Good video. Funnily enough, I related it to Mazlow's hierarchy of competence a minute before you mentioned it. (Mr. Hoorn here, btw.) Another connection I made was to van Merriënboer et al. their "Ten Steps to Complex Learning" or "4 Component Instructional Design". Particularly with regards to doing a skill decomposition (by analyzing experts, the theory, etc.) in order to build a map for how best to learn a complex skill, reducing complexity as much as possible while still remaining true to the authentic learning task; i.e., don't learn certain skills in isolation (drill) unless the easiest version of a task still causes cognitive overload. Because if you learn in isolation too much, your brain misses on the nuances of application in harmony (element interactivity). Related to the concept of "the whole is greater than the sum of its parts". You can master each skill composite individually but still fail epically at combining them into one activity, which is often required.

se of document cameras, also known as visual presenters, visualizers, or docucams, allowing us to write on a sheet of paper while students at diverse campuses watch. However, visualizers are not without drawbacks, e.g., their usage does not permit distant education students to raise questions online while we teach.

As the title of a research paper that the Vallée-Tourangeaus wrote with Lisa G. Guthrie puts it, “Moves in the World Are Faster Than Moves in the Head.”

A series of studies conducted by Frédéric Vallée-Tourangeau, a professor of psychology at Kingston University in Britain; Gaëlle Vallée-Tourangeau, a professor of behavioral science at Kingston; and their colleagues, has explored the benefits of such interactivity. In these studies, experimenters pose a problem; one group of problem solvers is permitted to interact physically with the properties of the problem, while a second group must only think through the problem. Interactivity “inevitably benefits performance,” they report.