appealing, informative, and usable.

P: Huh. That seems much simpler to me than programming…

As a species, we know a lot about how brains learn, how effective various teaching practices are, and how society's needs and expectations shape how and how well we learn. As individuals, though, most people who teach at college and university either don't know this knowledge exists, or haven't incorporated it into their teaching. It's as if only doctors knew about the connection between smoking and cancer.

The best guide to evidence-based learning we have found is How Learning Works: Seven Research-Based Principles for Smart Teaching (see the bibliography for the full citation). Its advice is based in equal parts on theory, research, and experience. While some of the recommendations may seem banal, the full-length explanations in the book itself are anything but.

We try to incorporate these ideas into our teaching, and into our instructor training course. If you are interested in taking part, please get in touch.