Structuring content

A high-quality course or programme is the result of a thorough development process, a systematic reflection process that results in a number of pedagogical and didactic choices for the entire learning process.

During the planning process, the subject content is structured to make it clear what will be done when, and in what order. This design is often called a learning path, a structure that should be user-friendly for students. The course content can be divided into smaller units or modules that build on each other and create good progress. Within each unit, students will find relevant learning resources in different formats, assignments, cooperation arrangements, topics for discussion and reflection etc. Including a conclusive element for each unit or module is a good pedagogical approach. This could be repetition of the most important content, a final assignment or an assessment.

Part of the planned structure involves facilitating learning activities for the students. Such activities may include making presentations in different formats, doing assignments, assessing each other’s work, participating in joint lessons, writing reflection blogs and discussing in discussion groups.

All the elements have a different place in the course of the programme. Students need information about what to do and when to do it. They need advice on what might be the best order, what is most relevant, and which elements overlap, complement or reinforce each other.

The NIFU report Fleksibel opplæring for voksne: En kunnskapsoppsummering (12) shows that the ability to self-pace learning is central to benefiting from flexible education and training. This can mean that a well-organised learning process may provide many with the necessary support to achieve the intended learning outcomes, if they do not have the necessary experience or ability to self-pace. At the same time, the findings in this knowledge summary indicate that more research is needed on the balance between flexibility and supervision to promote successful completion.

The goal is for the digital learning arena to be as clear, informative and intuitive as possible. There are many ways of structuring content in the learning platform. Some decisions have already been made through the choice of learning platform, but some choices still have to be made. Some advice is provided below:

Universal design in online learning enviroments

Content that is published online must be universally designed. It is important to be aware that universal design is positive for everyone, not just people with special needs.(13)

There are a number of universal design requirements in teaching. Principles of universal design often coincide with principles of good teaching and good design of digital resources in general. A separate chapter therefore provides advice and tips on the design of digital content (Part 2, Chapter II).

Translated by EPALE Norge and HK-dir