Designing with content

The Online Studies Dept. Presents:

Brown Bag Lunches Professional Development Series

Designing

with Content

Designing with ContentUsing the Fazioli

Instructional Model

Agenda• Overview of the Instructional Design Process• Fazioli Instructional Model• Course Layout – Events of Instruction• Universal Principles of Designing with Content• Three Classifications of Activities

M-Learning 101

Instructional Process – Fazioli Collaborative Model

Question

What do you feel is the best way to incorporate content to

foster strong learning?

Designing with Content

• Short, directed learning segments, or chunkability• Ability to repeat and review content, or repeatability• Ability to stop and resume without having to start all over

again, or pauseability• Clear, direct, instructions, or understandability

Instructional Delivery Strategies

• Group Discussions• Collaborative learning• Self-directed/Discovery learning• Mentoring• Multimedia Demonstrations/Presentations/Simulations

Advanced Organizer• Brief chunks of information – spoken, written, or illustrated• Presented prior to new material – help facilitate learning and

understanding

• Big picture

InstructionStrategies

AdvanceOrganizer Chunking Inverted

Pyramid Storytelling

Chunking

A technique of combining many units of information into a limited number of blocks or chunks, so that the information is easier to process and remember.

The maximum number of chunks of information that can be efficiently processed by short term memory is four, plus or minus one.

Benefits of Chunking

• Increased retention and understanding results.• Comprehension will be greater.• Results are measurable.

A Bridge contains three elements

1. A summary statement of the current chunk.

2. A transition statement connecting one chunk to the next3. An introductory statement for the next chunk.

Example of a BridgeWe have now learned the seven steps for cleaning the outside of the car. Now that the outside of the car looks nice, notice how dirty the inside of the car appears. In the next segment, we will learn six steps for cleaning the inside of a car.

Summary statement:

We have now learned the seven steps for cleaning the outside of

the car.

Now that the outside of the car looks nice, notice how dirty the inside of the car appears.

In the next segment, we will learn six steps for cleaning the inside of a car.

Transition statement:

Introduction to next topic:

Inverted Pyramid

A method of information presentation in which information is presented in descending order of important…

Design Document / Learning GuideEvent Description

Advanced Organizer

Explains what was previously learned, what will be learned in this unit, and how both connect with one another and to subsequent learning.Includes the purpose of the unit and its relevance to the course.

Outcomes Program outcomes that this course fulfills.

Lesson Objectives

Tells the students what they will know as a result of completing this unit. The objectives should use (measurable verbs) Blooms Taxonomy of Cognitive Levels and be written informally and conversationally.

Unit Assignments List all requirements that must be completed in this unit.

Content

Presented in both a written (text) Visual (images) Audio (narration) (Video) multimedia driven to hit various learning styles for comprehension.

Guided/Independent Practice- Feedback

Student practice is closely monitored to provide immediate feedback and corrective feedback and to promote a collaborative environment; needs to reinforce the content

Mastery AssessmentMeasurement of the effectiveness of the content.

Learning Object (Unit)

Content/Multimedia Lecture

Independent Practice/Feedback

Assessment

Content/Multimedia Lecture

Independent Practice/Feedback

Assessment

Fonts and Typography

Serif: A serif font can be used in specific design elements, but should not be overused in online design.

Sans Serif:Sans Serif fonts are cleaner, and more readable, especially in an online environment.

The visual clarity of text, generally based on the size, font, contrast, text block, and spacing of the characters used.

Six Taxonomies of Instructional Graphics

1. Decorative

2. Representational

3. Organizational

4. Interpretive

5. Relational

6. Transformational

Representational

Decorative

Organizational

Interpretive

Relational

Transformational

Multimedia Principle

Students learn better from words and pictures than

from words alone.

Instructional Process

Engage

Interact

Perform

Engage

Multimedia Presentations

•Communicate Visually• Narration• Animation• Promote Social Presence

Interact

1. Drill and practice activities

2. Hands-on activities

3. Teamwork activities

4. Discussion board

5. Case studies

6. Role-playing

7. Interactive Games and Action Learning

Perform

1. Research paper

2. Course reflection paper

3. Authentic assessment

4. Standardized exams

QuestionWhat other ways can you think of ?

Summary

• Mayer: words + graphics = • Select carefully with audience in mind:

• Graphics• Text

• Design using content for maximum student learning.

Thank you for participating

If you have any further questions, comments, or ideas please don’t hesitate

to contact us…