Learner-Content Activities

The next step in our framework is to design learner-content activities. As always, formative evaluation will be conducted to help you thoroughly think through your design decisions.

6.0 Introduction

Remember that Moore (1989) focused on models of interactivity between learners, instructors, and content as key elements of meaningful engagement and learning.

Figure 6-1

Three Types of Learner Interactions

Adapted from Jered Borup CC BY 2.0.

We already talked about learner-instructor and learner-learner interactions in Chapter 5.

Learner-content interaction occurs when learners engage with learning materials through reading, listening, watching, reflecting, writing, manipulating, mapping, and/or problem-solving. That is what we are going to talk about in this chapter.

Content-based activities in blended learning refer to instructional strategies and tasks that are designed to engage learners with the subject matter or content being taught. These activities focus on delivering the core content of the course or curriculum in a meaningful and interactive manner.

Learner-content interactions play a vital role in creating engaging, personalized, and effective learning experiences. These interactions stimulate cognitive processes and higher-order thinking skills, like critical thinking and problem-solving. Ideally, learner-content interactions support the transfer of learning by providing opportunities for applying knowledge to real-world contexts, enhancing learners' ability to use what they have learned in practical situations. We will explore strategies to engage learners with course content, including the integration of multimedia tools and the creation of personalized options.

6.1 Aligning Activities with Outcomes and Assessments

In backward design, learning activities are the last elements to consider when we talk about alignment. We started with creating a learning outcomes map that defines what learners will be able to do by the end of the course (or unit or lesson). Then we designed an assessment plan to measure how learners achieve the outcomes. Now we need to plan activities and lessons that align with the outcomes and assessments. These activities need to guide learners to accomplish the outcomes and perform well on the assessments.

Learning Outcome: I can plan effective learner-content interactions that align with my outcomes and assessments. Assessment: Blueprint Challenge Content Activities Part 1.

6.1.1 PICRAT Part 1

The PICRAT model (see Video 6-1 below) provides a framework for planning and evaluating the use of technology to enhance learner-content interaction. In this chapter, we focus on PIC, which is the progression from passive to interactive to creative learning activities, helping learners to become increasingly active participants in the learning process. PICRAT Part 2 is in Chapter 7, where we will discuss RAT.

As you design learning activities, consider to what degree you want learners to take responsibility for their own learning and develop higher-order thinking skills.

Video 6-1

PICRAT Model (4:33)

Passive learning activities are characterized by low levels of learner engagement and interaction with the content. In this mode, the learners' role is primarily to receive and absorb; they do not actively participate or contribute to the learning process. Examples of passive learning activities include reading textbooks, listening to lectures, or watching educational videos. These often require lower-order thinking, as described in Bloom's Taxonomy.

Here are some examples of passive learning activities in a computer science course and a Shakespearean literature course:

• Computer Science Course — Watching a video lecture on programming concepts.

• Shakespearean Literature Course — Reading an analysis of a Shakespearean play.

Interactive learning activities involve higher levels of learner engagement and interaction with the content, materials, or resources provided. Learners might solve problems, complete exercises, or participate in interactive online modules that require them to actively engage with hands-on exercises, simulations, videos, animations, virtual experiments, or other practical applications. ​​These activities could involve either lower-order or higher-order thinking, depending on the activity, but as learner-content interactions become more interactive, they usually involve more higher-order thinking skills.

Here are some examples of interactive learning activities in a computer science course and a Shakespearean literature course:

• Computer Science Course — Participating in a virtual coding lab.

• Shakespearean Literature Course — Participating in a virtual tour of Shakespeare's Globe Theatre.

Creative learning activities represent the highest level of engagement and involvement in the PICRAT model. In this mode, learners not only interact with the content but also generate new ideas, synthesize information, and apply their knowledge in innovative ways. Examples of creative learning activities include project-based assignments, research projects, design challenges, or presentations. These often require higher-order thinking.

Here are some examples of creative learning activities in a computer science course and a Shakespearean literature course:

• Computer Science Course — Programming a short "Choose Your Own Adventure" game.

• Shakespearean Literature Course — Using descriptive AI prompts to generate an appropriate costume or set design for a scene from a play.

