Instructional Design Principles
20
Overview
The Segmenting Principle (4:40)
Description
The Segmenting Principle refers to the process of breaking down, or segmenting, complex lessons into smaller parts, which are then presented one at a time. The aim of this process within the context of e-learning is to help learners in managing the complexity of the content/tasks they are presented with, so as to not exceed the threshold of the learners’ cognitive system. Segmenting provides the learner(s) with the opportunity to manage essential processing; that is, they are able to efficiently and effectively engage essential processing. Most importantly, as the segments are not presented as a continuous unit, the learner is afforded the appropriate level of control to consolidate the information they are being presented with as they make their way through the material.
Guidelines for Use
Guideline 1 – Gauging the Complexity of the Lesson
Prior to determining the best approach to take in segmenting a complex lesson, the complexity of the lesson should first be identified. Gauging the complexity of a lesson may be accomplished by determining the number of elements, or concepts, in addition to the interactions between these elements. Though this may imply that the complexity of the material may be alleviated by reducing the number of elements in the explanation, the accuracy (and perhaps even the intuitiveness) of the lesson in its entirety would ultimately suffer as a result.
Guideline 2 – Determining the Appropriate Delineation of Segments
An important instructional decision required within the context of segmenting is determining the most appropriate delineation between segments, as these segments must sequentially flow from beginning to end without sacrificing the integrity of the information. To facilitate this process, the lesson designer has several options, including breaking the lesson down into parts that convey between one to three steps in the process or procedure at hand, or instead explaining between one to three major relations or interactions among the elements.
Guideline 3 – Facilitating Learner Control
Learners should have sufficient control over the pace at which they proceed through the segments. Because the segments are inherently not presented as a continuous unit, learners should be able to identify when the appropriate level of knowledge consolidation has taken place and thereafter determine when they are ready to proceed to the next segment.
Good Examples of Use
Example 1 – Gizmos (Cell Energy Cycle)
Gizmos are a collection of interactive math and science web-based simulations that develop conceptual understanding through inquiry-based learning processes. For instance, in the Cell Energy Cycle simulation, learners are given the opportunity to explore the biological processes of Photosynthesis and Cellular Respiration, as well as their cyclical relationship with one another. These processes are also further broken down into their sub-st