ALIGNED: Page content is chunked in manageable segments using heading styles that facilitate online reading.
George A. Miller introduced the concept of informational "chunks" in 1956, as he presented evidence that we have a limited capacity for working memory. At that time, Miller posited that working memory could hold seven (plus or minus two) chunks of information at once. Cognitive researchers now believe the number is closer to four—maybe five—bits. In addition, we now know that the capacity of working memory depends on the type and features of the information being presented and the abilities of the learner.
The moral of this story is that if a learner’s working memory is full, any additional information will just drop away—as in, it's like it never happened. That means that if you're explaining something even marginally complex and the learner must hold several components in mind to understand it, you’ll need to chunk information into bite-sized pieces. (Well, only if you want them to absorb and remember it. ;-))
In an online learning environment, particularly asynchronous, where the instructor is not right there to answer questions and provide guidance in real time, chunking is a fundamental way to create a logical flow to facilitate understanding.
Reading on the web is very different than reading print material. The eye tires more quickly online and, as a result, most of us tend to skim and scan web text. Obviously, that's not what you want your students to do—you want them reading each word! So, it's important to format your page content in a way that makes that easier for them. Chunking lets people easily process the content, especially online. Cognitive science research tells us that breaking content into logical segments makes the information easier to process, learn, and remember. Using text headings (Canvas has a tool for that in the RCE), lists, callout boxes and images, as appropriate, also helps make the page content easier to read. Think of your page as sort of like a book. Each section is a "chapter" and each chapter has its own topic. Don't be afraid to use your Enter key; short paragraphs improve readability (even though it may fly in the face of what your 3rd grade teacher taught you about the rules of writing a paragraph!).
[Now compare the same text in a chunked format. Which is easier to absorb?]
Reading on the web is very different than reading print material.
The eye tires more quickly online and, as a result, most of us tend to skim and scan web text. Obviously, that's not what you want your students to do—you want them reading each word! So, it's important to format your page content in a way that makes that easier for them.
Chunking lets people easily process the content, especially online. Cognitive science research tells us that breaking content into logical segments makes the information easier to process, learn, and remember. Using text headings (Canvas has a tool for that in the RCE), lists, callout boxes and images, as appropriate, also helps make the page content easier to read.
Think of your page as sort of like a book. Each section is a "chapter" and each chapter has its own topic. Don't be afraid to use your Enter key; short paragraphs improve readability (even though it may fly in the face of what your 3rd grade teacher taught you about the rules of writing a paragraph!).
Where to Look
Review learning materials—pages, discussions, assignments and quizzes—in at least three or four modules, ideally in both the first half and the second half of the course. This ensures the strategy is used throughout the course.
What to Look For
A page consisting of just one or two short paragraphs may already be considered "chunked" but a long block of scrollable text requires some attention. An appropriately chunked page will consistently use concise, descriptive section headings and sub-headings (formatted using heading styles in the RCE) to facilitate understanding. Text may also be broken up and made more scannable through the addition of images, lists, and tables.
Anecdotal evidence is now showing that many learners would rather scroll than click. If a course has long pages of related content, that's not inherently "incomplete." Just be sure the instructor has applied the concept of chunking to the page format.