Chunking and storyboarding


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Chunking and storyboarding

  1. 1. Instructional Design and Content Development Workshop
  2. 2. TopicsChunking definedWhy We Chunk ContentChunking Information for e-contentFour Steps to Chunking InformationWhat if you have lots of unrelated information?What is an eLearning storyboard?Is storyboarding important?How do you go about creating a storyboard?What do you put into the storyboard template?How do you fill in the template?Producing a storyboard for a lesson.
  3. 3. Chunking DefinedChunking refers to the strategyof breaking down informationinto bite-sized pieces so thebrain can more easily digestnew information.The reason the brain needsthis assistance is becauseworking memory, which iswhere we manipulate
  4. 4. Why We Chunk ContentCognitive researchers now know that the capacityof working memory depends on the type ofinformation, the features of the information and theabilities of the person under experimentation.The pearl of wisdom here is that if a learner’sworking memory is full, the excess information willjust drop out—as in disappear. That’s a bigchallenge for a course designer. It means that ifyou are explaining something complex and the
  5. 5. Chunking Information for eLearningChunking information is particularly important foronline learning.Without an instructor to answer questions and toguide the learning process, eLearning content hasto be organized in a logical and progressive waythrough chunking.Chunking doesn’t only work for your typical linearinstruction, it also works for learning objects, fornon-linear approaches to learning as well as
  6. 6. Four Steps to Chunking Information Step 1: Start at the highest level.what strategies can eLearning designersimplement to overcome this?Step 1: Start at the highest level.Use a chunking strategy while determining thecontent hierarchy of a course. Determine howmodules, lessons and topics will be organized intoa logical and progressive order.Start with large chunks of conceptually relatedcontent and use these as your modules. There arenumerous organizational strategies, such as simple
  7. 7. Four Steps to Chunking InformationStep 2: Modules into lessons into topics.what strategies can eLearning designersimplement to overcome this?Step 2: Modules into lessons into topics.Divide modules into smaller related chunks andthese will become your lessons. Continue with thisprocess until content is broken down to the topiclevel. As you become more familiar with thecontent, fine tune the internal structure.
  8. 8. Four Steps to Chunking Information Step 3: Chunk at the screen level.what strategies can eLearning designersimplement to overcome this?Step 3: Chunk at the screen level.When you have a solid module-lesson-topicstructure, organize the content so each screenconsists of one chunk of related information.Depending on how you design, this could be at thetopic level, at the detailed learning objective levelor at the concept level. As a guiding rule, avoid
  9. 9. Four Steps to Chunking Information Step 4: Do a working memory check.what strategies can eLearning designersimplement to overcome this?Step 4: Do a working memory check.Throughout the process, think in terms of workingmemory. Do you really need to include all thecontent you have in front of you? If not, get rid ofextraneous content. Less is more.Will the chunk of content require the learner to holdmore than a few things in memory at one time in
  10. 10. What if you have lots of unrelated information?• Turn Bits into Chunks. If you have lots ofunrelated facts, it’s possible that this is extraneouscontent and you don’t need it. If you are certainthese unrelated facts need to be included, findsome way that they relate to each other andconnect them.• In this situation, you have to chunk information inthe opposite direction. Use a strategy that turnsindividual bits of information into meaningful
  11. 11. What is an eLearning storyboard?A storyboard for eLearning is adocument that specifies thevisual elements, text elements,audio elements, interactionsand branching (where thesystem or user will go next) ofevery screen in an onlinecourse. Many people also addthe learning objectives to the
  12. 12. Is storyboarding important?The storyboard specifies whatthe graphic designer willcreate, what the illustrator willdraw, what the narrator will sayand the interactions that theprogrammer will produce. Thestoryboard is usually reviewedby the subject matter expert.It’s the central document of
  13. 13. How do you go about creating a storyboard?Storyboard could be in a visual approach or in textapproach, which be quicker but may not be asinformative.You can think of four main ways to go aboutcreating a visual storyboard.• Create a template in Word and let each page represent one screen.• Create a template in PowerPoint and let each
  14. 14. What do you put into the storyboard template?Create an area for the storyboard title.Then create the following labeled boxes or regionsin your template:1) A box to represent the screen number in your numbering scheme.2) A box to represent the screen itself, meaning the visual components of the course.3) An area for the on-screen text.4) An area for the audio.5) An area for the interactions.6) An area to describe branching.
  15. 15. How do you fill in the template?Title Area: Add the unit, module, lesson or topicname.Screen Number Area: Enter a unique identifier foreach screen. Something like “m1l2s3″ for module 1,lesson 2, screen3.Visual Area: Describe in words, sketch or show thevisual, such as the graphic, video clip, etc. You caninclude the text that will be on the screen or makeanother area for text.
  16. 16. Continue>> Then how do you fill in the template?Interaction Area: Describe the interactions that occuron each screen. Take advantage of the medium andprovide lots of activities. Specifying these can be trickyand it often helps to write it out in the logic ofprogramming. For example, “If button 1 is clicked, go toscreen m1l24″ or “If choice 1 is dragged to correct target,display this response.”Branching Area: Define all the system branching thatmight occur. Branching differs from interactions, as itrefers to navigating the whole system. There arestandard navigation events, such as Next and Back, as
  17. 17. Storyboard
  18. 18. ActivityBy using the “StoryboardForm”, make a storyboardfor the first lesson screensof your course.
  19. 19. cp o&feature=plcp plcpIntroduction to storyboard boarding/