The following page is written with technical terminology which may be difficult to understand without knowledge on educational theory, digital learning theory and learning psychology.
The Navigator Online courses are fundamentally an evidence-based, experience-refined guide for the development of deep processing habits and metacognition, predominantly centred around inquiry-learning models and supplementary techniques involved in inquiry-learning.
The aim is to guide students towards self-sustainable learning, increasing their ability to learn in a diverse range of settings and situations, as well as increasing their academic confidence.
It does this through the facilitation of:
- Metacognition around learning processes
- Development of active learning strategies
- Enhanced ability for deep processing
- Improved self-efficacy and intrinsic motivation, including facilitation of growth mindsets
To achieve these aims, the courses guide learners through the following core concepts:
- Threshold concepts
- Cognitive load theory
- Cognitive priming
- Experiential learning
- Active reading and listening
- Awareness of learning preferences and multi-modal learning
- Inquiry-learning models and techniques for self-facilitation of inquiry-learning strategies
- Revision scheduling including spaced repetition
- Microlearning principles
- Introspective feedback analysis
- Generation and hypercorrection effects
- Habit creation best-practice
Relevant supplementary and minor concepts are also included.
The courses teach the above concepts in a non-linear, inherently recursive methodology to maximise germane and intrinsic load while reducing extraneous load. Because many of these concepts are in themselves threshold concepts, great care is taken to prevent early, incorrect crystallisation of knowledge and the pedagogical and androgogical techniques incorporate heavy use of interleaving and experiential learning strategies.
The specific methodology through which the courses are structured and the concepts are explained are a product of our extensive experience working with students closely and evaluating hundreds if not thousands of variations in delivery.
Earlier courses are largely instructional, while later courses are more interactive, constructivist and involve less guidance to optimise cognitive load.
The course designs also adhere to the best-practices of blended learning as much as possible, noting that this is a field in which research is dynamic and inconclusive.
If you would like to discuss the technicalities of the theories, teaching approaches, instruction, or have other queries, please contact Justin at firstname.lastname@example.org