Making the Shift: From Classroom to Online Course Design

1. Making the Shift: From Classroom to Online Course Design Day 2: Course Organization

2. Themes from Day 1

3. Introduction Chunking course content • Utilizing instructional design techniques used to organize content • Storyboarding 2a.Linear Model vs. Hypertext Model 2b. Lesson construction

4. 1. Utilizing instructional design techniques used to organize content

5. IGNITE Model of Online Course Design (Tompkins, 2007)

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

7. 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)

8. 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.’

9. CHAT How are classroom courses “chunked”?

10. What can be chunked online? • Course Content – what is being learned • Objectives • Concepts, facts, generalizations, principles, etc. • Processes • Problems

12. 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

13. Example of Organization

14. Process of Chunking Course Content

15. 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 • 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

16. Keep in mind when chunking…

17. “Lesson” Chunking

18. “Assignment” Chunking √ BENCHMARK

19. Example: LAMS™ http://www.lamsinternational.com/demo/intro_to_lams.html

20. 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

21. 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.

22. Example Intervals Principle Application Read (2 hours), watch (20 min., discuss (1 hour chat) the chapter on social conflict (over 3 days) • Time needed to process new information. .

23. 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 weeks) • Time needed to process new information • Time needed to prepare processed information

24. 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 weeks) In chat, count to 10 before responding • Time needed to process new information • Time needed to prepare processed information • Time needed to respond (synchronous events)

25. Chat What else should we consider when chunking?

26. Breakout Activity:Chunk a Lesson • How much time? • Objective? • Resources? • Activity? • Media?

27. 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)

28. Storyboarding

29. Poll Do you storyboard your courses? • Yes • No

30. VS

31. 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.

32. 2A. LineArvs. hypertext Storyboards

33. Linear (lesson) Model 1 2 3 4 5

34. Hypertext (non-linear) Model

35. 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

36. Non-linear (Dynamic Environment) Evaluate Decide Create Understand Analyze Memorization Linear (Static Environment) Instructor-directed Learner-directed

37. Lesson Overview

38. Storyboard frame

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

40. 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

41. Visual Organization & Cues Mayer’s Principle 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. • 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.

42. Visual Organization & Cues Mayer’s Principle 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. • 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.

43. MODULE 3 OBJECTIVES: …………..

44. Assignment #5 • Listen to (.wav) or Read (.pdf) Instructions • Participate in Discussion #5 • Post your research to ++++ by Wednesday

45. Key Points for Storyboarding • Keep the learner in the forefront • Keep visual layout consistent • Select appropriate format for content and developmental level of learner

46. Homework, Part 1 • Take the module you began in Day 1. • Download Session 2 Assignment Handout in Course Site. • Chunk the module into: • Lessons with • Activities • Assignments • Assessments • Post document to Course Site Day 2 Homework

47. 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 3.