WEBVTT 00:00:00.000 --> 00:00:03.359 Welcome back to The Deep Dive. Today we're looking 00:00:03.359 --> 00:00:05.459 at what you could call the ultimate educational 00:00:05.459 --> 00:00:08.519 pressure test. How do you launch a high quality 00:00:08.519 --> 00:00:11.419 online course and do it fast? In the tech world 00:00:11.419 --> 00:00:13.820 they call it spinning up. Right. And the challenge 00:00:13.820 --> 00:00:18.050 is... Well, it's very real. Educators often get 00:00:18.050 --> 00:00:20.890 really short lead times. Maybe it's poor planning 00:00:20.890 --> 00:00:23.929 at the institutional level or a last minute enrollment 00:00:23.929 --> 00:00:26.230 spike. Or, you know, a global event like we all 00:00:26.230 --> 00:00:28.929 saw back in 2020. Exactly. And that parallel 00:00:28.929 --> 00:00:32.210 between IT and what instructors have to do, it's 00:00:32.210 --> 00:00:35.549 actually perfect. An IT tech spins up a server, 00:00:35.950 --> 00:00:38.009 they take it from being plugged in to being actually 00:00:38.009 --> 00:00:41.479 usable. Okay. For a course, the student information 00:00:41.479 --> 00:00:43.780 system does the first part. It creates the course 00:00:43.780 --> 00:00:45.700 shell, adds the students, assigns the teacher. 00:00:45.840 --> 00:00:47.979 So it's operable. You can log in. It's operable. 00:00:48.039 --> 00:00:50.380 But your mission as the teacher is to take it 00:00:50.380 --> 00:00:52.920 from that state just operable to being truly 00:00:52.920 --> 00:00:55.079 functional, a place where students can actually 00:00:55.079 --> 00:00:57.380 learn something. And our mission for you, the 00:00:57.380 --> 00:00:59.820 listener, is to pull out the key principles for 00:00:59.820 --> 00:01:01.780 doing that, not just efficiently, but with high 00:01:01.780 --> 00:01:04.750 quality. Exactly. And our source materials point 00:01:04.750 --> 00:01:07.769 to five core design standards that a course has 00:01:07.769 --> 00:01:10.390 to meet, especially when it's spun up fast. And 00:01:10.390 --> 00:01:12.709 these apply across the board, right? Fully online, 00:01:13.090 --> 00:01:15.730 hybrid. Yep, all of it. So first, it has to be 00:01:15.730 --> 00:01:18.950 intuitive, easy for students to use. Second, 00:01:19.090 --> 00:01:21.310 the content needs to be aligned, so your assignments 00:01:21.310 --> 00:01:23.890 have to reflect your objectives. Third, there 00:01:23.890 --> 00:01:26.069 have to be opportunities for real interaction, 00:01:26.390 --> 00:01:29.969 for active learning. Fourth, you, the instructor, 00:01:30.170 --> 00:01:32.790 need a clear plan for how you'll be present in 00:01:32.790 --> 00:01:36.569 the course. And fifth, it needs clear links to 00:01:36.569 --> 00:01:38.650 support systems. So let's start with that first 00:01:38.650 --> 00:01:40.969 one, ease of use. This isn't just a nice -to 00:01:40.969 --> 00:01:44.120 -have, is it? It feels fundamental. Oh, it's 00:01:44.120 --> 00:01:46.019 absolutely fundamental. It all comes down to 00:01:46.019 --> 00:01:47.739 perception and perceived effort. What do you 00:01:47.739 --> 00:01:50.140 mean? Well, an instructor might think their course 00:01:50.140 --> 00:01:52.879 is simple, but if a student is spending 30 minutes 00:01:52.879 --> 00:01:55.040 just trying to figure out where to submit an 00:01:55.040 --> 00:01:57.060 assignment, the system has failed. The design 00:01:57.060 --> 00:01:59.180 has to be intuitive for the student, not just 00:01:59.180 --> 00:02:01.920 the person who built it. That's it. And the reason 00:02:01.920 --> 00:02:04.040 this matters so much is explained by something 00:02:04.040 --> 00:02:06.760 called cognitive load theory. Right, the idea 00:02:06.760 --> 00:02:09.000 that our brains only have so much bandwidth at 00:02:09.000 --> 00:02:11.699 any given moment. It's a zero -sum game. It is. 00:02:12.099 --> 00:02:14.400 And that mental bandwidth gets divided into three 00:02:14.400 --> 00:02:18.300 kinds of load. The first is intrinsic cognitive 00:02:18.300 --> 00:02:20.520 load. So that's just the effort needed to understand 00:02:20.520 --> 00:02:22.939 the material itself, the inherent difficulty. 