Patricia McGee, PhD and Veronica Diaz, PhD
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Patricia McGee, PhD and Veronica Diaz, PhD. Making the Shift: From Classroom to Online Course Design: Session 2. Introduction. Chunking course content Utilizing instructional design techniques used to organize content Storyboarding 2a.Linear Model vs. Hypertext Model

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Making the shift from classroom to online course design session 2

Patricia McGee, PhD and Veronica Diaz, PhD

Making the Shift: From Classroom to Online Course Design: Session 2


Introduction

Introduction

Chunking course content

  • Utilizing instructional design techniques used to organize content

  • Storyboarding

    2a.Linear Model vs. Hypertext Model

    2b. Lesson construction


1 utilizing instructional design techniques used to organize content

1. UTILIZING INSTRUCTIONAL DESIGN TECHNIQUES USED TO ORGANIZE CONTENT


Ignite model of online course design

IGNITE Model of Online Course Design

(Tompkins, 2007)


What is chunking

What is chunking?

1. Grouping content so that working memory (taking in what is new) is not overloaded


What is chunking1

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)


Making the shift from classroom to online course design session 2

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 “chunk” or more complex step.

When steps are combined into a dance – with practice- the entire dance becomes one ‘chunk.’


Making the shift from classroom to online course design session 2

CHAT

How are classroom courses typically “chunked”?


What can be chunked online

What can be chunked online?

  • Course Content – what is being learned

    • Objectives

    • Concepts, facts, generalizations, principles, etc.

    • Processes

    • Problems


What else can be chunked online

What else can be chunked online?

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


What more can be chunked online

3. Course Resources

What more can be chunked online?


Process of chunking course content

Process of Chunking Course Content


Example module chunking template

Example: Module Chunking Template

  • Dates: 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 (about 3 hours)

  • Required Class Chat on January 21 or 22 at 6 PM (1 hour)

  • Task 2 completed by February 3 (about 4 hours)

  • Task 3 completed by February 10-17 (about 8 hours total)

  • Required Class Chat on February 10 or 11 (1 hour)

UNDERLINE denotes link to course resource


Keep in mind when chunking

Keep in mind when chunking…


Example lesson chunking

Example: “Lesson” Chunking


Example assignment chunking

Example: “Assignment” Chunking

BENCHMARK


Activity

Activity

Chunking can differ across disciplines with a focus on:

  • Foundational concepts

  • Procedures

  • Problem solving

  • Applied skills

    What will differ across disciplines? Levels of education (undergraduate, graduate)?


Time how much

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

Intervals?

  • Time needed to process new information

  • Time needed to prepare processed information

  • Time needed to respond (synchronous events)

    Recommendation: Provide time estimates for assignments and asynchronous activities.


Example intervals

Example Intervals

Principle

Application

Read (2 hours), watch (20 min., discuss (1 hour chat) the chapter on social conflict (over 3 days)

Create a Voicethread™ that illustrates your position on the causes of and solutions for social conflict (1 week)

In chat, count to 10 before responding

  • Time is needed to process new information

  • Time is needed to prepare processed information

  • Time is needed to respond (synchronous events)


Key points for chunking

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)


Activity chunk a lesson

ActivityChunk a Lesson

Take 5 minutes Using your module that you drafted for Session 1, select one part that might be considered a lesson. Determine:

  • What is focus of ‘lesson’ – objective? Topic? Question? Other?

  • How much time is needed?

  • What resources are needed?

  • What activity, if any, will learners or instructor perform?

  • What media is needed?


Storyboarding

STORYBOARDING


Making the shift from classroom to online course design session 2

Poll

Do you storyboard your courses?

  • Yes

  • No


Making the shift from classroom to online course design session 2

VS


Why storyboard

Why storyboard?

  • Plan the connection between course “chunks”

  • Troubleshoot gaps

  • Check for even distribution of content

  • Maps connections between different parts of the course (e.g., tools, activities, assignments, events, etc.).


2a linear vs hypertext storyboards

2A. LINEAR VS. HYPERTEXT STORYBOARDS


Linear model

Linear Model

1

2

3

4

5


Hypertext non linear model

Hypertext (non-linear) Model


Making the shift from classroom to online course design session 2

Non-linear (Dynamic Environment)

Making connections of parts to the whole

Simple Obvious connections

New learning, little reliance on learner to organize

Linear

(Static Environment)

Instructor-directed

Learner-directed


Making the shift from classroom to online course design session 2

Non-linear (Dynamic Environment)

Evaluate

Decide

Create

Understand

Analyze

Memorization

Linear

(Static Environment)

Instructor-directed

Learner-directed


Making the shift from classroom to online course design session 2

Example: Flowchart


Example lesson overview

Example: Lesson Overview


Storyboard frame

Storyboard frame


Making the shift from classroom to online course design session 2

From http://multimedia.journalism.berkeley.edu/tutorials/starttofinish/storyboarding/


Activity1

ACTIVITY

  • Review the following course. http://freshmancomp.ning.com/

    (Password protected, only home page is viewable)

  • What is clear or confusing?

  • Post responses in chat.


Why is layout critical

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

Visual Organization & Cues

  • Segmenting principle: People learn better when a multimedia lesson is presented in learner-paced segments rather than as a continuous unit.

  • Application: Limit number of ‘screens’ so that learner can directly relate to topic or task at hand.

  • Signaling principle: People learn better when the words include cues about the organization of the presentation.

  • Application: Use headings, icons, or visual dividers to draw attention to key areas.


Making the shift from classroom to online course design session 2

MODULE 3

OBJECTIVES: …………..


Visual organization cues1

Visual Organization & Cues

  • Coherence principle: People learn better when extraneous words, pictures, and sounds are excluded rather than included.

  • Application: Keep it simple – images, sounds, text, color should direct and inform, not distract.

  • Pre-training principle: People learn better from a multimedia lesson when they know the names and characteristics of the main concepts.

  • Application: Provide read access to a glossary, pop-ups, FAQ, image database, references, etc.


Assignment 5

Assignment #5

  • Listen to (.wav) or Read (.pdf) Instructions

  • Participate in Discussion #5

  • Post your research to ++++ by Wednesday


Key points for storyboarding

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

Homework, Part 1

  • Take the module you began earlier.

  • Download Handout on Course Site.

  • Chunk the module into:

    • Lessons with

      • Activities

      • Assignments

      • Assessments

  • Post document to Course Site


Homework part 2

Homework, Part 2

  • Explore eLearning tools.

    http://elearningtools.wetpaint.com/

  • What tools are a good fit for you?

  • What instructional application is missing?

  • These tools will be discussed in Session 2.


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