Cognitive Load example: Miller (1957) demonstrated the concept of the “magic number” 7 (+ or minus 2) for short-term memory.
Get the participants logged into the course and instruct them to follow along with the demonstration of components.
Presented by Jordan Epp, M.EdInstructional Design Faculty Candidate, June 21, 2013
1 Describe the ContentTool.2 Locate the ContentTool within your course.3 Summarize the basic components of theContentTool.4 Distinguish between the variousTopicoptions.5 Create and populate a newTopic using theContentTool.
The ContentTool in D2L will allow you to easily create,upload, edit and organize the learning material within youronline or blended course.This material or content will helpyour students achieve the established learning outcomes foryour course. The ContentTool can help you to effectively"chuck" and sequence the topics for your course allowing thestudents to focus their cognitive energy on learning and notbe distracted by the navigation or operation of thetechnology.
Sequencing is the process of determining the mostappropriate path of instruction, activity andevaluation to best address learning outcomes.Chunking is an instructional strategy meant to easethe cognitive load of learners.
Dive InActivity:•Open your browser andnavigateto https://online.camosun.ca•Login asUsername: id.testPassword: test•Scroll to the bottom of thepage and select:Instructional DesignInterview – Jordan Epp –IDTest 2010 from MyCourses
From the Course Home page you can find a link to the Content tool inthe navigation bar along the top.
A sub-set of buttons appear including ManageContent, New Module,NewTopic,Add MultipleTopics, and Reorder.
Manage Content shows you a “threaded view” of content itemswithin your course.Functionally, this section allows you to select multiple itemsallowing you to edit, copy, move or delete them together.
Modules can be thought of as folders and are similar to those in yourdesktop file structure.
Topics are the content items studentswill use to achieve the learning outcomesestablished for your course.These topicscan be a variety of formats from anHTML page you create in a simpleWYSIWYG editor, a file you’ve alreadyuploaded into another course where youare the instructor, a file from yourcomputer hard drive or other storagedevice, or a link to a web page or othercourse materials.Within the Module “folders” you will create, upload and/or link toTopics whichare similar to the various files on your computer.
Multiple topics can quickly be added to a Module by using the Add MultipleTopics feature. A list of existing ContentTopics is provided allowing you toselect the topics you want to add and even allows you to change theTopic titlewithin the list.
The sequence of your course’sTopics can quickly be reordered by changing theSort Order number beside each Module andTopicTitle. Changing one numberwill automatically reorder the remainingTopics sequentially.
Now that you’ve had a chance to click through the D2L Contentlandscape it’s your turn to create some content.1 Return to the main Content page and select "NewTopic" fromthe options given.1 Decide whether youd like to create a newTopic using theHTML text editor, upload a file youve brought with you, orcreate aTopic using Quicklink to link students to existingmaterials on the web.2 Select the "Workshop ParticipantTopics" as the Module foryour newTopic. Create your newTopic as described in thedemonstration. If you have any questions as you work feelfree to ask your instructor for assistance.
Here are just a few of the advanced features and functions of theContent tool that you might look into next.•Reports: Run a report to see which students are on task and who might need areminder to stay on track. Reports can be viewed byTopics or by User.•Restrictions: Restrict the Content’s availability to certain release dates to helpensure students are mastering skills before moving on to more difficultconcepts.•Discussions: LinkTopics out to separately established Discussion forums.•Objectives: LinkTopics to specific Learning Objectives to better focus student’sattention as they work through the material. Carrying the Learning Objectivesthrough to the Assessments is equally important.