00:02:23.360 --> 00:02:25.379 Precisely. If the topic is complex, the load 00:02:25.379 --> 00:02:28.120 is high. You can manage it by, say, raking a 00:02:28.120 --> 00:02:30.620 big task into smaller steps. OK. And the second 00:02:30.620 --> 00:02:33.550 one? That's the germine cognitive load. This 00:02:33.550 --> 00:02:35.930 is the good stuff. It's the mental capacity that's 00:02:35.930 --> 00:02:38.409 left over for your students to actually build 00:02:38.409 --> 00:02:40.509 new understanding, to make connections. It's 00:02:40.509 --> 00:02:43.669 the whole goal. And its enemy is the third type. 00:02:43.969 --> 00:02:47.069 Its enemy is extraneous cognitive load. This 00:02:47.069 --> 00:02:49.490 is all the bandwidth that gets wasted. Wasted 00:02:49.490 --> 00:02:52.349 on a confusing interface, unclear directions, 00:02:52.889 --> 00:02:55.870 poorly formatted text. So the mental energy spent 00:02:55.870 --> 00:02:58.849 just trying to find the right syllabus link is 00:02:58.849 --> 00:03:01.189 literally stolen from the energy they could have 00:03:01.189 --> 00:03:02.870 used to understand the material in the syllabus. 00:03:03.080 --> 00:03:06.139 You've got it. So the design principle is incredibly 00:03:06.139 --> 00:03:08.979 practical. You have to aggressively reduce that 00:03:08.979 --> 00:03:11.699 extraneous load, clear the pathway, because when 00:03:11.699 --> 00:03:14.400 you do that, you leave more room for the germane 00:03:14.400 --> 00:03:17.180 load. It's a performance multiplier for learning. 00:03:17.819 --> 00:03:19.340 All right. Let's move from the theory to some 00:03:19.340 --> 00:03:22.900 really actionable strategies. How do you create 00:03:22.900 --> 00:03:25.800 that friction -free experience when you have 00:03:25.800 --> 00:03:29.199 to launch a course tomorrow? The sources are 00:03:29.199 --> 00:03:31.259 really clear on this. You start with structural 00:03:31.259 --> 00:03:33.699 consistency. How you organize the content itself. 00:03:33.860 --> 00:03:36.180 Right. And in that pressure cooker of a rapid 00:03:36.180 --> 00:03:38.620 launch, you have to make these big structural 00:03:38.620 --> 00:03:41.460 decisions right away. Take navigation. If your 00:03:41.460 --> 00:03:43.620 learning management system allows for it, use 00:03:43.620 --> 00:03:45.960 collapsed content sections. So students don't 00:03:45.960 --> 00:03:48.280 have to do that endless scroll to find this week's 00:03:48.280 --> 00:03:50.879 work. Exactly. We all know that feeling of scrolling 00:03:50.879 --> 00:03:53.840 on our phones, just browsing. But it's a totally 00:03:53.840 --> 00:03:55.939 different kind of frustration when you're scrolling 00:03:55.939 --> 00:04:00.080 to find one specific link in a sea of 40 other 00:04:00.080 --> 00:04:03.199 things. It kills your focus. It destroys any 00:04:03.199 --> 00:04:05.460 sense of where you are in the course. It does. 00:04:05.919 --> 00:04:08.240 But if week one is visible and weeks two through 00:04:08.240 --> 00:04:10.810 15 are collapsed, The current work is always 00:04:10.810 --> 00:04:13.250 right there, front and center, minimal wasted 00:04:13.250 --> 00:04:15.590 effort. And the content inside those chunks, 00:04:15.990 --> 00:04:18.430 those weeks or modules, has to be consistent 00:04:18.430 --> 00:04:21.149 too. Every single time. Whether you organize 00:04:21.149 --> 00:04:24.569 by week or by topic, the order has to be predictable. 