6.1.2 Explore Ideas for Activities

As you plan activities, incorporate a variety of formats and platforms to engage learners with your course content.

• Use real-world examples, such as case studies or scenarios.

• Include text-based resources, multimedia materials (videos, podcasts, interactive presentations), infographics, or simulations.

• Incorporate quizzes, polls, discussions, case studies, problem-solving exercises, reflection journals, or virtual simulations.

• Utilize learning management systems (LMS), virtual labs, digital resources, online research, collaborative tools, or multimedia creation tools to facilitate content delivery, interaction, and exploration.

Bonk and Khoo (2014) have provided a free online book, Adding Some TEC-VARIETY: 100+ Activities for Motivating and Retaining Learners Online, which has 100 practical examples of technology-supported activities. Many of the ideas represent learner-content interactions that can be done in an online or blended class. Here is a downloadable summary of these activities.

6.1.3 Alignment Table

You must design activities that are directly aligned with the learning outcomes and assessments. The need for alignment may seem obvious, but it is not uncommon for courses to get out of alignment, especially over multiple iterations of a course. As you align activities with your learning outcomes and assessments, consider Bloom's Taxonomy to help guide your choices. Keep in mind that higher-order outcomes require activities that promote higher-order thinking. You can use an alignment table to articulate the relationship between your desired learning outcomes, assessments, and activities you are choosing. Table 6-1 shows an example of alignment of outcomes, assessments, and activities in a Shakespearean literature course. We looked back at our learning outcomes map (Chapter 3 Blueprint Challenge) and assessment plan (Chapter 4 Blueprint Challenge) to fill in those columns of the table.

Example context: In this unit, learners will read, discuss, and demonstrate learning about themes and characters in Shakespeare’s Hamlet.

Table 6-1

Unit Alignment Chart

Doing this will help you accomplish your learning goals.

6.2 Personalized Learning

It is important to design appropriate learner-content interactions. We want to stimulate interest and facilitate learning without overloading the brain. However, every learner has a slightly different cognitive capacity. And an individual learner can have good days and bad days. How do we account for variations in cognitive capacity?

Blended teaching allows us to shift from instructor-led practices —in which the instructor determines what should be learned, when it should be learned, and how it should be learned— to more learner-centered practices that give learners power over their learning journeys.

Learning Outcome: I can create opportunities for learners to choose their goals, pace, and/or path as they interact with the learning activities. Assessment: Blueprint Challenge Content Activities Part 2.

Personalization (see Figure 6-2 below) gives the learners some control over customizing the goals, time, place, pace, and/or path of their learning experience. Technology has made it easier than ever to personalize learning. Through the integration of online learning programs or learning management systems and the use of data, you can help learners learn in ways that align with their interests and goals. Personalization involves two core ideas:

1. Customization: Tailoring/customizing the learning experience to the individual learner’s needs and interests.

2. Learner Control: Giving learners some element of control over their own learning experience.

Figure 6-2

Five Dimensions of Personalization

https://edtechbooks.org/k12blended/personalizing_instruction

Personalization gives learners more power, but instructors are usually best suited to make decisions that guide learning. Personalization simply allows instructors to emphasize what we have always known—learning is personal.

In Video 6-2, notice how personalization changes the experiences of learners.

Video 6-2

Basic Personalization Practices (2:27)

Personalized Learning Activities

One of the most common ways instructors implement personalized learning is by giving learners flexibility in the paths they take through learning activities. This section will focus on two ways of personalizing learning activities:

1. Creating playlists and choice boards.

2. Using software with adaptive pathways.

A third way—grouping learners strategically—was discussed in Chapter 5.

6.2.1 Creating Learning Playlists and Choice Boards

Learning playlists and choice boards are common ways that instructors allow learners to choose their path through a group of learning activities related to a specific concept or skill. Both of these approaches provide learners with a limited range of options focused on a specific learning outcome.

Much like a music playlist, a learning playlist is a group of learning activities ordered in a linear sequence.

The instructor most often curates playlists around a specific learning outcome. However, sometimes learners are given the ability to create their own playlists from a pool of activities. Digital learning playlists almost always provide the instructor with options for personalization around time, place, or pace. Some playlist options allow personalization around path. Learners can progress through a learning playlist using different approaches:

• Learners complete all activities in the playlist in a specified order without a specified timeline (path is not personalized).

