Transcript Slide 1

Patricia McGee, PhD and Veronica Diaz, PhD
MAKING THE SHIFT: FROM CLASSROOM
TO ONLINE COURSE DESIGN: SESSION 2
Themes from Day 1
Introduction
Chunking course content
1.Utilizing instructional design techniques used
to organize content
2.Storyboarding
2a.Linear Model vs. Hypertext Model
2b. Lesson construction
1. UTILIZING INSTRUCTIONAL DESIGN
TECHNIQUES USED TO ORGANIZE CONTENT
Grouping
Tech
Integration
Interconnect
-edness
Intervals
Novelty
IGNITE Model of Online
Course Design
Environment
(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 practicethe entire dance becomes
one ‘chunk.’
CHAT
How 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
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•
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•
Text
Presentations
Discussions
Lecture Notes
Course
Unit
Module 1
Lesson
Activity
Assignment
Assessment
Module 2
What more can be chunked online?
3. Course Resources
• PPT™
• Voicethread™
• Podcast
• Instructions
• Templates
• Examples
• Video
• Tutorial
• Reading
Digital
Presentations
Handouts
Materials
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/nonlinear
•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 Questions
2.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
Time
Reading
Materials
Media
Interactivity
• From
module
• Length
• When
• CMS
• Sequence
• Web 2.0
• Attached
to: Lesson,
Activity,
Assignment,
• Duration
• Relation to
objective
• Learner
behaviors
• Teleconference
• Instructor
Actions
Event
Discuss
4
Meeting:
Review
Examples
3
Read
2
1
Example: “Lesson” Chunking
Quiz
Example: “Assignment” Chunking
• Podcast
• Text
• Video
Introduce
Interact
•
•
•
•
Chat
Discussion
Forum
Virtual world
Demonstrate
• Technology
• Feedback
• Report
• Present
• Document
• Produce
Practice
BENCH
MARK
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?
1 chunk = 15-20 minutes
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•
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3 chunks = 1 lesson
3 lessons = 1 unit
3 units = 1 module
5 modules = entire course
NetNet
Intervals?
1. Time needed to process new information
2. Time needed to prepare processed
information
3. Time needed to respond (synchronous
events)
Recommendation: Provide time estimates for
assignments and asynchronous activities.
Example Intervals
Principle
1. Time is needed to process
new information
1. Time is needed to prepare
processed information
1. Time is needed to respond
(synchronous events)
Application
1. 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
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•
•
•
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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
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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
Poll
Do you storyboard your
courses?
1. Yes
2. No
VS
Flowchart
Storyboard
Why storyboard?
1. Plan the connection between course
“chunks”
2. Troubleshoot gaps
3. Check for even distribution of content
4. Maps connections between different parts of
the course (e.g., tools, activities,
assignments, events, etc.).
2A. LINEAR VS. HYPERTEXT
STORYBOARDS
Linear Model
1
2
4
5
Hypertext (non-linear) Model
Non-linear
(Dynamic
Environment)
Making
connections
of parts to
the whole
Simple
Obvious
connections
Linear
(Static
Environment)
New learning,
little reliance on
learner to
organize
Instructor-directed
Learner-directed
Non-linear
(Dynamic
Environment)
Evaluate
Decide
Create
Understand
Analyze
Memorization
Linear
(Static
Environment)
Instructor-directed
Learner-directed
Example:Lesson Overview
Example: LAMS™
http://www.lamsinternational.com/demo/intro_to_lams.html
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 learnerpaced 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
OBJECTIVES: …………..
When
What Happens
Monday
Discussion #4
Wednesday
Listen to Podcast
Friday
Chat #3
What is Due
Assignment #5
Visual Organization & Cues
• Coherence principle:
• Pre-training principle:
People learn better when People learn better from
extraneous words,
a multimedia lesson
pictures, and sounds are
when they know the
excluded rather than
names and characteristics
included.
of the main concepts.
• Application: Keep it
• Application: Provide read
simple – images, sounds,
access to a glossary, poptext, color should direct
ups, FAQ, image
and inform, not distract.
database, references, etc.
Assignment #5
1. Listen to (.wav) or Read (.pdf) Instructions
2. Participate in Discussion #5
3. 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
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•
•
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.