00:04:24.949 --> 00:04:28.149 The sources recommend objectives first, then 00:04:28.149 --> 00:04:31.509 resources, then interactive activities, and finally, 00:04:31.790 --> 00:04:34.329 your assessment activities. Same labels, same 00:04:34.329 --> 00:04:36.769 visual cues. every single time. You should create 00:04:36.769 --> 00:04:39.050 a template chunk on day one. It saves you hours 00:04:39.050 --> 00:04:41.129 later and it guarantees that consistency for 00:04:41.129 --> 00:04:42.850 your students. Which leads right into naming 00:04:42.850 --> 00:04:45.230 conventions. The power of a good name. Oh, it's 00:04:45.230 --> 00:04:48.009 huge. Use fewer names for things and make sure 00:04:48.009 --> 00:04:49.910 those names are identical everywhere. In the 00:04:49.910 --> 00:04:51.910 syllabus, in the online course, and what you 00:04:51.910 --> 00:04:54.370 say in class. The sources also recommend using 00:04:54.370 --> 00:04:56.569 action -oriented labels. Can you give an example 00:04:56.569 --> 00:04:58.769 of that? Sure. So instead of a static title like 00:04:58.769 --> 00:05:01.670 objectives, you could frame it as what we will 00:05:01.670 --> 00:05:04.579 master this week. Ah, I see. Instead of just 00:05:04.579 --> 00:05:07.139 discussions, try interact with your classmates 00:05:07.139 --> 00:05:09.540 here. You're actually guiding their behavior 00:05:09.540 --> 00:05:12.500 with the label. That's smart. And enumerate everything. 00:05:12.800 --> 00:05:15.759 Don't just say week three. Call it three. Graphing 00:05:15.759 --> 00:05:18.740 linear equations. And definitely, definitely 00:05:18.740 --> 00:05:20.959 enumerate your announcements. Why is that so 00:05:20.959 --> 00:05:23.120 important? Because if you send out announcement 00:05:23.120 --> 00:05:25.980 hashtag 12, a student can email you and say, 00:05:26.240 --> 00:05:28.300 I have a question about announcement number 12. 00:05:28.560 --> 00:05:31.579 It cuts down on that chaotic back -and -forth 00:05:31.579 --> 00:05:34.139 email chain trying to figure out what they're 00:05:34.139 --> 00:05:36.120 even talking about. That makes a lot of sense. 00:05:36.579 --> 00:05:39.480 So reducing friction also means making sure every 00:05:39.480 --> 00:05:42.540 file works for every student every time. Universal 00:05:42.540 --> 00:05:44.839 file formats are non -negotiable here. For any 00:05:44.839 --> 00:05:47.500 static material, so things that would otherwise 00:05:47.500 --> 00:05:50.899 be a paper handout. A syllabus. A reading. Right. 00:05:51.050 --> 00:05:53.089 The recommendation is simple. Convert it to a 00:05:53.089 --> 00:05:55.550 PDF, portable document format. Everyone can open 00:05:55.550 --> 00:05:57.670 a PDF. And it preserves your formatting. But 00:05:57.670 --> 00:06:00.170 what if a student needs to edit the file, like 00:06:00.170 --> 00:06:02.129 a worksheet? Good question. You could save it 00:06:02.129 --> 00:06:04.730 as a rich text format. That's a fallback. But 00:06:04.730 --> 00:06:07.649 really, the best solution now is to use a cloud 00:06:07.649 --> 00:06:11.189 suite, like Google or Microsoft 365. You just 00:06:11.189 --> 00:06:13.230 link to the file, and the student can click it 00:06:13.230 --> 00:06:15.970 to create their own editable copy. Zero friction. 00:06:16.250 --> 00:06:19.410 No downloading weird software. Exactly. And for 00:06:19.410 --> 00:06:21.709 video, which can be the biggest source of extraneous 00:06:21.709 --> 00:06:24.610 load, the best practice is to upload your MP4 00:06:24.610 --> 00:06:28.149 file to YouTube as an unlisted video. Why unlisted? 00:06:28.470 --> 00:06:30.529 And why YouTube instead of hosting it yourself? 00:06:30.730 --> 00:06:33.920 Two big reasons. First, bandwidth. Hosting video 00:06:33.920 --> 00:06:36.000 on your own institution's server can lead to 00:06:36.000 --> 00:06:37.899 buffering and bad playback. That's frustrating. 