The document discusses instructional design strategies for online courses. It introduces the Fazioli instructional model and covers topics like chunking content, using multimedia, and assessing student performance. The goal is to incorporate content in a way that fosters strong learning by making material understandable, repeatable, and pauseable. Instructional methods like group discussions, mentoring, and demonstrations are presented alongside principles of advanced organizers, inverted pyramids, and aligning content with learning objectives and outcomes.

1. The Online Studies Dept.
Presents:
Brown Bag Lunches
Professional Development Series

2. Designing with Content
Using the Fazioli
Instructional Model

3. Agenda
• Overview of the Instructional Design Process
• Fazioli Instructional Model
• Course Layout – Events of Instruction
• Universal Principles of Designing with Content
• Three Classifications of Activities

4. M-Learning 101
Instructional Process – Fazioli Collaborative Model

5. Question
What do you feel is the best way to incorporate content to
foster strong learning?

6. Designing with Content
• Short, directed learning segments, or chunkability
• Ability to repeat and review content, or repeatability
• Ability to stop and resume without having to start all over
again, or pauseability
• Clear, direct, instructions, or understandability

7. Instructional Delivery Strategies
• Group Discussions
• Collaborative learning
• Self-directed/Discovery learning
• Mentoring
• Multimedia Demonstrations/Presentations/Simulations

8. Advanced Organizer
• Brief chunks of information – spoken, written, or illustrated
• Presented prior to new material – help facilitate learning and
understanding
• Big picture
Instruction
Strategies
Advance
Organizer
Chunking
Inverted
Pyramid
Storytelling

9. Chunking
A technique of combining many units of
information into a limited number of blocks or
chunks, so that the information is easier to
process and remember.
The maximum number of chunks of information
that can be efficiently processed by short term
memory is four, plus or minus one.

10. Benefits of Chunking
• Increased retention and understanding results.
• Comprehension will be greater.
• Results are measurable.

11. A Bridge contains three elements
1. A summary statement of the current chunk.
2. A transition statement connecting one chunk to the next
3. An introductory statement for the next chunk.

12. Example of a Bridge
We have now learned the seven steps for cleaning the outside of the
car. Now that the outside of the car looks nice, notice how dirty the
inside of the car appears. In the next segment, we will learn six steps
for cleaning the inside of a car.
Summary statement:
We have now learned the seven steps for cleaning the outside of
the car.
Now that the outside of the car looks nice, notice how dirty the
inside of the car appears.
In the next segment, we will learn six steps for cleaning the inside
of a car.
Transition statement:
Introduction to next topic:

13. Inverted Pyramid
A method of information presentation in which information
is presented in descending order of important…

14. Design Document / Learning Guide
Event Description
Advanced Organizer
Explains what was previously learned, what will be learned in this unit, and how both
connect with one another and to subsequent learning.
Includes the purpose of the unit and its relevance to the course.
Outcomes Program outcomes that this course fulfills.
Lesson Objectives
Tells the students what they will know as a result of completing this unit. The objectives
should use (measurable verbs) Blooms Taxonomy of Cognitive Levels and be written
informally and conversationally.
Unit Assignments List all requirements that must be completed in this unit.
Content
Presented in both a written (text) Visual (images) Audio (narration) (Video) multimedia
driven to hit various learning styles for comprehension.
Guided/Independent
Practice- Feedback
Student practice is closely monitored to provide immediate feedback and corrective
feedback and to promote a collaborative environment; needs to reinforce the content
Mastery Assessment
Measurement of the effectiveness of the content.

15. Learning Object (Unit)
Content/Multimedia
Lecture
Independent
Practice/Feedback
Assessment

16. Content/Multimedia
Lecture
Independent
Practice/Feedback
Assessment

17. Fonts and Typography
Serif: A serif font can be used in specific
design elements, but should not be
overused in online design.
Sans Serif:
Sans Serif fonts are cleaner, and more
readable, especially in an online
environment.
The visual clarity of text, generally based on the size, font, contrast,
text block, and spacing of the characters used.

18. Six Taxonomies of
Instructional Graphics
1. Decorative
2. Representational
3. Organizational
4. Interpretive
5. Relational
6. Transformational

19. Representational

20. Decorative

21. Organizational

22. Interpretive

23. Relational

24. Transformational

25. Multimedia Principle
Students learn better from words and pictures than
from words alone.

26. Instructional Process
Engage
Interact
Perform

27. Engage
Multimedia Presentations
•Communicate Visually
• Narration
• Animation
• Promote
Social Presence

28. Interact
1. Drill and practice activities
2. Hands-on activities
3. Teamwork activities
4. Discussion board
5. Case studies
6. Role-playing
7. Interactive Games and Action Learning

29. Perform
1. Research paper
2. Course reflection paper
3. Authentic assessment
4. Standardized exams

30. Question
What other ways can you think of ?

31. Summary
• Mayer: words + graphics = 
• Select carefully with audience in mind:
• Graphics
• Text
• Design using content for maximum student
learning.

32. Thank you for participating
If you have any further questions,
comments, or ideas please don’t hesitate
to contact us…