07: Note Text

Simple Note

Simple note is the special information related to OST, but not part of learning scope. It is delimited by an instructional objective.

Example

The following example demonstrates how to correctly select the special information related to the content and write it as “Simple Note” information. The learning objective for this content chunk is: “Describe the phases of ADDIE model.”

Input

The Design phase in ADDIE Model, builds on the information from the Analysis phase, and develops the outline of the course content. The findings from the Design phase are collected and maintained in the Design documents. Members of the instructional design team work together to develop the course objectives, structure, test items, and instructional strategies. The Design document serves as a reference point for all subsequent phases in the development of the project and helps to review the course and keep it on track. The five steps in Design phase are writing objectives, structuring content, selecting an evaluation type and writing test items, selecting an instructional approach and strategies, and designing the GUI. The steps in the design phase are not necessarily followed in any one sequence. After the objectives are written, work on other steps often starts in parallel.

Output

The Design phase in ADDIE Model, builds on the information from the Analysis phase, and develops the outline of the course content. The findings from the Design phase are collected and maintained in the Design documents. Members of the instructional design team work together to develop the course objectives, structure, test items, and instructional strategies. The Design document serves as a reference point for all subsequent phases in the development of the project and helps to review the course and keep it on track. The five steps in Design phase are writing objectives, structuring content, selecting an evaluation type and writing test items, selecting an instructional approach and strategies, and designing the GUI.

Note

The steps in the design phase are not necessarily followed in any one sequence. After the objectives are written, work on other steps often starts in parallel.

In this example, the OST describes the steps involved in ADDIE model. The given note information is out of the learning scope and is “nice-to-know” information. So, it is a “simple note”.

Non-Example

The following non-example demonstrates how not to write a “Simple Note” information. The learning objective for this content chunk is: “Describe the phases of ADDIE model.”

Input

The Design phase in ADDIE Model, builds on the information from the Analysis phase, and develops the outline of the course content. The findings from the Design phase are collected and maintained in the Design documents. Members of the instructional design team work together to develop the course objectives, structure, test items, and instructional strategies. The Design document serves as a reference point for all subsequent phases in the development of the project and helps to review the course and keep it on track. The five steps in Design phase are writing objectives, structuring content, selecting an evaluation type and writing test items, selecting an instructional approach and strategies, and designing the GUI. The steps in the design phase are not necessarily followed in any one sequence. After the objectives are written, work on other steps often starts in parallel.

Output

The Design phase in ADDIE Model, builds on the information from the Analysis phase, and develops the outline of the course content. The findings from the Design phase are collected and maintained in the Design documents. Members of the instructional design team work together to develop the course objectives, structure, test items, and instructional strategies. The five steps in Design phase are writing objectives, structuring content, selecting an evaluation type and writing test items, selecting an instructional approach and strategies, and designing the GUI. The steps in the design phase are not necessarily followed in any one sequence. After the objectives are written, work on other steps often starts in parallel.

Note

The Design document serves as a reference point for all subsequent phases in the development of the project and helps to review the course and keep it on track.

In this non-example, the “Note” information is related to the OST, but it is a part of the learning scope as specified in the learning objective and is “need to know” information.

Embedded Note

Embedded note is the special information related to OST, but not part of learning scope. It is delimited by an instructional objective. It is the extra content that can be cleaved out from the middle of the mainline content.

Example

The following example demonstrates how to correctly select the special information related to the content and write it as “Embedded Note” information. The learning objective for this content chunk is: “State the purpose of writing objectives.”

Input

Objectives help both instructional designers and learners to focus their work. For learners, objectives define exactly what they need to learn. The Random House dictionary states, “Objectives are something that one’s efforts are intended to attain or accomplish”. Well-written objectives direct learner’s efforts appropriately, saving time and energy. Few of the benefits ensured by objectives are directing learners on what to study, defining the scope of learning and ensuring efficient learning. In other words, objectives describe the kind of performance that learners’ should be capable of.

Output

Objectives help both instructional designers and learners to focus their work. For learners, objectives define exactly what they need to learn. Well-written objectives direct learner’s efforts appropriately, saving time and energy. Few of the benefits ensured by objectives are directing learners on what to study, defining the scope of learning and ensuring efficient learning.

Note

The Random House dictionary states, “Objectives are something that one’s efforts are intended to attain or accomplish”. In other words, objectives describe the kind of performance that learners’ should be capable of.

In this example, the “Note” is extra information that is not a part of the learning scope, as delimited by the instructional objective. The content included in the “Note” does not expect learner to become aware of the “purpose of writing objective”, which is the learning objective. The extra content has been cleaved out from the middle of the mainline content.

Non-Example

The following non-example demonstrates how not to write an “Embedded Note” information. The learning objective for this content chunk is: “State the purpose of writing objectives.”

