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<title>Turn Courseware Chunking Into An Opportunity.</title>
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                  <p><span class="default"><b>Turn Courseware Chunking Into An 
                    Opportunity.</b></span><span class="default"> </span></p>
                  <p><span class="default">"Chunking is the popular term for taking 
                    a 20-hour classroom offering and "repurposing" it to fit a 
                    typical 2-hour online learning attention span.</span></p>
                  <p><span class="default">Trust me, most instructional designers 
                    have no particular enthusiasm for chunking -- or for repurposing 
                    either for that matter. That's why they call it chunking and 
                    repurposing. "You want me to do WHAT to my course?!"</span></p>
                  <p><span class="default">Instructional designers resist downsizing 
                    their courses, because they believe ardently if it's worth 
                    learning, it's worth learning well. This can be a real problem 
                    if they're in cahoots with a SME (subject matter expert) who 
                    belongs to the brain drain school of content determination.</span></p>
                  <p><span class="default">The result is bloated courseware, much 
                    more of a problem in my estimation than bloated software. 
                    Because unlike computer RAM a learner's memory is not expandable.</span></p>
                  <p><span class="default">So why not make the most of the chunking 
                    process -- and make some of the courseware editing decisions 
                    that should have been made in the first place.</span></p>
                  <p><span class="default">Begin by assigning someone other than 
                    the original course designer to convert the classroom course 
                    to online learning. Why? For the same reason movie makers 
                    don't let directors make the final cut and newspapers don't 
                    let reporters do their own editing.</span></p>
                  <p><span class="default">A fresh player will be better able 
                    to make the difficult decisions around what must be left out, 
                    what must be reduced to sidebar or reference status, and where 
                    a robust learning structure must absolutely be preserved.</span></p>
                  <p><span class="default">Looking for help on what to prune and 
                    what to preserve? Look no further than your public course 
                    instructors -- chances are they're already streamlining your 
                    courseware to better suit customer needs. Or "hire" a session 
                    of public course attendees to stay after class and help you 
                    single out the course content that is most job-critical and 
                    challenging to learn.</span></p>
                  <p><span class="default">Be up front with online learners concerning 
                    where you've chosen to abbreviate your standard classroom 
                    learning content, offering them an alternate route for filling 
                    in any gaps. This is especially critical if learners are seeking 
                    to pass a certification exam.</span></p>
                  <p><span class="default">All of which is not to say that some 
                    course authors won't relish the opportunity to convert their 
                    pet course to an abbreviated online format -- and do a bang 
                    up job of it. But, if you're picking up other signals, then 
                    jump in and shuffle the deck.</span></p>
                  <p><span class="default">Remember, if your course authors feel 
                    that online learning is something less than classroom learning, 
                    then you shouldn't be surprised when customers feel they should 
                    pay less for it!</span></p>
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