Adapting teaching strategies

When I first encountered Eye Accessing Cues in 2005, our trainer kicked it off as a group discovery learning session.

Cara had lovely big eyes and sat up front holding a card which carried the now familiar eye movement diagram. Our trainer asked her the targeted questions and he jotted the notations on the card as we went along.

The group never had to look down at their folders, and the visual mapping between Cara’s eyes and the arrows on the card was immediate and worked well.

The approach worked in the context. But if you take the same approach online where the context has changed, maybe not so much. How would Cara obtain the nicely printed card? How would she arrange her webcam so she and the card were clearly visible? Would she stop between questions, pick up her marker pen and annotate the card? How would she know what the notation should look like?

The context change pushes us towards flexibility and creativity that can result in improvements. So here is a little case study featuring those Eye Accessing Cues.

Our answer uses web technologies – because it can.

The result engages each student individually, in a tech-enabled discovery learning format.

Take a look at this seven-minute video showing you the design of the online unit. Not only does it work through what we came up with, but it also explains the thinking behind the approach.

It’s an eye opener.