00:06:38.620 --> 00:06:41.660 Second, and this is key, is distraction. When 00:06:41.660 --> 00:06:44.500 you embed an unlisted YouTube link, you prevent 00:06:44.500 --> 00:06:48.180 the distraction trifecta. No ads, no random comments, 00:06:48.319 --> 00:06:50.379 and no algorithm recommending other videos the 00:06:50.379 --> 00:06:52.100 second your student finishes watching. It keeps 00:06:52.100 --> 00:06:55.180 their cognitive pathway clear. It does. And underlying 00:06:55.180 --> 00:06:57.800 all of this, all these file choices, is a legal 00:06:57.800 --> 00:07:00.170 and ethical requirement. Accessibility. This 00:07:00.170 --> 00:07:02.410 is an option. It's a legal requirement for any 00:07:02.410 --> 00:07:05.189 institution receiving U .S. federal funds. Your 00:07:05.189 --> 00:07:08.569 materials must be perceivable, so captions for 00:07:08.569 --> 00:07:12.730 audio, alt text for images. They have to be operable, 00:07:12.730 --> 00:07:14.709 meaning they can be opened and navigated with 00:07:14.709 --> 00:07:17.750 assistive tech. And they have to be understandable, 00:07:18.370 --> 00:07:21.850 clear instructions, logical flow. OK, we've covered 00:07:21.850 --> 00:07:24.310 design structure pretty thoroughly. But a high 00:07:24.310 --> 00:07:26.670 quality course is also about the human element. 00:07:26.839 --> 00:07:29.699 That brings us to standards three and four. Interaction 00:07:29.699 --> 00:07:32.480 and instructor presence. Yes. What are some low 00:07:32.480 --> 00:07:36.300 effort, high impact ways to build these in when 00:07:36.300 --> 00:07:38.579 you're in a rush? The key word is intention. 00:07:39.220 --> 00:07:41.699 A course that's spun up quickly can easily default 00:07:41.699 --> 00:07:43.660 to being really passive. You know, read this, 00:07:43.720 --> 00:07:45.839 watch that. We have to flip that. So standard 00:07:45.839 --> 00:07:48.360 three, intentional interaction, is about building 00:07:48.360 --> 00:07:50.540 in active learning. And it doesn't have to be 00:07:50.540 --> 00:07:52.819 some complex group project. It can be simple 00:07:52.819 --> 00:07:55.899 things. A required weekly peer review using a 00:07:55.899 --> 00:07:59.500 tool that's already in your LMS. OK. Or a muddiest 00:07:59.500 --> 00:08:01.579 point discussion forum. At the end of the week, 00:08:01.779 --> 00:08:03.600 students have to post about the one thing they 00:08:03.600 --> 00:08:06.639 still don't understand. That forces them to synthesize 00:08:06.639 --> 00:08:08.899 the material, not just consume it. Immediately. 00:08:09.379 --> 00:08:11.980 And it's fast to set up. And what about standard 00:08:11.980 --> 00:08:14.459 four, the instructor's presence? It's so easy 00:08:14.459 --> 00:08:16.800 for the teacher to just... disappear behind a 00:08:16.800 --> 00:08:19.120 mountain of grading. It is. That's why the sources 00:08:19.120 --> 00:08:21.600 say you have to plan your presence. Schedule 00:08:21.600 --> 00:08:23.639 it. What does that look like? It could be pre 00:08:23.639 --> 00:08:27.560 -recording a very short, maybe 90 -second orientation 00:08:27.560 --> 00:08:30.379 video each week, using the announcement feature 00:08:30.379 --> 00:08:34.259 daily, dedicating specific visible office hours, 00:08:34.519 --> 00:08:37.700 even asynchronous ones, just for answering questions. 00:08:38.059 --> 00:08:40.120 The goal is just to communicate that you're there, 00:08:40.299 --> 00:08:42.360 that you're engaged. Yes, that builds trust, 00:08:42.500 --> 00:08:45.440 it reduces anxiety, and again, it frees up more 00:08:45.440 --> 00:08:48.700 of that precious germane cognitive capacity for 00:08:48.700 --> 00:08:50.440 your students. And one quick note on standard 00:08:50.440 --> 00:08:53.379 five. support systems. The instructor can't be 00:08:53.379 --> 00:08:55.460 the only line to defense. No, absolutely not. 00:08:55.659 --> 00:08:57.620 The fastest way to deal with tech questions is 00:08:57.620 --> 00:08:59.840 to have a prominent section in your course that 00:08:59.840 --> 00:09:02.600 links directly to institutional resources. The 00:09:02.600 --> 00:09:04.740 IT help desk, the writing center, the library. 