Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 58 views

    Quality Framework - Edward Sallis

    Uploaded by

    De
    The document discusses organizing content effectively for eLearning courses. It explains that content should be organized using instructional design principles like sequencing information from easy to complex or familiar to unfamiliar. This helps learners process and retain information better. There are two main ways to organize content - sequentially by presenting information in a list or steps, or non-sequentially by allowing learners to skip parts. Specific sequential structures discussed are listing information, presenting a problem and solution, moving from simple to complex concepts, and familiar to unfamiliar topics. Non-sequential structures include using case studies and scenarios that don't require a strict order. Proper organization is important to ensure course objectives are met and learners are prepared for assessments.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Quality Framework - Edward Sallis

    Uploaded by

    De
    58 views5 pages
    The document discusses organizing content effectively for eLearning courses. It explains that content should be organized using instructional design principles like sequencing information from easy to complex or familiar to unfamiliar. This helps learners process and retain information better. There are two main ways to organize content - sequentially by presenting information in a list or steps, or non-sequentially by allowing learners to skip parts. Specific sequential structures discussed are listing information, presenting a problem and solution, moving from simple to complex concepts, and familiar to unfamiliar topics. Non-sequential structures include using case studies and scenarios that don't require a strict order. Proper organization is important to ensure course objectives are met and learners are prepared for assessments.

    Original Description:

    instructional content

    Original Title

    Quality Framework - Edward Sallis (1)

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document discusses organizing content effectively for eLearning courses. It explains that content should be organized using instructional design principles like sequencing information from easy to complex or familiar to unfamiliar. This helps learners process and retain information better. There are two main ways to organize content - sequentially by presenting information in a list or steps, or non-sequentially by allowing learners to skip parts. Specific sequential structures discussed are listing information, presenting a problem and solution, moving from simple to complex concepts, and familiar to unfamiliar topics. Non-sequential structures include using case studies and scenarios that don't require a strict order. Proper organization is important to ensure course objectives are met and learners are prepared for assessments.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    58 views5 pages

    Quality Framework - Edward Sallis

    Uploaded by

    De
    The document discusses organizing content effectively for eLearning courses. It explains that content should be organized using instructional design principles like sequencing information from easy to complex or familiar to unfamiliar. This helps learners process and retain information better. There are two main ways to organize content - sequentially by presenting information in a list or steps, or non-sequentially by allowing learners to skip parts. Specific sequential structures discussed are listing information, presenting a problem and solution, moving from simple to complex concepts, and familiar to unfamiliar topics. Non-sequential structures include using case studies and scenarios that don't require a strict order. Proper organization is important to ensure course objectives are met and learners are prepared for assessments.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 5

    Organize Content Effectively to Maximize Learning Opportunities

    BY Karla Gutierrez04, NOV 2014


    It is time to set up a new eLearning course. That sounds simple enough, at least in theory.

    Sit down, draw up objectives for what the course is expected to convey to students.
    Get curriculum prepared to meet those objectives.
    Prepare assessments to determine how effective you were in presenting information to those
    who participated in the eLearning course.
    It's not that simple. There is an old saying that “if it was easy to do, then everyone would do
    it,” and the wisdom behind that saying is true for eLearning courses and for presenting
    information so people actually learn. Students are able to learn best when information is
    presented in one of several clear and effective instructional design choices. In fact, research
    has proved that the order and organization of learning activities affects the way information is
    processed and retained (Glynn & DiVesta, 1977; Lorch & Lorch, 1985; Van Patten, Chao, &
    Reigeluth, 1986).

    Text-Organization Effect

    The concept refers to the effects that the structural elements of the course have on the
    information learners encode and remember. This effect relies on the fact that learners’
    comprehension is influenced by the text structure used to convey the information. Moreover,
    it assumes that our brains like the organization of information, which is why chapters,
    outlines and sections are highly recommended as an instructional method.