• Learners complete select activities from a list based on pre-assessment performance data (path is differentiated but not personalized).

• Learners complete all activities in the playlist but may choose the order of completion (path is personalized).

• Learners complete required activities and have other activities that they can choose to do for additional review, practice, or enrichment (path is personalized).

• Learners can choose the number and sequence of activities they complete until they reach mastery on the assessment (path is personalized).

Table 6-2 is an example of a learning playlist from a Marketing 101 course.

Table 6-2

Learning Playlist

Choice boards or menu boards share the purpose with playlists of providing learning path options to learners (see Figure 6-3 below for an example). However, often choice boards are organized intentionally in rows and columns. For example, tasks in columns might be organized based on learning preferences or content categories while rows are organized by difficulty or a variety of options to achieve learning objectives.

Figure 6-3

Choice Boards and Personalization

https://avidopenaccess.org/resource/incorporate-playlists-into-blended-learning/#section1

Figure 6-4 is an example of a choice board from a Math Education course.

Figure 6-4

Example Choice Board

Developed by Jen Tanis, Sarah Lwanga, and Steve Morris, TOSA, Riverside USD.

6.2.2 Using Software with Adaptive Pathways

Personalization can also happen with learners using adaptive learning software. Most adaptive learning software determines the learning path for the learners based on individual needs and performance. This is a kind of differentiation that would be very difficult and time-consuming for an instructor to do for every learner in a class. When learners use the learning software, they are typically able to make other personalization choices about pace as well as time or place of learning.

Adaptive Learning Software uses computer algorithms to deliver a customized path through learning activities for learners based on their needs and past performance. The use of adaptive software in classrooms is becoming increasingly common. Video 6-3 explains the principles associated with adaptive learning.

Video 6-3

Adaptive Learning (1:14)

Personalized learning paths are one of the greatest strengths of blended courses.

6.3 Cognitive Load Theory

When designing content, it’s important to consider how learning happens. If a learner is understimulated, boredom could result and learning might not occur. If a learner is overstimulated, burnout could be a result and learning might not occur. We need to hit the sweet spot in Vygotsky's Zone of Proximal Development.

Learning Outcome: I can present content-based activities with appropriate cognitive pacing to increase learner engagement in my blended course. Assessment: Blueprint Challenge Content Activities Part 3.

6.3.1 Types of Cognitive Load

Video 6-4 explains how the brain processes information and explains why instructors must be aware of cognitive load theory.

Clark, C., & Kimmons, R. (2023). Cognitive Load Theory. EdTechnica: The Open Encyclopedia of Educational Technology. https://doi.org/10.59668/371.12980

Video 6-4

Learner-Content Interaction and Cognitive Load (2:19)

The video explained intrinsic and extraneous loads, and gave several suggestions for how to reduce cognitive load.

Intrinsic cognitive load involves the difficulty or complexity of the content itself. This factor cannot be changed about a subject, but it can be mitigated through effective planning, teaching, and materials.

Germane cognitive load involves the effort needed to transfer short-term information to long-term knowledge and understanding via schemas

Extraneous cognitive load involves the difficulty or complexity of how the content is presented. Difficult materials make a difficult subject even harder.

Reducing cognitive load means simplifying and clarifying how the content is presented to remove unnecessary extraneous cognitive load. When the subject is appropriately chunked and scaffolded, schema is activated, materials are easy to use and understand, and student learning is facilitated. Remember learning about the 3 Ms: medium, modality, and method? Germane cognitive load explains why method is the most important factor impacting student learning. Using good teaching methods makes a difficult subject simple enough for cognitive processing.

6.3.2 Managing Cognitive Load

There are three ways to manage cognitive load.

1. Keep the content simple. Plan scaffolding into your lesson plan.

• One lesson = one topic.

• Chunk it into bite-sized pieces.

• Organize it carefully to support the learner through increasingly complex ideas or tasks.

• Activate or build schema.

• Prioritize main ideas.

• Be prepared to skip low-priority or off-topic ideas or tasks.

