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The Learning Success Blog

Dr Corinna Klupiec

Corinna is a veterinary graduate whose path has led steadily towards a focus on education. Having commenced her veterinary career in a small animal practice, post graduate research and veterinary technical services, Corinna moved into educational video production, creating science and technology films for secondary students. She then merged her interest in the audiovisual medium with her veterinary background, producing professional development resources for veterinary practitioners. Corinna subsequently consolidated her educational role as a lecturer in veterinary anatomy in the Faculty of Veterinary Science at the University of Sydney. As well as awakening a passion for face to face teaching, this experience led to a desire to better understand the power of audiovisual/digital media in contemporary education. Corinna is currently furthering this interest by developing online veterinary anatomy resources and contributing to discourse on educational theory and praxis.

Recent Posts

A round peg for a round hole: the power of individualised learning solutions

Posted by Dr Corinna Klupiec on June 5, 2014 at 11:04 AM

Dr Corinna Klupiec

I recently came across the story of a primary school aged child who was experiencing a mental road block with subtraction. The child was otherwise reasonably comfortable with maths, but complained that what the teacher said about subtraction made no sense and that, as a result, they pretty much chatted with their friends instead of paying further attention. This may have appeared to the teacher as a lack of interest and inability to concentrate. To the parents though, knowing their child as they do, the coded message was different. It meant, "I want to understand this, and I am frustrated that I can't, so I need to make light of the fact that I tuned out of the lesson".

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Topics: Attention, Comprehension

Designing educational resources: keeping the learner in mind

Posted by Dr Corinna Klupiec on May 6, 2014 at 12:22 PM

Dr Corinna Klupiec

Have you ever been reading a textbook and found that a figure referred to in the text is located over the page? Which means you need to interrupt your train of thought to go looking for the figure, then reintegrate the information into what you were reading a moment ago. This is an example of "split-attention effect", whereby learners are required to divide their attention between two related pieces of information. The result is an increase in extrinsic cognitive load (see post 14/4/14). In other words, the way the information is presented is making you work just that little bit harder to understand the information itself. This in turn puts that little bit more pressure on your working memory, making it harder to commit the information to your long term memory.

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Topics: Attention

Memory and learning: easing the load

Posted by Dr Corinna Klupiec on April 14, 2014 at 4:21 PM

Dr Corinna Klupiec

We tend to take memory for granted, until it fails us. You often hear people say in exasperation that their mental hard drive is full and they need to delete something to take on new information. But if we look at the literature, it is not a question of exceeding our hard drive capacity, rather that we are not "saving" our mental files properly in the first place. This has important implications for learning.

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Topics: Memory

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