    To properly organize and sequence content, you’ll first need to consider:

    How to use concept or mind-mapping for analyzing content (to determine which concepts
    build on others and should be presented first, and know how much to include and what to
    eliminate.)
    Get to know your learners
    And...Answer these 7 questions before choosing a structure
    There are two main ways to organize content:

    Sequential: Sequential information simply means that information is presented in a list, or


    information is presented as though there is a problem followed by a solution. We learn how
    to cook by following a recipe exactly. We learn to read a book after we learn to recognize
    individual letters with many steps in between. There is a sequence to how material is
    presented and learned.
    Non-Sequential: Learning non-sequentially can also be a natural way to learn and can work
    for eLearners because they are able to skip parts of the process that don’t necessarily pertain
    to them.
    Examples of Sequential Learning Structures

    Fortunately there are different ways to present information to students so they can maximize
    their opportunities to learn.

    1) Description/List:

    A list is an easy to recognize manner of presenting information. You describe something by


    enumerating its features, characteristics, or examples. A list can provide information about
    how to open a pop bottle and how to split an atom. The list can be in sequence order, or it can
    simply include the information about what has to be accomplished.

    Organize_Instruction_Effectively_to_Maximize_eLearning_Opportunities_v3-02

    2) Problem/Solution:

    Presents why there is a problem, then introduce one or more possible solutions to fix the
    problem. The solution was to exterminate every rat seen on the streets of London. Why? The
    problem was that rats were blamed millions of deaths. Fortunately, when the rats were killed
    the fleas died to so the real culprits ultimately paid, but it may not make as much sense in the
    education process to begin by killing rats.

    Organize_Instruction_Effectively_to_Maximize_eLearning_Opportunities_v3-03

    3) Simple to Complex:

    Providing a student with simple information before providing them with complex information
    is a way to sequence things so that it makes learning easier. The student learns something
    easy, and then they can access their memory for that easy or at least easier thing to facilitate
    learning something more difficult. This is in part why college courses have a set of pre-
    requisites. A student wouldn’t start off taking a 500 level course most of the time. They begin
    with the 100 level course and work their way up to the more challenging information.

    Our brains like hierarchy. Following this principle, you can design your screens starting with
    general and important concepts and then moving to, “explaining information in a hierarchical
    fashion.” John Medina says, “You have to do the general idea first. And then you will see a
    40% increase in understanding.”

    Organize_Instruction_Effectively_to_Maximize_eLearning_Opportunities_v3-04

    4) Familiar to Unfamiliar:

    Similar to going from easy to difficult, familiar to unfamiliar starts with what the student
    knows, then moves on to teach them information they do not know. This can be done by
    using metaphors, analogies, similes, comparisons and other methods often used in literature
    and writing to teach new information. However, math can also use this method of instruction
    as more difficult concepts and formulas are often “built” on prior or familiar concepts and
    formulas.

    Organize_Instruction_Effectively_to_Maximize_eLearning_Opportunities_v3-05

    Non-Sequential Learning Structures

    In non-sequential or network structures, learners have to get meaning out of the information
    presented to them. Often, this information is presented through case studies and scenarios.
    These formats which a student should be able to use information they have to determine
    either what the problem is, or at least give them information to begin an investigation.

    Read this article to learn more about structures used to create non-linear eLearning courses.

    Another possible way for non-linear design is using the Learning Map. Read more here.

    Organize_Instruction_Effectively_to_Maximize_eLearning_Opportunities_v3-06
    CONCLUSION:

    Once a format for presenting information has been chosen, it is fairly easy to move forward
    with the presentation of information for which students will be assessed. Following one
    particular format, or combining more than one format will almost force you to take a
    systematic approach to presenting information that will create a sense of ease for you, and
    should allow you to ensure that objectives area met and therefore there shouldn’t be surprises
    when the assessments are given.

    Free eBook: A Quick Survival Guide for Modern elearning Designers


    THIS IS AN EXCERPT FROM EFFECTIVE PHYSICAL EDUCATION CONTENT AND INSTRUCTION
    WITH WEB RESOURCE BY PHILLIP WARD & HARRY LEHWALD.

    You might also like