{"id":174,"date":"2021-12-17T18:28:32","date_gmt":"2021-12-17T23:28:32","guid":{"rendered":"https:\/\/openstudio.pub\/hqoc\/chapter\/3-5-presenting-the-content-event-4\/"},"modified":"2023-07-07T23:06:18","modified_gmt":"2023-07-08T03:06:18","slug":"3-5-presenting-the-content-event-4","status":"publish","type":"chapter","link":"https:\/\/openstudio.pub\/qualitycourses\/chapter\/3-5-presenting-the-content-event-4\/","title":{"raw":"3.5 Presenting the content (Event 4)","rendered":"3.5 Presenting the content (Event 4)"},"content":{"raw":"

Select content that supports learning outcomes<\/h1>\nAlthough content is often the first thing we think about when we approach course design, Gagn\u00e9 placed it fourth in his sequential framework, notably after <\/strong>defining learning outcomes(\/objectives) and activating prior learning.\n\n\"Image\n

Caption: In Gagn\u00e9\u2019s Nine Events of Instruction framework, Event 4 focuses on presenting the content.\nCredit: University of Waterloo | Image Description<\/a><\/p>\nThis reminds us that content should serve learning outcomes and build on prior learning<\/strong>. Content should equip learners with the resources and information they need to develop the skills identified in the learning outcomes (Barber et al., 2020) and to build on their prior learning.\n

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Connection to prior learning<\/h3>\nModule 1.5 describes how Using backward design<\/a> ensures that course learning activities (including content), help learners successfully achieve the course learning outcomes.\n\n<\/div>\nIn addition to supporting the course learning outcomes and building on prior learning, content should also be designed to facilitate learning. The User Experience Design for Learning (UXDL) framework<\/strong> provides guidance on how to do this.\n

Use the UXDL framework to design learner-centred content<\/h1>\n
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\n\nThe User Experience Design for Learning (UXDL) Honeycomb<\/a> is a content design framework developed by the Centre for Extended Learning at the University of Waterloo to provide guidance on how to create quality online content that facilitates learning. The framework was inspired by Peter Morville\u2019s User Experience (UX) Honeycomb (available on Semantic Studio\u2019s User Experience Design<\/a> page) and adapted for a teaching and learning context with permission from the author.\n\nEach cell in the UXDL framework is grounded in psychological research in cognition and learning and presents evidence-based principles for creating online content that is useful<\/a>, desirable<\/a>, accessible<\/a>, credible<\/a>, and intuitive<\/a> (i.e., findable and usable), together with numerous examples of how to implement the principles presented.\n\n<\/div>\n
Who is Peter Morville?<\/strong>\nPeter Morville is a pioneer in the fields of information architecture and user experience. Read Peter Morville\u2019s biography<\/a> to learn more about him.<\/div>\n<\/div>\n\"The\n

Caption: The UXDL framework provides guidance on how to create online learning experiences that are useful, desirable, accessible, credible, findable, and usable for learners.\nCredit: \u00a9 Peter Morville, adapted by the University of Waterloo with permission<\/p>\nWe encourage you to explore the UXDL Honeycomb site<\/a> in its entirety, but for the purposes of this course, we will focus on creating online content that is useful<\/strong> and accessible<\/strong>.\n

<\/a>Design useful online content<\/h1>\nIn Module 2.6 Building Community Through Activities & Assessments<\/a>, we looked at ways to engage learners with their peers and with you as their instructor. Here, we turn our attention to ways to engage learners effectively with online content. The useful cell of the UXDL honeycomb provides guidance on how to design online content that is useful for learning<\/strong>.\n

Why the design of online content matters<\/h2>\n
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\n\nAs described by educational psychologist John Sweller (1988), the ability of humans to process information in working memory is extremely limited; if the information exceeds our ability to process it, cognitive overload<\/strong> occurs, which impedes learning.\n\nPresenting information in ways that avoid cognitive overload<\/strong> is therefore an important goal when designing online content. But it\u2019s only the first step.\n\nIn order for meaningful learning to occur, cognitive psychologist Richard Mayer (2009) explains that online content should further be designed to facilitate the cognitive processes of\n\n<\/div>\n
Who is John Sweller? <\/strong>\nJohn Sweller is an educational psychologist who formulated cognitive load theory<\/strong> (CLT). Read the biography of John Sweller<\/a> to learn more about him.<\/div>\n<\/div>\n
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\"selecting\"<\/div>\n
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selecting<\/strong> relevant information,<\/h3>\n<\/div>\n<\/div>\n
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\"organizing\"<\/div>\n
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organizing<\/strong> it into a coherent framework, and<\/h3>\n<\/div>\n<\/div>\n
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\"integrating\"<\/div>\n
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integrating<\/strong> it with prior knowledge.<\/h3>\n<\/div>\n<\/div>\n

Caption: In order for meaningful learning to occur, learners should be able to select relevant information, organize it into a coherent framework, and integrate it with prior knowledge.\nCredit: University of Waterloo, UXDL Honeycomb, How Do We Create Useful Online Learning Experiences?<\/a> | Image Description<\/a><\/p>\n\n

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\n\nAccording to Mayer\u2019s cognitive theory of multimedia learning<\/strong>, when learners select, organize, and integrate information, they are better able to construct meaning and retain knowledge (Mayer, 2009). For more information about Mayer\u2019s cognitive theory of multimedia learning, see the How Do We Create Useful Online Learning Experiences?<\/a> page of the UXDL Honeycomb site.\n\nBelow we present some simple strategies for designing online content in ways that avoid cognitive overload<\/strong> and help learners effectively select, organize, and integrate information<\/strong>.\n\n<\/div>\n
Who is Richard Mayer? \n<\/strong><\/strong>Richard Mayer is a cognitive psychologist who developed the cognitive theory of multimedia learning<\/strong>. Read Richard Mayer\u2019s biography<\/a> to learn more about him.<\/div>\n<\/div>\n

<\/a>Content design strategies to avoid cognitive overload and help learners select, organize, and integrate information<\/h2>\n

Minimize distraction<\/h3>\nTo minimize distraction\n