EIPT 6423 : Week 4 Readings (Calvinly.com)

Topics in a Nutshell
Chapter five discusses the different types of learning sequences which can be used for different types of learners. Following are the different types of learner sequences that the author discusses:

Class tutorial - This sequence is used in most of the current WBT lessons, in which the learner begins with an introduction and proceeds through a series of pages, each teaching a more difficult concept or skill. At the end, there is a summary and a test. This sequence should usually be used to teach basic knowledge and skills in a safe, reliable, and unexciting way.
Activity-centered lessons - This sequence provides learners with a major activity. It first starts with an introduction and preparation. After that, the learner participates in the activity and, afterwards, gets a summary of what the activity taught and is given a test. This sequence should be used to teach complex concepts, emotional subjects, or subtle knowledge that requires rich interaction with the computer or other learners.
Learner-Customized Tutorials - This sequence allows learners to choose a path for their instructions. This sequence should be used to let learners customize training to their individual needs, and it also suits learners with widely varying needs, interests, and levels of knowledge.
Knowledge-Paced Tutorials - This sequence allows learners to proceed through a series of tests until they reached the limits of their current knowledge. Then they are transferred into the main flow of a conventional tutorial, which ends with a summary and test. This sequence should be used to let impatient learners skip over topics on which they are already knowledgeable.
Exploratory Tutorials - This sequence allows learners to find knowledge on their own. Learners navigation to wherever they please and once they have accomplished their goal, they view a summary and take a test. This sequence should be used to teach learners to learn on their own and by developing their skills of navigating complex information sources.
Generated Lessons - This sequence give learners their own customized lesson. The learner first starts by having a pre-test in the beginning. The lesson will then be based on their answers on the pre-test. After viewing the customized sequence of topics, learners get a summary and take a test. This sequence should be used to customize learning for those who have very specific needs and not much time or patience to complete topics they have already learned. The author later discusses about the different types of pages commonly used in constructing lessons. These pages include a welcome page, introduction page, related resources page, summary page, featured example page, code sample page, event playback page, choice page, procedure page, and lesson feedback form page. You should keep in mind that these pages do not have to be applied to every lesson. In some lessons, you may only a few different types of pages.

The author discusses about how you should design lessons and courses that exactly fit the needs of your learners. He also explains some principles for structuring learning sequences which includes the following:

Design an orderly organization -Learners will navigate more reliably and comfortably which the structure of the lesson is simple, regular, and predictable.
Design reusable modules - Some ways to make your modules more reusable is to: Follow standards such as the AICC ( www.aicc.org ), IMS ( www.imsproject.com ), and IEEE's Learning Technology Standards Committee ( http://grouper.ieee.org/p1484/ ) Design cross-browser and cross-platform modules - do not use advanced browser features such as DHTML and use file formats that have plug-ins available for all operating systems. Modularize at all levels - design independent, self-contained modules at all levels. Limit free - form linking
Sequence modules - The author outlines principles for designing linear sequences of experience which include: Use sequences to train novices - sequential learning paths provides simplicity for learners, especially those who are having trouble mastering the lesson. Put learning events in the right order - the sequence for teaching something does not necessarily have to be in the exact order in which the steps are preformed. Sometimes, mixing the event of a lesson can provide more clarity for the learners. Consider standard teaching sequences
Layer modules - Layer modules is different from sequencing in that the learners starts on the first layer and then selects links to jump to progressively deeper layers as necessary. The type of sequencing puts learners in control.
Overcome common architectural problems - The author presents two problems that can occur and how to avoid them .The first problem, the as-shown-above syndrome , is the tendency of designers to assume that everybody takes the course in exactly the sequence the designer intended. The solution is to make no hard assumptions about which path learners will follow. The second problem, the yo-yo effect , occurs when learners have to repeatedly return to a higher-level page before examining the next item in what seems like a logical sequence to them. The solution is to just lay down a browsing trail through the entire sequence of the detailed steps
Integrate foreign modules - it is sometimes a good idea to get pages and lessons developed by others, but usually, it has a different layout and coloring schema as your current module. A way to overcome that is to craft a docking module.
Make navigation practical - Some tips to make your navigation practical is to suggest a path, help learners return from digressions, put additional readings only at end, add a few cross-links, build shortcuts to popular destinations, and build for expansion.