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Transcript of Chunking slides
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C H U N IK N G
2 . 0Center for Faculty Excellence
Mini-WorkshopKen Silvestri
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LEARNING GOALS
After completing this workshop, participants will be able to:
(1.) Apply chunking strategies to content to minimize cognitive load and optimize conditions for learning
(2.) Build in interaction opportunities to facilitate active learning and engagement with content
(3.) Identify tools and ways to use chunking strategies in the Brightspace/D2L LMS
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OVERVIEW
CHUNKING 2.0 CONTENT
CHUNKING SIZE (Slides 4-7)
UNCHUNKED
CHUNKING BY TIME (Slides 7, 8)
INTERACTION (Slide 9)
TEXT-BASED (Slides 10-12)
RECORDED LECTURES (Slide 13)
D2L EXAMPLE
CHUNKED
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CHUNKING BY SIZE
Miller’s Law:
- Working Memory Capacity is 7 +/- 2 pieces of information
- No more than 5-9 items at any one time
George Miller Image Source: Wikipedia
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CHUNKING BY SIZE
George Miller Working Memory Capacity
COM
PLEX
ITY
Image Source: Wikipedia
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CHUNKING SIZE
LIST #1 LIST #2
RedOrangeYellowGreenBlue
IndigoViolet
CrimsonMagenta
LilacPuce
Maize CeriseCitrine
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CHUNKING BY TIME
Attention Span = 15-20 Minutes
Information
15-20 Minutes
20+ Minutes
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CHUNKING BY TIME
Module 2 – Chunking Strategies for Online
Courses
Unit 1 – What is Chunking Item 1 – Why Chunking
Item 2 – Chunking Defined
Item 3 – Rule of Seven
Each Chunk or Series of Smaller Chunks = 15-20 minutes Unit 2 – Chunking by
Time/For Interactivity
Unit 3 – Chunking Text-Based Materials
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CHUNKING BY TIME - INTERACTIONSelf-Check Exercise #1: Use the following questions to check your understanding of chunking before moving on to chunking text-based content.
(1.) T/F: As the complexity of new content increases, the ability of working memory to process new content decreases.
(a.) True(b.) False
(2.) MC: Each chunk should take the student approximately:
(a.) 60 minutes to complete(b.) 45 minutes to complete(c.) 30 minutes to complete(d.) 20 minutes to complete
(3.) T/F: Research has shown that the average attention span of an adult learner is 90-120 minutes:
(a.) True(b.) False
(4.) MC: Based on Miller’s Law, what is the maximum amount of information or number of items that can be processed by working memory at one time:
(a.) 2 items (b.) 7 items(c.) 9 items(d.) 12 items
(5.) Long Answer: Describe the benefits of chunking content for online learners.
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CHUNKING TEXT-BASED MATERIALSStrategies for chunking text-based content:
1- Avoid long paragraphs or walls of text
2- Use meaningful headings and subheadings
3- Use images and videos to break up text
4- Bullet Points (no more than 5-9 items, less for complex content)
5- Use tables for large amounts of data or to present comparisons side-by-side
TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT
WALL OF
TEXT
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TEXT-BASED EXAMPLE #1
Example 1 Example 2
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TEXT-BASED EXAMPLE #2
Example 1 Example 2
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CHUNKING FOR RECORDED LECTURES
Strategies for chunking recorded mini-lectures:
1- 5-10 minute recordings
2- Centered around 1 or 2 related concepts
3- Specific, Descriptive titles
4- Include time
Example #1: Expressing Risk Quotients (5:38)
Example #2: Probabilistic Risk Assessment - Part I (9:21)
Example #3: Probabilistic Risk Assessment – Part II (7:44)
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VOLUNTARY APPLICATION ACTIVITY
CHUNKING CHALLENGEPut Your Chunking Skills to the Test
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REFERNCES
Burns, Ralph A. (1985) Information impact and factors affecting recall. Paper presented at Annual Conference on Teaching Excellence and Conference of Administrators, Austin, TX (ERIC Document Reproduction Service No. ED 258 639)
Crowell, Liz and Stone, Andrea. Does This Course Make My Content Look Big: The Skinny on Chunking Content. Paper presented at E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 09, 2012 in Montréal, Quebec. Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Jensen, E. Teaching with the Brain in Mind, 2nd Edition. The Association for Supervision and Curriculum Development 2005.
Malamad, Connie. Chunking Information for Instructional Design. Posted on the eLearning Coach Blog on September 24, 2009. http://theelearningcoach.com/elearning_design/chunking-information/
Smith, Robin M. (2009) Conquering the Content: A Step-by-Step Guide to Online Course Design. John Wiley and Sons
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