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Structuring Content 5.1 Instructional Design Chapter 5: Structuring Content.

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Presentation on theme: "Structuring Content 5.1 Instructional Design Chapter 5: Structuring Content."— Presentation transcript:

1 Structuring Content 5.1 Instructional Design Chapter 5: Structuring Content

2 Structuring Content 5.2  Explain the purpose of structuring content.  Describe two guidelines for each structuring principle.  Identify the content category of a given chunk.  Differentiate between the various types of structures.  Describe each step in the process of structuring content.  Create a course map, given an Analysis document and objectives. Objectives

3 Structuring Content 5.3  A structure is a set of interconnecting parts of a complex thing that forms a framework.  Two key benefits for the learner:  Enabling learning: Well-structured information is easy to learn and remember.  Enabling access: Well-structured information can be more easily scanned and accessed. Definition and Purpose of Structuring Content

4 Structuring Content 5.4  The principles of structuring are:  Chunking: Building blocks of information around a key message  Relevance: Writing only useful and relevant information  Labeling: Giving an appropriate name or title to a chunk  Modularity: Structuring the content into separate chunks capable of standing alone  Sequencing: Relating chunks to one another on some principle of order  Layering: Organizing chunks into several levels Principles of Structuring

5 Structuring Content 5.5  The various categories of content are:  Facts: Content categories that are assumed to be true  Concepts: Groups of objects, events, or symbols that share common characteristics  Procedures: Ordered sequences of steps performed to complete a task  Processes: Series of events, stages, or phases that take place over a period of time  Principles: Content categories that can be stated in the form of rules Categories of Content

6 Structuring Content 5.6  Some examples of facts are:  The inventor of the light bulb is Edison.  The number of vowels in the English language is five.  The capital of Indonesia is Jakarta. Examples of Facts

7 Structuring Content 5.7  Some examples of concepts are:  Economics is the science of the production.  The automatic gears in a car allow you to change gears without exerting yourself.  Bamboo plays an important role in the economics of South East Asia. Examples of Concepts

8 Structuring Content 5.8  Some examples of procedures are:  Making a cup of coffee  Calculating the average of a given set of numbers  Adding a template in Microsoft’s MS Word  Drawing a square using Microsoft’s Paint Examples of Procedures

9 Structuring Content 5.9  Some examples of processes are:  Obtaining approval for a proposal  Selecting a vendor  Processing of a check in the bank  Processing of information by a computer Examples of Processes

10 Structuring Content 5.10  Some examples of principles are:  Guidelines for writing a request for proposal  Do’s and don’ts for creating onscreen text  Rules for playing tennis  Tips for baking a light and spongy cake Examples of Principles

11 Structuring Content 5.11  Three types of structures are:  Task-centered: Organizes the content around the job-related tasks of the learner  Topic-centered: Organizes the content by topics  Problem-centered: Organizes content around problems Types of Structure

12 Structuring Content 5.12  The following figure describes the five-step structuring process: Content Structuring Process

13 Structuring Content 5.13  Step 1: Decide on the type of structure: First and foremost, decide the type of structure that the course should have.  Step 2: Collect data: Collect all the data that may be relevant to the course.  Step 3: Create and label chunks: Create chunks, keeping in mind the objectives of the course.  Step 4: Identify content categories: Categorize them in terms of one of the content categories.  Step 5: Develop a course map: Group all related chunks under labels to form topics and sections. Content Structuring Process (cont.)

14 Structuring Content 5.14  The following figure depicts a mind map in progress: Sample Mind Map

15 Structuring Content 5.15  The following figure depicts a sample mind map with content categories: Sample Mind Map with Content Categories

16 Structuring Content 5.16  A structure is a set of interconnecting parts of a complex thing.  Structuring enables learning, and enables access.  Chunks are blocks of information built around a key message.  The purpose of creating relevant chunks is to provide useful information.  Layering chunks enables each learner to find the appropriate path.  Labeling is simply giving an appropriate name. Summary

17 Structuring Content 5.17  Modularity means that content should be structured in separate chunks.  Layering involves organizing chunks into several levels.  A fact is a content category that is assumed to be true.  A concept is a group of objects, events.  A procedure is an ordered sequence of steps.  A process is a series of events, stages, or phases. Summary (cont.)

18 Structuring Content 5.18  A principle can be stated in the form of a rule.  A task-centered structure organizes content around the job-related tasks of the learners.  A problem-centered structure organizes the entire content around problems.  The steps of content-structuring process are:  Decide on the type of structure  Collect data  Create and label chunks  Identify content category  Develop a course map Summary (cont.)

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