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Glenn Krumel's avatar

As a pilot I was taught to aviate, navigate and then communicate. When the cognitive load increased we used “load shedding” to stop communicating and, if necessary, stop navigating - because a failure in aviating is often fatal. This should be an intuitive process, but it is better as a deliberate strategy.

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Mark Laumakis's avatar

I have been teaching in higher ed for more than 20 years. Over time, large lecture introductory courses like mine typically become bloated, as we add the latest and greatest technologies and assessment tools to the course.

Having read Subtract (which is, along with Range, a Top 5 book for me in the past 5-7 years), I committed to improving the course and my teaching by including fewer, not more, course elements. My course now only includes design elements that enhance students' chances of success, mainly targeting (1) showing up for in-person class and (2) doing something, literally ANYTHING, outside of class.

I accomplish #1 via the use an audience response system that incentivizes attendance and participation and I accomplish #2 via the use of online adaptive quiz assignments from the publisher of the textbook, which are open-book, open-note, and untimed. Gone are assignments and activities that don't help me achieve either of those two goals.

My students enjoy the course, their grades are solid, and everything is much less complicated, for them and for me. Oh, and I teach up to 1,000 students total in my two courses. Indeed, subtracting is the answer and less is more...

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