MAKING THE SHIFT: FROM CLASSROOM TO ONLINE COURSE DESIGN: SESSION 2

Patricia McGee, PhD and Veronica Diaz, PhD

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 DesignGroupingIntervalsNoveltyInterconnect-ednessTech IntegrationEnvironment

(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 “chunk” or more complex step.

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

CHATHow are classroom courses typically “chunked”?

What can be chunked online?

1. Course Content – what is being learned– Objectives– Concepts, facts,

generalizations, principles, etc.

– Processes– Problems

Objective 1

Principles

Problems Procedures

Terms

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

Course

Unit

Module 2Module 1

Lesson

Assignment

Assessment

Activity

• PPT™• Voicethread™• Podcast

Digital Presentations

• Instructions• Templates• Examples

Handouts

• Video• Tutorial• Reading

Materials

What more can be chunked online?

3. Course Resources

Process of Chunking Course Content

Existing Design

•Objectives Units?•Chapters?•Assignments?•Schedule?•Topics?•Questions?•Metaphor?•Process?

Shift to Modules

•Lessons + activities + assignments + events

•Opportunities for practice

Relate to Course Scope

•Length of modules•Sequence: linear/non-linear

•Benchmark/assessment points

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: 1. Reiser, Chapters 1-3 Reading Log Questions2. 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…

Objectives

• From module• Attached to: Lesson, Activity, Assignment,Event

Time

• Length• Sequence• Duration

Reading Materials

• When • Relation to objective

Media

• CMS• Web 2.0• Tele-conference

Interactivity

• Learner behaviors• Instructor Actions

Example: “Lesson” Chunking1Read 2Meeting:

Review Examples

3Discuss 4Quiz

Example: “Assignment” Chunking

• Podcast• Text• Video

Introduce

• Chat• Discussion• Forum• Virtual world

Interact• Technology• Feedback• Report

Practice

• Present• Document• Produce

Demonstrate

BENCHMARK

ActivityChunking 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?

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 is needed to process

new information

2. Time is needed to prepare processed information

3. Time is 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 week)

3. In chat, count to 10 before responding

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

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

PollDo you storyboard your courses?1. Yes2. No

Flowchart StoryboardVS

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 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

Example: Flowchart

Example: Lesson O

verview

Storyboard frame

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

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?

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• 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.

MO

DULE

3OBJECTIVES: …………..

When What Happens What is Due

Monday Discussion #4

Wednesday Listen to Podcast Assignment #5

Friday Chat #3

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

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 earlier.2. Download Handout on Course Site.3. Chunk the module into:– Lessons with

• Activities• Assignments• Assessments

4. Post document to Course Site

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 2.