Nidhi Sachdeva from the University of Toronto talks about the science of learning, myth-busting educational misconceptions, and the role of technology in teaching. We get into cognitive load theory, explicit instruction, and question the efficacy of demanding reading loads in higher education. Nidhi shares her expertise on structured teaching methods, the importance of factual knowledge in the age of AI, and her efforts to simplify educational research for teachers. We tackle the perennial question of why most academic writing sucks, and talk about the best ways for practitioners to get started on their own research.

Dr. Nidhi Sachdeva is based at the University of Toronto’s Ontario Institute for Studies in Education (OISE). She is interested in designing and integrating evidence-informed instructional practices. Recently, she has been researching this through the notion of microlearning and cognitive science. She developed a range of microlearning content using the science of learning as guidelines. You can find some of her work in the video series on How Learning Happens. She also developed the microlearning video series for peerScholar.

Nidhi’s substack, which she co authors with Jim Hewitt, is called The Science of Learning and is available at https://scienceoflearning.substack.com/. Nidhi and Jim have also appeared on the Chalk and Talk podcast, and Nidhi was a recent guest on the Progressively Incorrect podcast.

Further reading

• Kirschner, P. A., and Hendrick, C. (2020). How learning happens: Seminal works in educational psychology and what they mean in practice. Abingdon: Routledge.
• Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. Available at: https://doi.org/10.1037/h0043158
• Rosenshine, B. (2010), Principles of Instruction: Research-Based Strategies that All Teachers Should Know. American Educator, 36 (1), 12-19.
• Sweller, J., Ayres, P. and Kauyga, S. (2011). Cognitive Load Theory (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies Book 1). London: Springer.
• Willingham, D. (2024). Professor of Psychology Daniel Willingham Speaks to UVA's Class of 2024. [Video]. Available at https://www.youtube.com/watch?v=FEhallt7ZCA [Accessed 20th October 2024].

This is the first of a series of conversations recorded last year with teachers from a range of disciplines who share an interest in applying scholarship to their own teaching, and conducting their own scholarly projects.

Today Lucy Turner-Voakes from the Academic Practice team and I sit down with Jeremy Moulton from Politics and Clément Moissard from Physics at the University of York. They explore how they integrate scholarship, teaching, and learning into their disciplines. Starting with their career journeys and projects, the discussion compares the teaching methodologies and the use of interdisciplinary practices to enhance their students' engagement. We talk about how to deal with awkward silences in seminars, the challenges and institutional support required for effective teaching scholarship, and many other topics.

Clement Moissard is a Teaching & Scholarship Associate Lecturer at the University of York's Plasma Institute where he teaches subjects ranging from Laser-Plasma interactions to Astrobiology.

Jeremy Moulton is a lecturer in the Department of Politics and International Relations. His primary interests are environmental politics, the European Union, and the scholarship of teaching and learning.

Pauldy Otermans and Stephanie Baines return to TELSIG to talk about the research and course design they've been carrying out at Brunel University. Building on the webinar they delivered back in May, Pauldy and Stephanie talk in detail about the challenges and triumphs of building an academic skills course that teaches students how to harness AI tools. As well as the practical applications and the importance of critical thinking, we discuss the collaborative efforts among faculty, and the evolving landscape of educational assessments.

View Stephanie and Pauldy's TELSIG webinar: https://youtu.be/jGjBms0m8Ks

Dr Pauldy Otermans is a Senior Lecturer (Education) in Psychology at Brunel and a female tech leader in the UK. She is a neuroscientist and psychologist by academic background and a female leader of AI technology. She is the Director of the Education Hub, Deputy Division Lead for Psychology, and Employability Lead for the Faculty. Dr Otermans’ research focuses on using AI in Education, Innovative Teaching & Learning in Higher Education.

Pauldy.Otermans@brunel.ac.uk

Dr Stephanie Baines is a Senior Lecturer (Education) in Psychology at Brunel. She is Associate Dean Quality Assurance and former Psychology UG Programme Lead. Previously she worked as a Lecturer in Psychology at Bangor University and the University of Manchester and as a Teaching Fellow at University College London. Dr Baines’ research focuses on Innovation in Teaching & Learning in Higher Education; Using AI in Education; Graduate outcomes & Employability; Student Engagement and Experience; EDI and Student Success; and Assessment and Feedback.

Stephanie.Baines@brunel.ac.uk