00:09:05.080 --> 00:09:07.000 Let the experts handle it. Alright, let's pivot 00:09:07.000 --> 00:09:10.379 now to the second major principle for quality, 00:09:10.639 --> 00:09:13.100 which is alignment. This means intentionally 00:09:13.100 --> 00:09:16.059 connecting everything. Your learning outcomes, 00:09:16.679 --> 00:09:18.659 the tasks students do to show they've learned, 00:09:18.919 --> 00:09:21.110 and the activities you use to prepare them. And 00:09:21.110 --> 00:09:23.350 this brings us straight to a concept called backwards 00:09:23.350 --> 00:09:26.269 design. It's really the engine that drives alignment. 00:09:26.509 --> 00:09:28.669 You start with the end in mind. You do. You don't 00:09:28.669 --> 00:09:30.970 start by planning your lectures. You start by 00:09:30.970 --> 00:09:34.409 asking, what must my students learn? Then a second, 00:09:34.610 --> 00:09:36.970 you define the performance, the assessment that 00:09:36.970 --> 00:09:39.289 will prove they learned it. And only then do 00:09:39.289 --> 00:09:41.950 you plan the instructional activities. Now, there's 00:09:41.950 --> 00:09:45.009 a nuance here. The mantra is always clear and 00:09:45.009 --> 00:09:47.690 measurable outcomes. But the source material 00:09:47.690 --> 00:09:50.700 adds a note of caution. That obsessing over this 00:09:50.700 --> 00:09:53.279 can sometimes backfire. Yeah, that's an important 00:09:53.279 --> 00:09:56.740 point. An intense focus on really, really granular, 00:09:57.159 --> 00:09:59.440 measurable outcomes for every single little thing 00:09:59.440 --> 00:10:01.840 can sometimes narrow the scope of learning. It 00:10:01.840 --> 00:10:04.200 can feel reductive. So it depends on the course. 00:10:04.600 --> 00:10:06.419 It really depends on where the course sits in 00:10:06.419 --> 00:10:08.799 the program. If it's a high -stakes required 00:10:08.799 --> 00:10:11.580 capstone course for a major, then yes, that specificity 00:10:11.580 --> 00:10:15.399 is critical. But for an introductory elective, 00:10:15.799 --> 00:10:18.179 Maybe a little more flexibility is more motivating 00:10:18.179 --> 00:10:20.980 for students. For those required courses, alignment 00:10:20.980 --> 00:10:23.559 often leads to something called common assessments. 00:10:23.919 --> 00:10:26.379 Yes, common assessments are basically a structural 00:10:26.379 --> 00:10:29.159 tool to guarantee that alignment across all sections 00:10:29.159 --> 00:10:33.200 of the same course. It ensures consistency, especially 00:10:33.200 --> 00:10:35.960 with external expectations like licensing exams 00:10:35.960 --> 00:10:38.700 or transfer agreements. This is often where faculty 00:10:38.700 --> 00:10:41.639 push back, though, this idea of infringing on 00:10:41.639 --> 00:10:43.919 academic freedom. That tension is very real. 00:10:44.250 --> 00:10:46.649 And when you're asked to spin up a course quickly, 00:10:46.990 --> 00:10:49.570 being handed a standardized final exam can feel 00:10:49.570 --> 00:10:52.690 restrictive. So what's the solution? Well, the 00:10:52.690 --> 00:10:54.809 institutional solution is often compensation 00:10:54.809 --> 00:10:57.450 and inclusion. If you're asking faculty to create 00:10:57.450 --> 00:10:59.590 and review these common assessments, you should 00:10:59.590 --> 00:11:01.929 pay them for that work. And often, departments 00:11:01.929 --> 00:11:04.629 will only mandate a common summative assessment, 00:11:04.870 --> 00:11:07.480 like the midterm or final. So all the other assignments 00:11:07.480 --> 00:11:09.419 are still up to the instigator. Exactly. It's 00:11:09.419 --> 00:11:12.080 a compromise. And on a practical level, when 00:11:12.080 --> 00:11:14.620 you're launching quickly, the advice is to use 00:11:14.620 --> 00:11:16.480 low -stakes assignments at the very beginning. 00:11:16.659 --> 00:11:19.740 Oh, absolutely. This ties right back to reducing 00:11:19.740 --> 00:11:22.720 that extraneous load. The first assignments shouldn't 00:11:22.720 --> 00:11:25.299 really be about content. They should be about 00:11:25.299 --> 00:11:27.940 tool mastery. Can you upload a file? Can you 00:11:27.940 --> 00:11:30.500 post in the discussion? Can you access the video? 