Making the Shift: From Classroom to Online Course Design
Day 2: Course Organization
Themes from Day 1
Introduction
Chunking course content1. Utilizing instructional design techniques used
to organize content2. Storyboarding
2a.Linear Model vs. Hypertext Model2b. Lesson construction
1. UTILIZING INSTRUCTIONAL DESIGN TECHNIQUES USED TO ORGANIZE CONTENT
IGNITE M
odel of Online
Course Design
(Tompkins, 2007)
What is chunking?
1. Grouping content so that working memory (taking in what is new) is not overloaded
What is chunking?
1. Grouping content so that working memory (taking in what is new) is not overloaded 2. Limiting content so that connections can be made to schematic structures of long term memory (what is already known)
Metaphor: Dance steps
A dance is made up of a series of steps. When learning a dance, dancers first learn a ‘chunk of steps, typically correlating to music (8 beats).
Once learned, each set of steps becomes one steps.
When steps are combined into a dance – with practice- the entire dance becomes one ‘chunk.’
CHATHow are classroom courses “chunked”?
What can be chunked online?
1. Course Content – what is being learned– Objectives– Concepts, facts, generalizations, principles, etc.– Processes– Problems
What else can be chunked?
2. Course Organization– Course Resources– Course Processes: Activities - Assignments – Assessments– Course Layout (see course map handout)– Course Schedule– Course Materials
• Text• Presentations• Discussions• Lecture Notes
Example of Organization
Process of Chunking Course Content
Module Chunking TemplateDates: January 13 Through February 10
Objective: To identify historical technology trends in education, cite supporting evidence of such trends, and explain their significance
Print Readings: Reiser, Chapters 1-3 Reading Log Questions; Burbules, Chapter 1 Reading Log Questions
Activities/Assignments: • Task 1 completed by February 10-17• Required Class Chat on January 21 or 22 at 6 PM• Task 2 completed by February 3• Task 3 completed by February 10-17• Required Class Chat on February 10 or 11
Keep in mind when chunking…
“Lesson” Chunking
“Assignment” Chunking
√ BENCHMARK
Example: LAMS™
http://www.lamsinternational.com/demo/intro_to_lams.html
Time: How much?
1 chunk = 15-20 minutes
• 3 chunks = 1 lesson• 3 lessons = 1 unit• 3 units = 1 module• 5 modules = entire course
NetNet
Intervals?
1. Time needed to process new information2. Time needed to prepare processed
information3. Time needed to respond (synchronous
events)
Recommendation: Provide time estimates for assignments and asynchronous activities.
Example Intervals
Principle1. Time needed to process
new information.
.
Application1. Read (2 hours), watch (20
min., discuss (1 hour chat) the chapter on social conflict (over 3 days)
Example Intervals
Principle1. Time needed to process
new information
2. Time needed to prepare processed information
Application1. Read (2 hours), watch (20
min., discuss (1 hour chat) the chapter on social conflict (over 3 days)
2. Create a Voicethread™ that illustrates your position on the causes of and solutions for social conflict (1 weeks)
Example Intervals
Principle1. Time needed to process
new information
2. Time needed to prepare processed information
3. Time needed to respond (synchronous events)
Application1. Read (2 hours), watch (20
min., discuss (1 hour chat) the chapter on social conflict (over 3 days)
2. Create a Voicethread™ that illustrates your position on the causes of and solutions for social conflict (1 weeks)
3. In chat, count to 10 before responding
ChatWhat else should we consider when chunking?
Breakout Activity: Chunk a Lesson
• How much time?• Objective?• Resources?• Activity?• Media?
Key Points for Chunking
• Keep the learner in the forefront• Use time frameworks• Use consistent chunking strategies• Relate objectives and interactivity to chunks• Relate activities- assignments-assessments
(Gobet, 2005)
STORYBOARDING
PollDo you storyboard your courses?1. Yes2. No
VS
Why storyboard?
1. Plan the connection between course “chunks”
2. Troubleshoot gaps3. Check for even distribution of content4. Maps connections between different parts of
the course (e.g., tools, activities, assignments, events, etc.
2A. LINEAR VS. HYPERTEXT STORYBOARDS
Linear (lesson) Model
1 2
3
4 5
Hypertext (non-linear) Model
Instructor-directed Learner-directed
Linear(Static
Environment)
Non-linear (Dynamic
Environment)
New learning, little reliance on learner to organize
Simple Obvious connections
Making connections of parts to the whole
Instructor-directed Learner-directed
Linear(Static
Environment)
Non-linear (Dynamic
Environment)
Memorization
UnderstandAnalyze
EvaluateDecideCreate
Lesson Overview
Storyboard frame
From http://multimedia.journalism.berkeley.edu/tutorials/starttofinish/storyboarding/
Why is layout critical?
Individual differences principle
Design effects are stronger for low-knowledge learners than for high-knowledge learners.
Design effects are stronger for high-spatial learners than for low-spatial learners.
Richard E. Mayer
Visual Organization & Cues
Mayer’s Principle• Segmenting principle: People
learn better when a multimedia lesson is presented in learner-paced segments rather than as a continuous unit.
• Signaling principle: People learn better when the words include cues about the organization of the presentation.
Application• Limit number of ‘screens’ so
that learner can directly relate to topic or task at hand.
• Use headings, icons, or visual dividers to draw attention to key areas.
Visual Organization & Cues
Mayer’s Principle• Coherence principle: People
learn better when extraneous words, pictures, and sounds are excluded rather than included.
• Pre-training principle: People learn better from a multimedia lesson when they know the names and characteristics of the main concepts.
Application• Keep it simple – images,
sounds, text, color should direct and inform, not distract.
• Provide read access to a glossary, FAQ, image database, references, etc.
MO
DULE
3OBJECTIVES: …………..
When What Happens What is Due
Monday Discussion #4
Wednesday Listen to Podcast Assignment #5
Friday Chat #3
Assignment #5
1. Listen to (.wav) or Read (.pdf) Instructions2. Participate in Discussion #53. Post your research to ++++ by Wednesday
Key Points for Storyboarding
• Keep the learner in the forefront• Keep visual layout consistent• Select appropriate format for content and
developmental level of learner
Homework, Part 1
1. Take the module you began in Day 1.2. Download Session 2 Assignment Handout in
Course Site.3. Chunk the module into:– Lessons with
• Activities• Assignments• Assessments
4. Post document to Course Site Day 2 Homework
Homework, Part 2
1. Explore elearning tools.http://elearningtools.wetpaint.com/
2. What tools are a good fit for you?3. What instructional application is missing?4. These tools will be discussed in Session 3.