A lecture giving practical tips for increasing student learning in online learning environments. Present your course materials for maximum understanding and learning using design, cognition and user experience principles. Such topics as hierarchy, legibility, signal-to-noise ratio, and management of cognitive load are covered. Delivered as part of the University of Nevada Reno online course conversion bootcamp, June 2014.

1. CONTENT ORGANIZATION
IN ONLINE LEARNING ENVIRONMENTS
KATHERINE HEPWORTH, PHD

2. IN THIS SESSION
• Online course communication
• Content organization
• Performance load
• Student performance load

3. ANATOMY OF
ONLINE COURSE COMMUNICATION
Content

4. Content organization
ANATOMY OF
ONLINE COURSE COMMUNICATION

5. Aesthetics
ANATOMY OF
ONLINE COURSE COMMUNICATION

6. Interaction
ANATOMY OF
ONLINE COURSE COMMUNICATION

7. Audience
ANATOMY OF
ONLINE COURSE COMMUNICATION

9. CONTENT ORGANIZATION
=
STRUCTURE

10. CONTENT ORGANIZATION
CONTENT HIERARCHY
• TEXTUAL
• VISUAL
INFORMATION ARCHITECTURE
FRONT END
BACK END

11. STARTING POINT:
NO/POOR CONTENT ORGANIZATION

12. STARTING POINT:
NO/POOR CONTENT ORGANIZATION

13. FIRST:
INFORMATION ARCHITECTURE

14. FIRST:
INFORMATION ARCHITECTURE

15. FIRST:
INFORMATION ARCHITECTURE

16. FIRST:
INFORMATION ARCHITECTURE

17. SECOND:
VISUAL HIERARCHY

18. SECOND:
VISUAL HIERARCHY

19. SECOND:
VISUAL HIERARCHY

20. THIRD:
TEXTUAL HIERARCHY

21. THIRD:
TEXTUAL HIERARCHY

22. ALL THREE STAGES
IN DRAFT FORM

23. WHY?
It helps students learn.
HOW?
By managing students' performance load.
WHAT IS PERFORMANCE LOAD?

24. PERFORMANCE LOAD
• The greater the effort
to accomplish a task,
the less likely the
task will be
accomplished
successfully.
• Two parts…

25. PERFORMANCE LOAD
A student >>
Kinesthetic load
(clicks)
Cognitive load
(processing)

26. ZONE OF PROXIMAL
DEVELOPMENT
• The range of
potential learning.

27. EFFORT-OMETER

28. EFFORT-OMETER

29. EFFORT-OMETER

30. EFFORT-OMETER

31. EFFORT-OMETER

32. EFFORT-OMETER
PERFORMANCE
OVERLOAD!

33. CONDITIONS INCREASING
PERFORMANCE LOAD
ANATOMICAL STRESSORS:
TEENAGE BRAIN DEVELOPMENT
• Circadian shift
• Synaptic pruning
• Developing prefrontal cortex

34. CONDITIONS INCREASING
PERFORMANCE LOAD
ENVIRONMENTAL STRESSORS:
STUDENT LIVING
• Interaction with peers
• Overexertion & overwork
• Hangovers
• Lack of sleep

35. CONDITIONS INCREASING
PERFORMANCE LOAD
SUMMARY:
Given optimal conditions,
students can barely focus on course content.

36. TAKE A BREAK!
(FIVE MINUTES)

37. CONTENT ORGANIZATION
PART 2
MANAGING STUDENT PERFORMANCE LOAD
IN YOUR WEBCAMPUS COURSE

38. 1 USE LESS TEXT

39. 1 USE LESS TEXT
COGNITION PRINCIPLE
SIGNAL TO NOISE RATIO
The ratio of relevant to irrelevant
information in any communication.

40. SIGNAL TO NOISE RATIO
1 USE LESS TEXT

41. 1 USE LESS TEXT
WEBCAMPUS
COMMUNICATION STRATEGY
Summarize:
Review all course material.
Then halve it.

42. 2 ORDER TEXT

43. 2 ORDER TEXT
COGNITION PRINCIPLE
AESTHETIC USABILITY EFFECT
Attractively presented information is
easier to remember.

44. AESTHETIC USABILITY EFFECT
2 ORDER TEXT

45. WEBCAMPUS
COMMUNICATION STRATEGY
Use lists, tables, and subheadings
constantly.
2 ORDER TEXT

46. 3 USE INFOGRAPHICS

47. COGNITION PRINCIPLE
PICTURE SUPERIORITY EFFECT
Pictures are remembered better than
words.
3 USE INFOGRAPHICS

48. PICTURE SUPERIORITY EFFECT
3 USE INFOGRAPHICS

49. 3 USE INFOGRAPHICS
WEBCAMPUS
COMMUNICATION STRATEGY
Illustrate points often

50. 4 REVEAL OFTEN

51. 4 REVEAL OFTEN
COGNITION PRINCIPLE
PROGRESSIVE DISCLOSURE
Only provide information necessary to
complete the current task.

52. PROGRESSIVE DISCLOSURE
4 REVEAL OFTEN

53. WEBCAMPUS
COMMUNICATION STRATEGY
Staggered release
4 REVEAL OFTEN

54. STAGGERED RELEASE
4 REVEAL OFTEN

55. 5 DRUM HOME DATES

56. 5 DRUM HOME DATES
COGNITION PRINCIPLE
LOGICAL REDUNDANCY
The use of more elements than
necessary to improve communication
effectiveness.

57. LOGICAL REDUNDANCY
5 DRUM HOME DATES

58. WEBCAMPUS
COMMUNICATION STRATEGY
Repeat due dates and other crucial
information often.
5 DRUM HOME DATES

59. 6 OPEN & CLOSE BIG

60. 6 OPEN & CLOSE BIG
COGNITION PRINCIPLE
SERIAL POSITION EFFECTS
Items presented at the beginning
and end of a list are more likely
to be recalled.

61. SERIAL POSITION EFFECTS
6 OPEN & CLOSE BIG

62. WEBCAMPUS
COMMUNICATION STRATEGY
Make beginnings and endings count
in courses, lessons, and lectures.
They will be remembered best.
6 OPEN & CLOSE BIG

63. LASTLY,
REMEMBER:

64. Bad content organization hinders
your students' learning.

65. Good content organization
contributes to your
students' success.

66. THANK YOU
Any questions?