How do I add or update a resource in a course?
"Resources" are links to files, URLs, repository items, or constructed web pages. In general, resources don't require direct interaction from the participant. This contrasts with course activities, which require interaction.
Turn on editing mode.
Click here to learn how.
Notice how instructors are provided with an "add a resource" drop-down menu.
Note that you may create several different "types" of resources. Please see subsequent lessons for instruction on adding those specific types.
If you want to update an existing resource, click on the "edit" icon next to the resource.
You will be returned to the "set-up" screen that you viewed when you created the activity.
Make your changes to the resource settings.
Scroll to the bottom of the page and click "Save and return to course"
Instructional considerations: Tips on Chunking Content
Content from Connie Malamed @ http://theelearningcoach.com/elearning_design/chunking-information/
If we ran a contest for the favorite esoteric word of Instructional Designers, the term “chunking” might win. It’s one of those terms you never hear until you enter the world of online learning or writing for the Internet. Chunking is a great concept that’s worth diving into, so let’s examine the purpose of chunking and how to accomplish it.
Chunking Defined
Chunking refers to the strategy of breaking down information into bite-sized pieces (Oh, that’s the visual!) so the brain can more easily digest new information. The reason the brain needs this assistance is because working memory, which is the equivalent of being mentally online, holds a limited amount of information at one time.
Why We Chunk Content
George A. Miller formulated the chunk concept in 1956, as he presented evidence that working memory is limited in capacity. Although Miller stated that working memory could hold seven (plus or minus two) chunks of information at once, it is now thought that the number is closer to three or four. Also, cognitive researchers now know that the capacity of working memory depends on the type of information, the features of the information and the abilities of the person under experimentation.
The pearl of wisdom here is that if a learner’s working memory is full, the excess information will just drop out—as in disappear. That’s a big challenge for a course designer. It means that if you are explaining something complex and the learner must hold several factors in mind to understand it, you’ll need to chunk information into, well … bite-sized pieces.
Chunking for eLearning
Chunking is particularly important for online learning. Without an instructor to answer questions and to guide the learning process, eLearning content has to be organized in a logical and progressive way through chunking. Chunking doesn’t only work for your typical linear instruction, it also works for learning objects, for non-linear approaches to learning as well as discovery learning, because it groups together conceptually related information. Content that is conceptually related is meaningful, making it easier to understand.
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