• Recognize the importance of chunking and sequencing content
• Recognize guidelines of chunking and sequencing content
• Revise your lesson outline as necessary using chunking and sequencing guidelines
  

How much is too much?

As you reviewed the intro movie on how the human brain processes information, it was evident that information can only be processed when it comes in bits. While teaching an online course or for that matter even a face to face traditional course, where do you decide to stop for a particular lesson? What is sufficient information? The experimental psychologist George Miller found that "The Magic Number 7, Plus or Minus 2" described the maximum quantity of ideas, facts, or issues that people are able to actively attend to at any one time. This is called the Rule of 7. As more and more complex concepts are delivered, the recall capabilities significantly decrease. To enhance and maximize the learning potential, online instructors are advised to follow this rule and chunk/divide content into manageable units of information. This phenomenon is called the chunking limit. Chunking allows students to focus their attention on the key concepts that are presented thereby enhancing the power of retention and recall. Take a look at the lesson outline you created in Unit 1, it should have already given you a start on this process.

Now, it is time to review a narrated presentation that goes over the guidelines for chunking content and show you some examples of chunked and non-chunked content. This presentation will provide you with practical guidelines in chunking content.

If I have chunked my content, now why should I worry about sequencing?

Sequencing allows for the thoughtful release of content that encourages motivation during learning and more importantly retention of learning. When developing content for online instruction, sequencing can most often be done intuitively. Content has to be presented systematically if learners are to meet goals and objectives. The three common methods of sequencing content include: (1) Prerequiste Method, (2) Posner and Strike Sequencing Scheme and (3) Elaboration Theory Sequencing. Review the narrated presentation on sequencing which will provide you an overview of these sequencing methods and present you with practical guidelines that you can use in organizing your content.

Learning Activity #1:
Using the chunking and sequencing guidelines, revise (if necessary) your lesson outline from unit 1. Submit your revised lesson outline using the Assignment tool.(Blackboard access required). An ETA instructional designer will review your work and provide individual feedback.

Recognizing the characteristics of your student body will allow you to factor in the amount of time they are able to spend each week and take into account their past experiences while presenting new concepts. Typical online students are working non-traditional students who have family commitments and obligations. These students however come with rich experiences that can be tapped into during the teaching/learning process. Understanding the unique dimensions of your online students (learner analysis) and planning content presentation accordingly results in a win-win situation for all.

End of Unit 3.1