Basics of Content Chunking

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A simple visual learning on what is chunking, why we need to chunk and how to chunk the content especially for e-Learning materials.

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  • Presenting lecture style content items in an online course frequently involves paragraph after paragraph of plain text. Students often first scroll through a page to see how intense the reading will be and get discouraged before they begin to focus on the content. Effective instructional tables provide course authors with yet another tool to break content into more reader-friendly chunks which ultimately leads to improved comprehension.
  • There are several ways to chunk information. Chunking techniques include grouping, finding patterns, and organizing. The technique you use to chunk will depend on the information you are chunking. Sometimes more than one technique will be possible but with some practice and insight it will be possible to determine which technique will work best for you.
  • The chunking principle requires you to classify the items into groups to reduce the information overload
  • Another example: You may use this format for your lecture slides since you are able to use bigger font for the learners to see and read.
  • by grouping the symbols into a meaningful, memorable pattern, we reduce the number of individual things you have to memorize, and increase the chances.
  • Basics of Content Chunking

    1. What is Chunking? Why chunk content? How to Chunk?
    2. Breaking up Bite-size content pieces Easy to Shorter Manage What is Chunking? Easier to remember
    3. Organise What is Chunking? Organising and grouping various pieces of information together Process Memorise the chunks instead of the individual information working memory hold a limited amount of data at the same time. Retrieve Easy retrieval of the information (short-term memory) Cues These chunks also act as cues, allowing for easy recollection of information. Chunking is a strategy used to improve memory performance.
    4. Our Memory Before we learn further, let’s understand these 2 terms. Short-term Memory Working Memory
    5. What is Short-term Memory? Stores sounds, images and words images Hello Premier Brain Ice Cream Stores information for about 20 - 30 seconds. After this, information is either committed to long term memory, or lost all together.
    6. Short-term Memory Characteristics The 3 Main Characteristics Brief Duration Last up to 20 seconds. 7 ± 2 Chunks Its capacity is limited to 7 ±2 chunks of independent information (Miller’s Law) Weakening Reasons for weakening of memory, include (medication, sleep deprivation or a head injury )
    7. This is how our brain process the information received. Working Memory Learning is the process of acquiring new information in your working memory and integrating it with existing knowledge in your long-term memory. Once it’s in long-term memory you can recall it and apply the knowledge to the real world.
    8. Working Memory So, chunking the content helps our brain to process new information more easier and faster.
    9. OK, now we learn how to chunk The Content HAIYA!!!
    10. But, why chunk content? It helps you present information in a way that makes it easy for your audience to understand and remember.
    11. 3 Chunking Strategies 1 Classify and prioritize the e-Learning course’s content • Remove irrelevant or unnecessary information 2 Efficiently group your e-Learning course’s content • Separate your e-Learning course’s content in modules and then divide them into sections. 3 Organize your information • Content should have a rational flow, starting from basic and broad concepts and then progressively advance into more complex ideas. Each concept should contain the right amount of information.
    12. Learning is acquiring new, or modifying and reinforcing, existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. Progress over time tends to follow learning curves. Learning is not compulsory; it is contextual. It does not happen all at once, but builds upon and is shaped by what we already know. To that end, learning may be viewed as a process, rather than a collection of factual and procedural knowledge. Learning produces changes in the organism and the changes produced are relatively permanent How to Chunk Content?
    13. 1 Start by listing topics covered by your learning outcomes. 2 Group the topics into similar items. 3 Give a topic name to each group.
    14. Example: Content Chunking Step 1 List all topics covered by your learning outcomes. Topic 1: item A Topic 2: item B Topic 3: item C Topic 4: item D Topic 5: item E Topic 6: item F Topic 7: item G Topic 8: item H Topic 9: item J
    15. Example: Content Chunking Step 2 Group the topics into similar items Topic 1: item A Topic 2: item B Topic 3: item C Topic 4: item D Topic 5: item E Topic 6: item F Topic 7: item G Topic 8: item H Topic 9: item J
    16. Example: Content Chunking Step 3 Give a topic name to each group Topic 1: item A Topic 2: item B Topic 3: item C Topic 4: item D Topic 5: item E Topic 6: item F Topic 7: item G Topic 8: item H Topic 9: item J Basic of x Types of y Process of z Process of w
    17. The following bulleted list has too many chunks presented at once: System concept descriptions provide: • • • • • • • • • • • The missions, features, capabilities and functions of the system Major system components and interactions Operational environment including manual procedures required Operational modes such as production, backup and maintenance Interfaces with other systems Required performance characteristics such as response time, throughput and data volumes Quality attributes such as availability, reliability and usability Other considerations such as security, audit, safety and failure modes in emergency situations Deployment considerations such as acquisition of business data to support the system including data cleansing and loading The classes of users that will interact with the system Requirements for support of the system such as maintenance organization and help desk.
    18. Example 1 (Bullet Style) System concept descriptions provide: Functional Requirements • The missions, features, capabilities and functions of the system • Major system components and interactions • Operational environment including manual procedures required • Operational modes such as production, backup and maintenance • Interfaces with other systems Non-functional Requirements • Required performance characteristics such as response time, throughput and data volumes • Quality attributes such as availability, reliability and usability • Other considerations such as security, audit, safety and failure modes in emergency situations Deployment and Operational Requirements • Deployment considerations such as acquisition of business data to support the system including data cleansing and loading • The classes of users that will interact with the system • Requirements for support of the system such as maintenance organization and help desk.
    19. Example 2 (Diagram) System concept descriptions provide: Functional Requirements The missions, features, capabilities and functions of the system Major system components and interactions Operational environment including manual procedures required Operational modes such as production, backup and maintenance Interfaces with other systems Non-functional Requirements Deployment and Operational Requirements Required performance characteristics such as response time, throughput and data volumes Deployment considerations such as acquisition of business data to support the system including data cleansing and loading Quality attributes such as availability, reliability and usability The classes of users that will interact with the system Other considerations such as security, audit, safety and failure modes in emergency situations Requirements for support of the system such as maintenance organization and help desk.
    20. Activity 2 5 6 3 9 8 7 4 1 Try to memorize the following "code symbols" in 20 seconds
    21. How about now? It is easier right? 1 2 3 4 5 6 7 8 9 By grouping the symbols into a meaningful, memorable pattern, we reduce the number of individual things you have to memorise.
    22. Summary Yeah! It has Improved my memory performance!
    23. References 1 3 Chunking Strategies http://elearningindustry.com/3-chunking-strategiesthat-every-instructional-designer-should-know 2 Chunking Psychology http://en.wikipedia.org/wiki/Chunking_%28psychol ogy%29 3 Effective Memory Strategy https://k12teacherstaffdevelopment.com/tlb/howcan-i-use-chunking-as-an-effective-memorystrategy-in-the-classroom/ 4 4 Tips for Content Chunking http://elearningindustry.com/4-tips-for-contentchunking-in-e-learning
    24. Fareeza Marican Abu Backer Maricar Senior Learning Designer E-mail : fareeza_marican@imu.edu.my Slides : www.slideshare.net/FareezaM Twitter: http://twitter.com/fareeza81 IMU : http://www.imu.edu.my

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