Input

Objectives help both instructional designers and learners to focus their work. For learners, objectives define exactly what they need to learn. The Random House dictionary states, “Objectives are something that one’s efforts are intended to attain or accomplish”. Well-written objectives direct learner’s efforts appropriately, saving time and energy. Few of the benefits ensured by objectives are directing learners on what to study, defining the scope of learning and ensuring efficient learning. In other words, objectives describe the kind of performance that learners’ should be capable of.

Output

Objectives help both instructional designers and learners to focus their work. For learners, objectives define exactly what they need to learn. The Random House dictionary states, “Objectives are something that one’s efforts are intended to attain or accomplish”. Objectives help the instructional designer produce clear, concise, and carefully worded objectives that guide course development. Well-written objectives direct learner’s efforts appropriately, saving time and energy. Few of the benefits ensured by objectives are directing learners on what to study, defining the scope of learning and ensuring efficient learning. In other words, objectives describe the kind of performance that learners’ should be capable of.

Note

Objectives help the instructional designer produce clear, concise, and carefully worded objectives that guide course development.

In this non-example, the “Note” information covers the OST. The “Note” information is not a part of the learning scope, but the extra content is not cleaved out from the middle of the mainline content.

Compound Note

Compound note is the special information related to OST, but not part of the learning scope. It is delimited by an instructional objective. It is the extra content that can be cleaved out from different locations in the mainline content and presented as a single bulleted-list. Unlike an embedded note, the bullet items in a compound note are not related to one another or flow from each other as continuous ideas.

Example

The following example demonstrates how to correctly select the special information related to the content write it as “Compound Note” information. The learning objective for this content chunk is: “State Newton’s laws of motion.”

Input

Newton first postulated that, “Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it.” This we recognize as essentially Galileo’s concept of inertia, and this is often termed simply the “Law of Inertia”. According to his second law, “The relationship between an object’s mass m, its acceleration a, and the applied force F is F = ma.” Acceleration and force are vectors; in this law the direction of the force vector is the same as the direction of the acceleration vector. There is a fundamental difference between Newton’s second law and the dynamics of Aristotle. According to Newton, a force causes only a change in velocity (an acceleration); it does not maintain the velocity, as Aristotle held. The third law of motion, specified by Newton, is that, “For every action there is an equal and opposite reaction.” This law is exemplified by what happens if we step off a boat onto the bank of a lake: as we move in the direction of the shore, the boat tends to move in the opposite direction (leaving us facedown in the water, if we aren't careful!).

Output

Newton first postulated that, “Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it.” According to his second law, “The relationship between an object’s mass m, its acceleration a, and the applied force F is F = ma.” Acceleration and force are vectors; in this law the direction of the force vector is the same as the direction of the acceleration vector. The third law of motion, specified by Newton, is that, “For every action there is an equal and opposite reaction.”

Note

• • Newton’s first law is essentially Galileo’s concept of inertia, and this is often termed simply the “Law of Inertia”.

  • Newton’s second law fundamentally differs from the dynamics of Aristotle. According to Newton, a force causes only a change in velocity (an acceleration); it does not maintain the velocity, as Aristotle held.

In this example, the “Note” information is out of the learning scope, as delimited by the learning objective, which requires learner to state Newtonian laws. Out-of-scope content, such as the relation to Galileo’s and Aristotle laws have been cleaved out from different locations in the mainline content and presented as a single bulleted-list. The exemplification of the third law would be presented as “Example” text.

Non-Example

The non-example demonstrates how not to write a “Compound Note” information. The learning objective for this content chunk is: “State Newton’s laws of motion.”

Input

Newton first postulated that, “Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it.” This we recognize as essentially Galileo’s concept of inertia, and this is often termed simply the “Law of Inertia”. According to his second law, “The relationship between an object’s mass m, its acceleration a, and the applied force F is F = ma.” Acceleration and force are vectors; in this law the direction of the force vector is the same as the direction of the acceleration vector. There is a fundamental difference between Newton’s second law and the dynamics of Aristotle. According to Newton, a force causes only a change in velocity (an acceleration); it does not maintain the velocity, as Aristotle held. The third law of motion, specified by Newton, is that, “For every action there is an equal and opposite reaction.” This law is exemplified by what happens if we step off a boat onto the bank of a lake: as we move in the direction of the shore, the boat tends to move in the opposite direction (leaving us facedown in the water, if we aren't careful!).

Output

Newton first postulated that, “Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it.” This we recognize as essentially Galileo’s concept of inertia, and this is often termed simply the “Law of Inertia”. There is a fundamental difference between Newton’s second law and the dynamics of Aristotle. According to Newton, a force causes only a change in velocity (an acceleration); it does not maintain the velocity, as Aristotle held.

Note

• • According to his second law, “The relationship between an object’s mass m, its acceleration a, and the applied force F is F = ma.”

  • Acceleration and force are vectors; in this law the direction of the force vector is the same as the direction of the acceleration vector.

In this non-example, the extra content has been cleaved out from different locations in the mainline content and presented as bulleted-list. However, the extra content is a part of the learning scope and they are related as they discuss the second law.