Segmenting Content and Integrating RichMedia Lets Talk About

Segmenting Content and Integrating Rich-Media

Let’s Talk About Your Content � You probably have something that would be considered Primary Content for your course: ◦ The primary flow of information in Modules or content areas. ◦ May include: �Text (one or more documents). �Assigned readings (books, articles). �Power. Point slides. �Audio or video of you presenting material (e. g. , portions of lectures). �Web resources (such as audio, video, articles, posts on the web).

If you use Power. Points… � When do Power. Points work as Primary Content? ◦ They are detailed enough to be understood on their own, or ◦ You included notes for any slides that required more explanation, or ◦ You recorded audio or video to accompany them.

One or More Content Types � You may have one type of content that represents the primary flow of information. � Better yet, you may have two, three, or more primary content types. ◦ If so, you’re probably already providing some segmenting and self-pacing. ◦ Students are getting it in pieces, and they actively navigate to find more. � Either way, segmenting involves: ◦ Looking at your content, ◦ Finding any natural breaking points within it, and ◦ Dividing it into those pieces.

Segmenting Principle � Which is better? ◦ Giving your students everything in one chunk. ◦ Asking your students to focus for limited periods and then having them click somewhere to initiate another learning segment. � The second one: ◦ You allow them to pace their own learning. ◦ It gives the experience an active feel (student is searching and digging for more information). � Three studies on the impact of segmenting showed: ◦ Large increases in information retention and transfer of skills to novel situations. Source: Mayer, Richard E. , “Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction, ” American Psychologist, November 2008, pp. 760 -769.

Example � Dr. Bruce Keillor’s course on Strategic Marketing Management: ◦ He used Power. Points for his in-class lectures. ◦ They were full lecture-length. ◦ The bullet-points were concise, and there was no annotation.

Concise is Good, but … � Concise is good in Power. Points – fewer words is better. � But it means these Power. Points can’t be Primary Content by themselves. � You can’t follow them without more help.

The Recording Option � To add that information, Dr. Keillor decided to record his lectures using Adobe Presenter. � He began by identifying natural breaking points in the lecture. � He then recorded several videos per lecture.

A Peek at One Week � One of Dr. Keillor’s lectures was called Understanding Markets & Competition.

It then became … � Four videos:

It then became … � Four videos:

It then became … � Four videos:

It then became … � Four videos:

One Power. Point = Many Videos � We kept it all in one Power. Point and added title slides at each of the breaking points. He then recorded one … saved his video … and started a new video with each new title slide. � Thus, he created a Primary Content flow and started to provide segmenting through the recording process. �

What Next? Is that segmenting? � It’s some segmenting. � � Take it one more step, and you can give a real sense of: ◦ Student pacing their own learning ◦ Digging for more information Consider adding materials or learning activities between your series of Primary items. � If Primary Content is videos from a lecture, think about other kinds of media or learner activities to put in-between. �

Possible “In-Betweeners” � Questions: ◦ Blackboard can add assessment items between content items. ◦ You can do these as non-credit: � For this place in your course – between content – easy questions tend to be effective. � According to Thorndike (early behaviorist), one of the best reinforcers for adults is telling them “right” when they answer a question correctly. � “Friendly” (easy) questions in the content area may: �Increase the sense of interaction. �Lower the initial intimidation factor of engaging with your materials.

Possible “In-Betweeners” Questions � Discussion: � ◦ Send them to the Discussion Board to post their thoughts. ◦ Better yet, pose a question they can address based on the material in the segment.

Possible “In-Betweeners” Questions � Discussion � � You. Tube mashup: ◦ Maybe there’s video or a Flash animation out on the web that adds a visual dimension to what they’re learning.

Possible “In-Betweeners” Questions � Discussion � You. Tube mashup � Article � Blog post or other web content � Audio podcast � Slide presentation out on the web (check Slide. Share. net) �

How Many “In-Betweeners”? You don’t need to throw several between each content item. � You don’t even need to have one between every content item. � � Look for: ◦ Good, quality content. ◦ Effective enhancements to the learning experience. ◦ Maybe something that lends a little humor. Pepper those through your Primary Content. � So look for quality items conveyed through a variety of media. �

Our Example � What does Dr. Keillor’s module look like with “inbetweeners”?