Know Thy Learner: Understanding Learner Characteristics to Enhance
Online Course Design Kenneth Silvestri, MS, MA
BACKGROUND
• Master’s Degree in Educational Technology
• Graduate Certificate in Instructional Technology and Design
• Over 4 years of online teaching experience
(1) Information Processing and Encoding
(2) Engagement and Motivation
KNOW THY LEARNER
KNOW THY LEARNER: Cognitive Load Theory
JOHN SWELLER
“A theory that focuses the load on
working memory during instruction.”.
KNOW THY LEARNER: Cognitive Load Theory
Source: Research Into Cognitive Load Theory and Instructional Design, Dr. Graham Cooper
Cognitive Limit Exercise: Slide #1
WO UIB MES LUS A
Cognitive Limit Exercise: Slide #2
WOU IBM ESL USA
Cognitive Limit Exercise
Why is the second slide easier?
– Answer: Arranged in chunks that make sense to our mind.
KNOW THY LEARNER: Cognitive Load
MAGIC NUMBER = 7 +/- 2
KNOW THY LEARNER: Cognitive Load
WO UIB MES LUS A (12)
WOU IBM ESL USA (4)
CHUNKING: Course-Level
MODULE 1 (Topic 1 and 2)
Overview
Instructional Materials
Readings
Videos
Discussion
Application (Assignment, Activity)
Quiz
●Be consistent
●Keep everything in one place
CHUNKING: Text-Based Instructional Materials
Source: Fareeza Marican, Senior Learning Designer, Basics of Chunking SlideShare
CHUNKING: Text-Based Instructional Materials
Source: Fareeza Marican, Senior Learning Designer, Basics of Chunking SlideShare
CHUNKING: Text-Based Instructional Materials
Source: Fareeza Marican, Senior Learning Designer, Basics of Chunking SlideShare
DESIGNING FOR THE WEB: Text-Based Instructional Materials
(1) Use meaningful headings and subheadings
(2) Use tables – large data sets
(3) Use bulleted and numbered lists
(4) Select a typeface for onscreen readability- 12-point font in Verdana, Georgia, Trebuchet,
or Lucida (5) Align text and headings to the left
Integrating Multimedia
AUDIO IMAGES VIDEO
INTEGRATING MULTIMEDIA: Images
YES: SPATIAL CONTIGUITY PRINCIPLE NO: SPLIT ATTENTION EFFECT
SOURCE: Connie Malamed, How To Integrate Multimedia for Effective Learning, the elearningcoach.com
INTEGRATING MULTIMEDIA: Images
YES: SPATIAL CONTIGUITY PRINCIPLE
NO: SPLIT ATTENTION EFFECT
INTEGRATING MULTIMEDIA: Audio and Video
“I do appreciate that the instructor took the time to create presentation videos which highlighted the instruction content for the module. He really took time to give the students all the resources they would need to be successful.” – CCJ 314 Student
Source: Andrew Wuff
ENGAGEMENT
Student
Instructor
Content
Peers
ENGAGEMENT: Instructor
• Welcome message
• Instructor Bio
• Contact Policy
• Feedback
• Discussion comments
• Summaries after each module and quarterly updates
Source: https://shsuonline.wordpress.com
ENGAGEMENT: Content – Capture Attention
ROBERT GAGNE
STEP 1 – Gain Attention: “Present a story, problem, or a new situation that will grab the learner’s attention.”
ENGAGEMENT: Content
PASSIVE LEARNING
ENGAGEMENT: Content
PASSIVE LEARNING
ACTIVE LEARNING
Source: Cone of Learning, Edgar Dale
Engagement: Content
Lower Order Thinking Skills
Higher Order Thinking Skills
Source: David Bloom
ENGAGEMENT: Content – Web 2.0 Technologies
• Blog Example
“Although I do not think it was easier than an essay, I think I was more motivated to put more effort into the blog. It was actually fun.” – CCJ 341 Student
Source: M. Fisher, 2009
ENGAGEMENT: Content - Interactive
Basics of Eye Anatomy
ENGAGEMENT: Content - Simulations
Examples
American Politics (GovernmentInAction)
Anthropology (eLucy)
Nursing
ENGAGEMENT: Content - Storytelling
ENGAGEMENT: Peer - Discussions
• Stagger deadlines
• Use grading rubric and feedback strategically
• Engaging Activity
• Avoid Questions with Yes/No or Factual Answers
• Target Reflection, Analysis, Evaluation, Problem-Solving
ENGAGEMENT: Online Group Work
QUESTIONS
?
RESOURCES
(1) FACULTY FOCUShttp://www.facultyfocus.com
(2) Minds Online: Teaching Effectively with Technology, by Michelle D. Miller
(3) MERLOT II – Multimedia Educational Resources for Learning and Online Teaching
https://www.merlot.org/merlot/index.htm
(4) PhET: Interactive Simulations
https://phet.colorado.edu
SOURCES
(1) Bloom B. S. Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. (1956) New York: David McKay Co Inc.
(2) Cooper, Graham. (1998) Research into Cognitive Load Theory and Instructional Design
(3) Fareeza, Marican, Senior Learning Designer. Basics of Chunking. http://www.slideshare.net/FareezaM/basics-of-chunking
(4) Kelly, Rob. “Seven Guidelines for Designing Effective Course Pages for the Online Classroom.” Facutly Focus: Higher Ed Teaching Strategies From Magna Publications. June 18, 2013.
(5) Mayer, Richard. (2009) Multimedia Learning (2nd Edition). Cambridge University Press
(6) Miller, Michelle D. (2014) Minds Online: Teaching Effectively with Technology. Harvard University Press
(7) Rose, D. & Meyer, A. Teaching Every Student in the Digital Age: Universal Design for Learning. (2002). ASCD: http://www.cast.org/teachingeverystudent/ideas/tes/
THANK YOU!
Kenneth SilvestriProject Manager
Allen Yarnell Center for Student Success406.994.4951
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