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.