Key Points:
Create multiple small chunks instead of a monolithic segment of instruction, be it video or text.
Identify places in the instruction where there is a slight context switch, such as giving an example or going into more detail or moving to a related concept. These are natural points for chunking.
Include some activity (LbD) between two consecutive chunks.
In a face-to-face classroom, the instructor has immediate feedback regarding students' attention and can adapt accordingly. In online setting, be it a live lecture or a recorded one, such feedback is either missing or difficult to obtain in real-time. Moreover, the propensity for distraction is higher. Hence chunking a lecture into small segments and interspersing them with activities to be performed by students is effective.
Consider a one hour class in which an instructor introduces a concept, explains its details, gives examples, makes students work on a problem and summarizes the class. Such a class need not be one continuous video. Each of the sections mentioned can be a chunk. A new chunk can be created whenever the instructor switches from one sub-topic to another, or whenever there is an interaction with students.
Watch the video with the title "Chunking a lecture into LeD" from 1:07 mins to 5:25 mins - Click Here.
If the chunk is about an explanation/lecture on some conceptual knowledge, then create an LeD.
If the chunk is to do with applying some conceptual knowledge to a problem, then create an LbD.
If the chunk requires students to refer to material from an external resource, then create an LxT.
If the chunk requires students to discuss their ideas, interact with each other or respond, then create an LxI.
More information
Here are some more resources for delving deeper into the concept of chunking in online instruction:
Video Best Practices for Online Instruction: Lecture in Segments from Purdue University School of Engineering Education.
What is Content Chunking? By Rivka Swartz from Touro College.
Record Lectures that Make an Impact with Chunking by Kelly Lovell & Gracia Ostendorf from Miami University.
Meta-point
In a course for students, supplementary material and additional resources, such as in the 'more information' section above, can be easily converted into LxT (Learning Extension Trajectories). LxTs enrich the course by providing variety and also allow students some choice within the course.
You can convert links to additional resources into LxT by: (i) ensuring that there is a diversity of resources to cater to interests of different students, and (ii) providing some incentive for students to go through the resource of their interest. This point is elaborated later in creating LxTs.