Dan Ivanov

This university-level course delves into advanced concepts in educational psychology, designed for experienced teachers and trainers. It covers foundational psychological theories alongside the latest research from 2023 to 2026. Participants will explore topics such as cognitive load, motivation, metacognition, and the role of artificial intelligence in education. Throughout the course, learners will engage in practical assignments and projects, applying evidence-based strategies to real-world educational scenarios. The course culminates in a capstone project where participants design and evaluate an educational intervention.

by Dan Ivanov

Strengthen your teaching practice by learning how to select, adapt, and evaluate pedagogical strategies for specific learners and learning goals. This intermediate course moves beyond a survey of teaching techniques to examine the instructional decisions that make strategies effective. You will connect learning principles to lesson design, sequence instruction deliberately, and distinguish productive learner effort from avoidable barriers. Through classroom scenarios and practical design tasks, you will develop explicit instruction, retrieval practice, collaborative learning, inquiry, differentiation, and formative assessment activities. Examples span school, higher education, and adult learning contexts, with opportunities to apply each task to your own setting. Accessibility and inclusion are embedded in instructional decisions rather than treated as optional additions. The course culminates in an implementation-ready lesson package with aligned objectives, learning activities, accessibility provisions, and assessment evidence. You will rehearse a short teaching segment, evaluate its effectiveness against clear criteria, and revise your design. The estimated eight hours includes the guided exercises, assessments, and capstone work.

by Dan Ivanov

This advanced course examines inclusive education as a rights-based, institution-wide commitment to learner participation, belonging, and achievement. You will critically evaluate models of disability, intersectional exclusion, institutional policies, and evidence of inequity while distinguishing meaningful inclusion from placement, compliance, or isolated accommodations. Examples span school, higher education, and professional learning contexts, with attention to local legal and cultural differences. Through focused case analyses and practical design tasks, you will apply Universal Design for Learning, accessible resource development, differentiated instruction, collaborative support planning, and equitable assessment. You will also examine learner agency, culturally sustaining pedagogy, and the ethical use of participation and achievement data. The course culminates in a context-specific inclusion improvement plan supported by a barrier analysis, an accessible learning sequence, an assessment redesign, and an evaluation framework. Across the course, you will develop a portfolio of practical artifacts that connect classroom decisions to sustainable organizational change.

by Dan Ivanov

Designing an assessment means designing an argument: what a learner can do, what evidence supports that claim, and which decisions that evidence can justify. This advanced course develops a systematic approach to assessment across higher education, professional learning, and workplace certification. You will connect intended interpretations and uses to assessment blueprints, selected-response items, authentic performance tasks, and defensible scoring systems. Through focused design exercises and analysis of a supplied pilot dataset, you will investigate reliability, validity, item functioning, standard setting, accessibility, and fairness. You will also address operational challenges such as formative feedback, assessment security, responsible AI use, and the consequences of assessment decisions. Examples distinguish low-stakes learning assessments from high-stakes certification rather than assuming that one design works equally well for both. Your capstone is a review-ready assessment package containing an evidence-centered blueprint, representative assessment tasks, a scoring guide, a pilot and analysis plan, and a validity argument. The course includes approximately 9.75 hours of instruction and guided practice; conducting a live pilot with external participants is optional and requires additional time.

by Dan Ivanov

Turn educational psychology into practical instructional decisions for school, higher education, and workplace learning. This intermediate course explores how learners process information, develop understanding, sustain motivation, and respond to their learning environments. You will examine major psychological perspectives while learning to distinguish research-supported practices from appealing but unsupported claims. Through focused case analyses and design exercises, you will apply cognitive load principles, retrieval practice, scaffolding, motivational strategies, inclusive planning, and formative assessment. Examples address both classroom teaching and adult training, with attention to developmental differences, prior knowledge, culture, accessibility, and the limits of generalizing research across contexts. The course culminates in an evidence-informed instructional redesign. You will produce a practical learning sequence with a clear objective, appropriate learning activities, an aligned assessment, and a plan for evaluating its effectiveness. Completion requires approximately nine hours, including the embedded exercises and assessments.

by Dan Ivanov

Effective adult instruction starts with understanding the people who are learning. This beginner-friendly course introduces major adult learning theories and shows how they can inform teaching in classrooms, workplaces, community programs, and online environments. You will explore learners' experience, autonomy, motivation, and readiness without assuming that every adult learns in the same way. Through focused examples and practical exercises, you will translate theory into instructional decisions: identifying learner needs, making content relevant, managing cognitive load, facilitating participation, and supporting long-term retention. You will also learn to distinguish useful instructional principles from unsupported claims, including the idea that teaching must match fixed learning styles. The course culminates in a ready-to-teach adult learning session with an aligned objective, learning activities, and assessment. Short knowledge checks, design exercises, and a structured self-review help you develop a practical foundation for evidence-informed teaching and training.

by Dan Ivanov