2. Keep the delivery simple. Plan pacing into your lesson plan. Video 6-5 below explains how you can introduce pacing into your classroom.

• Move from guided practice to independent practice to mastery.

• Change activities every 10-15 minutes.

• Vary the levels of instructor-talk vs. learner-talk.

• Vary passive and active tasks.

• Vary individual, small group, and large group activities.

• Schedule time for decompression, reflection, and metacognition.

Video 6-5

Pacing in the Classroom (3:56)

Figure 6-5 below compares cognitive pacing and cognitive overload throughout the parts of a lesson. The blue line represents cognitive overload or extraneous cognitive load. The instructor skips a warm-up and goes straight into difficult content without scaffolding. The instructor expects mastery and high performance at all times. The learners quickly become overwhelmed and will either disengage or drop out. You can see that their cognitive energy, represented by the blue line, has no downtime. The pace is relentless and exhausting.

Figure 6-5

Cognitive Pacing vs. Cognitive Overload

Created by Alison McMurry CC BY 4.0

The red line represents cognitive pacing. The instructor plans the parts of the lesson carefully to include:

• Starting with a warm-up designed to build or activate schema, encourage positive transfer of previous knowledge or skill to the new lesson, and initiate positive learner-learner interactions.

• Presenting a short lesson that either presents new material or reviews previous material.

• Practicing with the new material.

  • GP stands for guided practice, which means working with the help of the instructor. This could include working on something as a whole class.

  • IP stands for independent practice, which means working without the help of the instructor. This could include individual or group work.

• Culminating in a check-in, which could include something as simple as a thumbs-up or thumbs-down from the learners to indicate their understanding, or as complex as the final exam. The purpose of the check-in is to determine if any concepts need to be retaught or if the learners are ready to move on.

• Ending with a cool-down activity designed to encourage reflection. This could be self-evaluation or class feedback. The goal is to have learners be aware of their learning performance or preferences and make plans for improvement. This time for reflection is important because it gives learners time to decompress from the lesson, encourages metacognition, and increases learners' self-regulation skills. The following video explains why reflection is important for cognitive pacing and deeper learning.

Notice that the red line of the graphic rises gradually, peaks, and then subsides, but ends slightly higher than the original starting point. The instructor plans scaffolding carefully, and gradually moves from lower-order skills and thinking to higher-order skills and thinking. The end point is higher than the start point because of the learning that occurred in this lesson. In the next lesson, the instructor can start at this new point, and that lesson ends slightly higher, and so forth. Over time, the learners' cognitive capacity and endurance grow to mastery of the new material.

Video 6-6 below explains how to use and introduce learner reflection.

Video 6-6

Encouraging Learner Reflection to Support Deeper Learning (2:44)

3. Keep the materials simple.

• Avoid distracting fonts, colors, and graphics.

• Keep a lot of white space in visual material.

• Use numbering or other visual elements to guide the learners through the materials easily and in order.

• Keep video content between five and ten minutes in length.

Being aware of learners' cognitive load capacity helps you plan better learner-content interactions.

6.3.3 Planning Lessons

This section will explain how instructors plan lessons with engaging learner-content interactions, and a variety of styles and options, that are mindful of cognitive load.

• In section 6.1, we talked about the PIC part of PICRAT, ideas for activities, and alignment.

• In section 6.2, we talked about personalization.

• In section 6.3, we have talked about pacing.

Now we put it all together to plan lesson modules. Blended courses incorporate synchronous and asynchronous, online and in-person, individual and group work, and all of these modalities of learner-content interaction can be knit seamlessly together. Please note this is all part of the planning and design phase. We are not developing or implementing anything yet.

Review Table 6-1, the unit alignment chart and create a unit calendar. Next, chunk the unit into lesson topics and put the topics into the calendar. Table 6-3 shows an example of this.

Table 6-3

Unit and Lesson Calendar

Next, retrieve your blended course rhythm from your Chapter 2 Blueprint Challenge. Plan each week of your blended course. Table 6-4 shows Week 1 for this Hamlet unit. Table 6-5 shows Monday's lesson plan.

Table 6-4

Hamlet Unit Week 1

Table 6-5

Monday's Lesson Plan