Content: Present Information

 

 

This is the living room in the Tree House by Austin architect and UT Associate Professor Matt Fajkus Links to an external site. and his team Links to an external site.. 

Notice how the furniture--the style, the amount, the arrangement--contributes to the function and experience for those who inhabit the space.

What you put in is important, but also what is not there is also important. To clutter up the space with too much loses the flow of both a house and a course.

Choose wisely about what is the most important knowledge you want your students to know--what they will remember and use beyond your course.

How do I decide what content is important to include in my online course?

> When deciding what content to put into your course, defer to your knowledge learning outcomes.

> Does the content you are presenting give students the knowledge they will need to be successful in this course?

> Is the content at an appropriate level?

> Are you giving student alternative ways to acquire that knowledge?

> Because you are not limited to a classroom setting, there are a multitude of ways for students to access knowledge. 

There are many ways to present content to your students. It's easy to assume that the best way to expose students to information is to just tell them about it, but there are many alternatives to consider. Is there a way to have students guide themselves through an infographic? Can you show them with a picture that's worth a thousand words? Can you get them to interact with the data or ideas directly? Can you bring them closer to experiencing the concept you're exploring? Using a variety of media, like those in the table below, can be more effective and is likely to keep your students more engaged. 

Some ways of delivering content are more technologically advanced than others, so you'll need to consider the costs and benefits as you decide which one best fits each learning situation. Keep in mind also that you don't have to reinvent the wheel every time. In some cases, it will make more sense to use already-existing materials.

 

What are the best practices for presenting content online?

• Stay Focused: What do you want your students to learn? Focus on your learning outcomes when thinking about the content you need in your online course. Remember: don't clutter your course! 
• “Chunk” Your Content: Whether you curate existing content or create your own, break down--or "chunk"--the knowledge you want your students to have into shorter, bite-size pieces that are more manageable and easier for them to remember.
• Don't Let Content Stand Alone: When you chunk content in an online course, it is imperative to contextualize the content: offer opportunities for students to interact with the content and with each other through learning activities, and assess the students' understanding of the content.
• Think Global: Digital content curation opens the door for global collaboration. Students from across the world can work together to create wikis, blogs, websites, and more.
• Be Aware of Copyright: The UT Library has developed a web site Links to an external site. to help you determine whether or not the online content you curate is openly available for use.    

As you begin implementing these best practices for curating or creating content for your online course, consider using the following table as a guide to your decision-making.

Content Strategy Decision Chart	Curate	Create
PROS	Abundance of resources readily available online Production quality can be superior to what most instructors would be able to do with the technology they have access to Materials can tap worldwide expertise Adds variety with different people/voices/situations Adds diverse perspectives	More personalized Clearly aligned with learning outcomes for your course Aligned with your students’ needs You own them and can update and improve them Students are better able to relate to people/places they’re familiar with
CONS	Often too long Not always aligned with the main points you are making Requires quality control to ensure credibility and accuracy Sometimes copyrighted so cannot be used or altered Have to spend time searching and vetting. Can disappear or become outdated	Requires particular technical skills and access to software and equipment Can cost a lot of time and money to produce good materials If production quality is too low, it could interfere with learning Reluctance to update could result in outdated materials

 

UT Featured Snapshot: Embracing the Learning Curve