You are here:

From Pebbles to Boulders: Information Chunking in Educational Websites
PROCEEDINGS

, Fitchburg State College, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Full Text

Abstract

In this paper we will explore a very important yet sometimes overlooked aspect of hypermedia construction - chunking. At it's most basic level, chunking means to break down information into manageable portions. The key word is "manageable" - rather nebulous and subjective. Not only can it take on numerous meanings within a particular subject matter but also when it is based on a particular audience. In educational websites, subject matter and the audience combine to present a unique situation for the developer: what size do you make the chunks for 7 year olds versus 10 year olds, astronomy versus history? The educator / developer is presented with these and many other questions as to the proper degree and method of chunking to be performed on a given website. It is our goal to address these important issues and investigate some answers.

Citation

Frantiska Jr., J. (2004). From Pebbles to Boulders: Information Chunking in Educational Websites. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1208-1213). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from .

© 2004 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Badii,A. & Truman, S. (2001), Cognitive Factors in Interface Design: An E-Learning Environment for Memory Performance and Retention Optimisation. Proceedings of the 8th European Conference for Information Technology Evaluation. Oxford, September 2001
  2. Gagne, R., Briggs, L., & Wagner, W. (1992), Principles of Instructional Design. Harcourt Brace and Jovanovich
  3. Horn, R. (1989), Mapping Hypertext, Lexington Institute
  4. Jonassen, D., Peck, K., & Wilson, B. (1999), Learning with Technology, Prentice Hall
  5. Paivio, A. (1986). Mental re pre sentations: A dual coding app roach. New York: Oxford University Press.
  6. Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45, 255-287.
  7. Spiro, R.J. & Jehng , J. (1990). Cognitive flexibility and hypertext: Theory and technology for the non-linear and multidimensional traversal of complex subject matter. D. Nix & R. Spiro (eds.), Cognition, Education, and Multimedia. Hillsdale, NJ: Erlbaum.
  8. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Pages You've Visited

Abstracts