00:11:30.960 --> 00:11:32.559 You have to make sure they're fluent with the 00:11:32.559 --> 00:11:34.960 technology of your classroom before you add the 00:11:34.960 --> 00:11:37.639 anxiety of the content on top of it. And a final 00:11:37.639 --> 00:11:40.980 thought on feedback. Digital tests can give immediate 00:11:40.980 --> 00:11:43.759 feedback, which is great. It is, but you have 00:11:43.759 --> 00:11:46.460 to be careful not to confuse test performance 00:11:46.460 --> 00:11:49.299 with deep learning. They aren't the same thing. 00:11:49.980 --> 00:11:52.440 And while those digital tests take a lot of time 00:11:52.440 --> 00:11:54.799 to create up front, the formatting has to be 00:11:54.799 --> 00:11:57.120 perfect for the auto grader. Perfect. But once 00:11:57.120 --> 00:11:59.120 they're built, they are incredibly efficient 00:11:59.120 --> 00:12:02.440 to deploy and grade. And that efficiency is a 00:12:02.440 --> 00:12:05.159 huge, huge benefit when you're spinning up a 00:12:05.159 --> 00:12:06.940 course and just trying to keep your head above 00:12:06.940 --> 00:12:09.460 water. This has been a really fascinating dive 00:12:09.460 --> 00:12:12.860 into designing for both clarity and efficiency. 00:12:13.309 --> 00:12:16.429 So to recap, if you have to spin up a high quality 00:12:16.429 --> 00:12:19.110 course, it really comes down to focusing on five 00:12:19.110 --> 00:12:21.970 areas. Right. You reduce the cognitive friction 00:12:21.970 --> 00:12:25.009 with intuitive design. You ensure alignment using 00:12:25.009 --> 00:12:27.889 backwards design. You bake in active interaction. 00:12:27.970 --> 00:12:30.429 You make your own presence intentional and planned. 00:12:30.649 --> 00:12:32.950 And you connect students to the support systems 00:12:32.950 --> 00:12:34.909 that already exist. And as we think about all 00:12:34.909 --> 00:12:37.190 these structures that a rapid launch requires, 00:12:37.629 --> 00:12:41.029 this reliance on standardized tests and efficient 00:12:41.029 --> 00:12:43.919 grading, It raises a bigger question, doesn't 00:12:43.919 --> 00:12:46.059 it? It does. It raises a philosophical question 00:12:46.059 --> 00:12:48.500 about our priorities. I mean, the whole practice 00:12:48.500 --> 00:12:51.120 of giving grades on a 100 -point scale is pretty 00:12:51.120 --> 00:12:53.419 new, historically speaking. You can trace it 00:12:53.419 --> 00:12:56.470 back to the United States Military Academy. built 00:12:56.470 --> 00:12:59.389 entirely on standardization and rank. Precisely. 00:12:59.450 --> 00:13:01.629 And we have so much research that consistently 00:13:01.629 --> 00:13:03.509 shows that students who are motivated mainly 00:13:03.509 --> 00:13:06.009 by external factors, like getting a high grade, 00:13:06.490 --> 00:13:08.730 they tend to engage in more surface level learning. 00:13:08.850 --> 00:13:11.269 They forget the material faster. So here's the 00:13:11.269 --> 00:13:13.409 final thought for you to consider. How does this 00:13:13.409 --> 00:13:15.909 need for speed and structure, the kind you have 00:13:15.909 --> 00:13:18.529 when spinning up a course, how does that challenge 00:13:18.529 --> 00:13:22.330 or maybe even reinforce our reliance on those 00:13:22.330 --> 00:13:25.049 external motivators? like grades. Instead of 00:13:25.049 --> 00:13:27.730 fostering a deeper, more intrinsic motivation 00:13:27.730 --> 00:13:29.870 to learn. It's something to think about as you 00:13:29.870 --> 00:13:32.149 design your next course, because even if you 00:13:32.149 --> 00:13:35.049 have months to prepare, applying these principles, 00:13:35.389 --> 00:13:37.669 designing for clarity, eliminating that cognitive 00:13:37.669 --> 00:13:39.990 friction, and ensuring intentional alignment 00:13:39.990 --> 00:13:42.809 will always maximize your students' focus on 00:13:42.809 --> 00:13:45.149 what truly matters, the learning itself.