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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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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



Ignite model of online course design
IGNITE Model of Online Course Design ORGANIZE CONTENT

(Tompkins, 2007)


What is chunking
What is chunking? ORGANIZE CONTENT

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


What is chunking1
What is chunking? ORGANIZE CONTENT

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 ORGANIZE CONTENT

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.’


CHAT ORGANIZE CONTENT

How are classroom courses typically “chunked”?


What can be chunked online
What can be chunked online? ORGANIZE CONTENT

  • 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? ORGANIZE CONTENT

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 ORGANIZE CONTENT

What more can be chunked online?



Example module chunking template
Example: Module Chunking Template ORGANIZE CONTENT

  • 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



Example lesson chunking
Example: “ ORGANIZE CONTENTLesson” Chunking


Example assignment chunking
Example: “ ORGANIZE CONTENTAssignment” Chunking

BENCHMARK


Activity
Activity ORGANIZE CONTENT

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? ORGANIZE CONTENT

1 chunk = 15-20 minutes

  • 3 chunks = 1 lesson

  • 3 lessons = 1 unit

  • 3 units = 1 module

  • 5 modules = entire course

NetNet


Intervals
Intervals? ORGANIZE CONTENT

  • 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 ORGANIZE CONTENT

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 ORGANIZE CONTENT

  • 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
Activity ORGANIZE CONTENTChunk 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 ORGANIZE CONTENT


Poll ORGANIZE CONTENT

Do you storyboard your courses?

  • Yes

  • No


VS ORGANIZE CONTENT


Why storyboard
Why storyboard? ORGANIZE CONTENT

  • 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.).



Linear model
Linear Model ORGANIZE CONTENT

1

2

3

4

5



Non-linear ORGANIZE CONTENT(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


Non-linear ORGANIZE CONTENT(Dynamic Environment)

Evaluate

Decide

Create

Understand

Analyze

Memorization

Linear

(Static Environment)

Instructor-directed

Learner-directed


Example: Flowchart ORGANIZE CONTENT


Example lesson overview
Example ORGANIZE CONTENT: Lesson Overview


Storyboard frame
Storyboard frame ORGANIZE CONTENT


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


Activity1
ACTIVITY http://multimedia.journalism.berkeley.edu/tutorials/starttofinish/storyboarding/

  • 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? http://multimedia.journalism.berkeley.edu/tutorials/starttofinish/storyboarding/

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

  • 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.


MODULE 3 http://multimedia.journalism.berkeley.edu/tutorials/starttofinish/storyboarding/

OBJECTIVES: …………..


Visual organization cues1
Visual Organization & Cues http://multimedia.journalism.berkeley.edu/tutorials/starttofinish/storyboarding/

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

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

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

  • 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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