CONTENT ORGANIZATIONIN ONLINE LEARNING ENVIRONMENTS

KATHERINE HEPWORTH, PHD

IN THIS SESSION

• Online course communication

• Content organization

• Performance load

• Student performance load

ANATOMY OF ONLINE COURSE COMMUNICATION

Content

Content organization

ANATOMY OF ONLINE COURSE COMMUNICATION

Aesthetics

ANATOMY OF ONLINE COURSE COMMUNICATION

Interaction

ANATOMY OF ONLINE COURSE COMMUNICATION

Audience

ANATOMY OF ONLINE COURSE COMMUNICATION

CONTENT ORGANIZATION=STRUCTURE

CONTENT ORGANIZATION

CONTENT HIERARCHY

• TEXTUAL

• VISUAL

INFORMATION ARCHITECTURE

FRONT END

BACK END

STARTING POINT: NO/POOR CONTENT ORGANIZATION

STARTING POINT: NO/POOR CONTENT ORGANIZATION

FIRST: INFORMATION ARCHITECTURE

FIRST: INFORMATION ARCHITECTURE

FIRST: INFORMATION ARCHITECTURE

FIRST: INFORMATION ARCHITECTURE

SECOND:VISUAL HIERARCHY

SECOND:VISUAL HIERARCHY

SECOND:VISUAL HIERARCHY

THIRD:TEXTUAL HIERARCHY

THIRD:TEXTUAL HIERARCHY

ALL THREE STAGESIN DRAFT FORM

WHY?

It helps students learn.

HOW?

By managing students' performance load.

WHAT IS PERFORMANCE LOAD?

PERFORMANCE LOAD

• The greater the effort to accomplish a task, the less likely the task will be accomplished successfully.

• Two parts…

PERFORMANCE LOAD

A student >>

Kinesthetic load(clicks)

Cognitive load(processing)

ZONE OF PROXIMAL DEVELOPMENT

• The range of potential learning.

EFFORT-OMETER

EFFORT-OMETER

EFFORT-OMETER

EFFORT-OMETER

EFFORT-OMETER

EFFORT-OMETER

PERFORMANCE OVERLOAD!

CONDITIONS INCREASINGPERFORMANCE LOAD

ANATOMICAL STRESSORS:TEENAGE BRAIN DEVELOPMENT

• Circadian shift

• Synaptic pruning

• Developing prefrontal cortex

CONDITIONS INCREASINGPERFORMANCE LOAD

ENVIRONMENTAL STRESSORS:STUDENT LIVING

• Interaction with peers

• Overexertion & overwork

• Hangovers

• Lack of sleep

CONDITIONS INCREASINGPERFORMANCE LOAD

SUMMARY:Given optimal conditions, students can barely focus on course content.

TAKE A BREAK!(FIVE MINUTES)

CONTENT ORGANIZATION PART 2MANAGING STUDENT PERFORMANCE LOAD IN YOUR WEBCAMPUS COURSE

1 USE LESS TEXT

1 USE LESS TEXT

COGNITION PRINCIPLESIGNAL TO NOISE RATIO

The ratio of relevant to irrelevant information in any communication.

SIGNAL TO NOISE RATIO

1 USE LESS TEXT

1 USE LESS TEXT

WEBCAMPUS COMMUNICATION STRATEGY

Summarize:

Review all course material.

Then halve it.

2 ORDER TEXT

2 ORDER TEXT

COGNITION PRINCIPLEAESTHETIC USABILITY EFFECT

Attractively presented information is easier to remember.

AESTHETIC USABILITY EFFECT

2 ORDER TEXT

WEBCAMPUS COMMUNICATION STRATEGY

Use lists, tables, and subheadings constantly.

2 ORDER TEXT

3 USE INFOGRAPHICS

COGNITION PRINCIPLEPICTURE SUPERIORITY EFFECT

Pictures are remembered better than words.

3 USE INFOGRAPHICS

PICTURE SUPERIORITY EFFECT

3 USE INFOGRAPHICS

3 USE INFOGRAPHICS

WEBCAMPUS COMMUNICATION STRATEGY

Illustrate points often

4 REVEAL OFTEN

4 REVEAL OFTEN

COGNITION PRINCIPLEPROGRESSIVE DISCLOSURE

Only provide information necessary to complete the current task.

PROGRESSIVE DISCLOSURE

4 REVEAL OFTEN

WEBCAMPUS COMMUNICATION STRATEGY

Staggered release

4 REVEAL OFTEN

STAGGERED RELEASE

4 REVEAL OFTEN

5 DRUM HOME DATES

5 DRUM HOME DATES

COGNITION PRINCIPLELOGICAL REDUNDANCY

The use of more elements than necessary to improve communication effectiveness.

LOGICAL REDUNDANCY

5 DRUM HOME DATES

WEBCAMPUS COMMUNICATION STRATEGY

Repeat due dates and other crucial information often.

5 DRUM HOME DATES

6 OPEN & CLOSE BIG

6 OPEN & CLOSE BIG

COGNITION PRINCIPLESERIAL POSITION EFFECTS

Items presented at the beginning and end of a list are more likely to be recalled.

SERIAL POSITION EFFECTS

6 OPEN & CLOSE BIG

WEBCAMPUS COMMUNICATION STRATEGY

Make beginnings and endings count

in courses, lessons, and lectures.

They will be remembered best.

6 OPEN & CLOSE BIG

LASTLY, REMEMBER:

Bad content organization hinders your students'

learning.

Good content organization contributes to your

students' success.

THANK YOU

Any questions?