The Learning Scientists define dual coding as:

“The process of combining verbal materials with visual materials. There are many ways to visually represent material, such as with infographics, timelines, cartoon strips, diagrams, and graphic organizers. When you have the same information in two formats – words and visuals – it gives you two ways of remembering the information later on.”

Dual Coding is an excellent strategy that learners can employ to aid learning and revision, however, practitioners can employ the same strategy when developing materials for learners.

Presentations / Slideshows

Within powerpoint and powerpoint online, a number of tools can be used to better format slides for presentations or screen recordings.  Tools such as designer, smart art, built in icon and image  searches can help develop content in a clear, concise way.

The Learning Scientists define dual coding as:

“The process of combining verbal materials with visual materials. There are many ways to visually represent material, such as with infographics, timelines, cartoon strips, diagrams, and graphic organizers. When you have the same information in two formats – words and visuals – it gives you two ways of remembering the information later on.”

Dual Coding is an excellent strategy that learners can employ to aid learning and revision, however, practitioners can employ the same strategy when developing materials for learners.

Presentations / Slideshows

Within powerpoint and powerpoint online, a number of tools can be used to better format slides for presentations or screen recordings.  Tools such as designer, smart art, built in icon and image  searches can help develop content in a clear, concise way.

Planning for flipped learning

1. Plan
   Figure out which lesson, or series of lessons in particular you want to flip.
   Outline the key learning outcomes and concepts.
2. Record
   Make a video. Try to ensure that the video content utilises techniques to reduce cognitive load such as dual coding, particularly if you are recording a presentation.
3. Independent Learning Activity
   Consider a short learning activity that accompanies the video.  For example, you may wish to
   • create a diagnostic quiz that will allow you to see how well the learners have understood the content/identify any misconceptions
   • visualise the video content as a concept map or infographic and add to a OneNote page
   • create a set of flash cards about the topic

4. In Class
In class, you can spend more time engaging learners in higher order thinking tasks, practical activities, groups work.

You can use the learner evidence from the independent learning activity to facilitate discussion and debate, or tackle misconceptions.

Some other strategies that can be used in in-class activities, either in person or online include:

• Active learning
  Allow students to apply concepts in class where they can ask peers or instructors for feedback and clarification.
  There are a variety of digital tools that you may find useful for in class, or remote use.
• Concept Testing.
  Students can explain their understanding to each other by explaining concepts and misconceptions or working on small problems.
• Collaborative learning.
  Collaborative learning activities could increase student engagement, enhance student understanding, and promote collective intelligence.Multi-authoring features of cloud based productivity suites such as Office365 and Gsuite allow learners to work together on the same documents in real time.

  in a virtual live environment, tools such as Jamboard in Google Classroom, Whiteboard in Teams or the collaboration space in Class Notebook can all be used for lcollaboration