Content Design

Content Design When designing online learning units it is still necessary for students to learn specific knowledge prior to moving on to more advanced levels of performance. In the classroom we use lectures - on the Web the linear presentation of lecture materials is not effective. In the place of a written lecture, several instructional articles and/or web sites that distill the major concepts addressed in the lecture are more appropriate.

Online instructional units should be short and concise modules conveying relevant, critical information to support concepts, procedures, and/or performance-based skills. An instructional unit should be written specifically to communicate the content-knowledge necessary for improved, more advanced performance.

When designing: • Ensure that each instructional article, web site or game supports the learning objectives/goals of the course.

• Set out the learning objectives and performance outcomes right at the start. Place “signposts”/links at regular intervals so that students knows where they have come from, where they are going to next and the relevance of this progression • Get the learner's attention immediately by clearly making the topic relevant to something important within the learner's frame of reference (e.g. job, studies, professional development).

• Edit and cleanly lay out the materials so that priority areas and paths through can be easily identified by the student.

• In the body of each unit introduction provide an introductory paragraph, one or more explanatory paragraphs, and a summary paragraph.

• Pay particular attention to clarity of language used, active tenses, direct nature and concise structuring of sentences • Integrate questions or other interactive activities -- such as exercises, problem-solving situations, games, or short simulations into the body of the unit.

• Always limit the unit to one or two main ideas or concepts.

• Use only the most important "need-to-know" supporting details.

• Chunk the material so learners can complete or read a unit in a few minutes • When possible, support the unit content with audio and/or video clips containing relevant information, such as background information, "how to" instructions, or examples that further clarify key learning points.

• Build for interaction, student to student; tutor to student and tutor to tutor. The great advantage of the Internet is in bringing people together • Avoid any unnecessary “bells and whistles” that come between the student and the learning process • Provide alternative paths for different learners. Give the learner a sense of ownership by making exercises relevant to them and their needs when they go on to practice what they have learned. Be flexible • Problem-based learning, setting students a task or set of problems to solve, is an excellent way of encouraging self-directed learning, which may be particularly relevant to the student. The Internet then becomes a support mechanism, providing resources, communication and collaboration as a means to achieve an end.

• Ensure that the assessments are tied in with the content