"Chunking" Course Content for Effective Learning

Wednesday, 14 July 2004

This presentation is part of G-3: Chunking Course Content: Two Examples

"Chunking" Course Content for Effective Learning

Description: One technique essential to the design of an effective online course is for faculty to learn content chunking, the breaking of course materials into absorbable pieces of information. (Garrison et al, 2000) The benefits of dividing course content into absorbable chunks will be presented. Also participants will see several examples of courses designed using content chunking and receive tools to assist in chunking their own course content.
Presentation Format: Oral
Topic: Enabling learning: Effective instructional practices and flexible design models
Target Audience: Course Designers, Faculty and Other Instructors, K-12 Educational Staff
Appropriate Audience Level: Beginning or new users of WebCT, Experienced WebCT users
WebCT Version:
Abstract Text: Translating classroom curriculum into curriculum suitable for presentation in a web-based course has been a distinct challenge for many faculty. With the altered environment of learners, restructured interactions between learners, and the need for explicitly clear instructions for student understanding, division of course material becomes very important. Educators have realized that distance education requires a transformation in thinking for both instructors and students. (Garrison et al, 2000)
Researchers at Nova Southeastern University Fischler Graduate School of Education and Human Services found that instructors need to learn new techniques for designing and delivering distance education. (Flores, 2003) One technique essential to the design of an effective online course is for faculty to learn content chunking, the breaking of course materials into absorbable pieces of information. (Garrison et al, 2000)
Content chunking relies on principles experimental psychologist George Miller outlined in his "The Magic Number 7, Plus or Minus 2". Miller's Rule of 7 describes the maximum quantity of ideas, facts, or issues that people are able to actively attend to at any one time. In addition, course design should also take into consideration that the average attention span of an adult is about 20 minutes. (NETnet, 2003) Learning activities could include short reading assignments, interactive quizzes, video clips, self-tests, online discussions, or other components designed to capture and keep student attention. These chunks should be linked together to form meaningful units. (Icarus, n.d.)
Garrison et al (2000) point out that since the instructor is not physically able to guide students through materials, content must be organized in a clear and logical manner and exercises emphasize key concepts. The task of transforming established traditional courses into effective online courses is often seen as an overwhelming task by many faculty. A systematic approach can turn this daunting task into a manageable one.

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Description:	One technique essential to the design of an effective online course is for faculty to learn content chunking, the breaking of course materials into absorbable pieces of information. (Garrison et al, 2000) The benefits of dividing course content into absorbable chunks will be presented. Also participants will see several examples of courses designed using content chunking and receive tools to assist in chunking their own course content.
Presentation Format:	Oral
Topic:	Enabling learning: Effective instructional practices and flexible design models
Target Audience:	Course Designers, Faculty and Other Instructors, K-12 Educational Staff
Appropriate Audience Level:	Beginning or new users of WebCT, Experienced WebCT users
WebCT Version:
Abstract Text:	Translating classroom curriculum into curriculum suitable for presentation in a web-based course has been a distinct challenge for many faculty. With the altered environment of learners, restructured interactions between learners, and the need for explicitly clear instructions for student understanding, division of course material becomes very important. Educators have realized that distance education requires a transformation in thinking for both instructors and students. (Garrison et al, 2000) Researchers at Nova Southeastern University Fischler Graduate School of Education and Human Services found that instructors need to learn new techniques for designing and delivering distance education. (Flores, 2003) One technique essential to the design of an effective online course is for faculty to learn content chunking, the breaking of course materials into absorbable pieces of information. (Garrison et al, 2000) Content chunking relies on principles experimental psychologist George Miller outlined in his "The Magic Number 7, Plus or Minus 2". Miller's Rule of 7 describes the maximum quantity of ideas, facts, or issues that people are able to actively attend to at any one time. In addition, course design should also take into consideration that the average attention span of an adult is about 20 minutes. (NETnet, 2003) Learning activities could include short reading assignments, interactive quizzes, video clips, self-tests, online discussions, or other components designed to capture and keep student attention. These chunks should be linked together to form meaningful units. (Icarus, n.d.) Garrison et al (2000) point out that since the instructor is not physically able to guide students through materials, content must be organized in a clear and logical manner and exercises emphasize key concepts. The task of transforming established traditional courses into effective online courses is often seen as an overwhelming task by many faculty. A systematic approach can turn this daunting task into a manageable one.