structuring content 5.1 instructional design chapter 5: structuring content

Structuring Content 5.1

Instructional Design

Chapter 5:

Structuring Content


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


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


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


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


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


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


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


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


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


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


The following figure describes the five-step structuring process:

Content Structuring Process

Step 1Decide on the Type of Structure

Step 2 Collect Data

Step 3 C reate and Label Chunks

Step 4Identify Content Categories

Step 5Develop a Course M ap


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.)


The following figure depicts a mind map in progress:

Sample Mind Map

In troductionto Pro ject

M anagem ent

W hat are risks, action p lan, tools for risk

m anagem ent?

Project scheduling--use of an autom ated tool,

scheduling problem s, scheduling guidelines

Problem s in scheduling

People Issues--Form ing the right team ,

com m unication, and m eetings


The following figure depicts a sample mind map with content categories:

Sample Mind Map with Content Categories

In troductionto Pro ject

M anagem ent

Risk M anagem entW hat are risks? (Concept)How to m ake a risk m itigation p lan (P rocedure)G uidelines (P rincip le)

Approaches to software developm ent-Defin ition (Concept)Purpose (Concept)Features (Concept)G uidelines (P rincip le)Lim itations (P rincip le)

SchedulingBasic scheduling concepts-baseline, critica l path, W BS (Concepts)How to create a G antt chart (P rocedure)How to calculate critica l path(P rocedure)

Contro lling Schedules Review ing status (P rocedure)Updating the schedule (P rocedure)M aking a recovery p lan (P rocedure)G uidelines (P rincip le)


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


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.)


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.)

structuring content 5.1 instructional design chapter 5: structuring content

Documents