Content chunking involves organizing information in “chunks” so that it’s easier for learners to digest. Instead of memorizing multiple concepts, online learners are able to analyze each concept thoroughly and absorb the content, one bite at a time. Once they’ve assimilated the content, they move onto the next concept.
Addressing generational differences in course design is an important, yet challenging task for instructional designers. In theory, design for younger learners is less complex than design for mixed-age adult learners. Much has been written comparing Baby Boomers to Millennials; however, today’s secondary schools are not filled with millennials. These students are from Generation Z (also known as post-millennials, iGeneration, Homeland generation).
My experience includes working as a nonprofit training and development specialist, training director, and as an instructional designer in higher education. Plus, I'm almost finished with my IDTE Master's program (3 classes to go!). Basically, I could be considered something between a novice to early intermediate designer. Here’s what I’ve learned so far.
Dr. Dee Fink was the founding director of the instructional development program at the University of Oklahoma and is currently principal in Dee Fink & Associates. His work with significant learning led to the development of what he calls the five principles of course design and Fink’s Taxonomy of Significant Learning.