Summary of Rebecca Frost Cuevas's Course Design Formula

By IRB Media

Please note: This is a companion version & not the original book.

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#1 The brain processes and stores information in long-term storage only if the information is good for us and our survival, so don’t worry if your brain can’t tell if new information is good to store or not. It’s safer to leave it out. Now, let’s see where learning actually happens! -> Learning is the process of adapting to our environment in ways that promote survival. The brain only wants to let new material into its long-term storage area if that new information promotes our well-being and survival.

#2 The brain processes and stores information in long-term storage only if the information is good for us and our survival. Don’t worry if your brain can’t tell if new information is good to store or not. It’s safer to leave it out.

#3 The brain processes and stores information in long-term storage only if the information is good for us and our survival. You need to present your learners with small, focused chunks of new information to make sure that this happens.

#4 You need to present your learners with small, focused chunks of new information to make sure that the brain can process and store them.

• Language: English
• Publisher: IRB Media
• Release date: Sep 28, 2022
• ISBN: 9798350031584

IRB Media

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Insights on Rebecca Frost Cuevas's Course Design Formula

Contents

Insights from Chapter 1

Insights from Chapter 2

Insights from Chapter 3

Insights from Chapter 4

Insights from Chapter 5

Insights from Chapter 6

Insights from Chapter 7

Insights from Chapter 8

Insights from Chapter 9

Insights from Chapter 10

Insights from Chapter 11

Insights from Chapter 12

Insights from Chapter 13

Insights from Chapter 14

Insights from Chapter 15

Insights from Chapter 16

Insights from Chapter 17

Insights from Chapter 1

#1

Learning is the process of adapting to our environment in ways that promote survival. The brain only wants to let new information into its long-term storage area if that new information promotes our well-being and survival.

#2

The brain has one job, and it’s a doozy: to keep us alive. It processes new information and organizes it for future use. Information gets into the brain’s schema-storage area via the senses, and is processed there.

#3

The information you want to transfer to your learners’ brains must be presented in small, focused chunks. Make sure that the information you present in your course is related to something your learners need and care about.

#4

To make sure your students understand your lessons, you must make sure they take in your information in the right order. You must present them with no more than five to seven pieces of new information at a time, so that the new information can fit through their brain’s narrow doorway.

#5

It’s important to think about the prior knowledge your course participants must have in order to take in, process, and store the material you’re sharing with them. You must help them fit the new information into their existing mental frameworks or build new frameworks to hold it.

#6

The course design process you’ll learn will make it easy for you to see where you need to help your learners build a proper foundation for what you are about to share with them. This way, everything you teach in your online course will get stored in your participants’ long-term memory.

#7

The brain has a huge long-term storage area where it stores everything that the person has learned in their life. The information is arranged and sorted in useful ways for easy retrieval.

#8

The instructor is an expert on the subject matter of her