1: Framework of Content Curation
Step 1:
Savvy start
| Step 1.1 Craft an actionable, results-oriented, and contextualized title. |
| Step 1.2 Describe the course clearly: Inform the learners about what they will learn. |
| Step 1.3 Address course goals and objectives: Explain what competency learners will obtain as a result of this learning. |
| Step 1.4 Inform the benefits of learning the target skills and the negative consequences of not learning them. |
| Step 1.5 Inform the practical relevance of the target skills to real life. |
| Step 1.6 Make human connections: Introduce yourself, your role at the institution and your experience in the subject matter. |
Step 2
Content Development
| Step 2.1 Segment: Organize and present information in smaller steps or chunks based on key concepts to reduce the cognitive load of working memory. |
| Step 2.2 Eliminate extraneous information that doesn’t align with learning objectives. |
| Step 2.3 Introduce the names and characteristics of the main concepts before diving into the content presentation. |
| Step 2.4 Provided preliminary resources for the course. |
| Step 2.5 Present content with multimedia materials. E.g.: videos, mind maps, simulated activities, etc. |
| Step 2.6 Contextualize targeted skills by showing the practical use cases. |
| Step 2.7 Connect targeted skills with additional real-world applications/examples. |
| Step 2.8 Maintain conversational style rather than formal style. |
| Step 2.9 Record a friendly human voice with enthusiasm for narrations rather than using a machine voice. |
| Step 2.10 Use reflective questions to facilitate knowledge re-construction. E.g.: What is the difference between two concepts? What is your biggest takeaway from this class? |
| Step 2.11 Provide hands on-practice activity to facilitate knowledge retention. |
Step 3
Content Closure
| Step 3.1 Recap the key concepts. |
| Step 3.2 Elicit emotion and a sense of achievement.Highlight knowledge competency learners developed – Align with learning goals. |
| Step 3.3 Provide instructional support/additional resources as needed. |
| Guideline 3.4 Call to action. |
