Sequencing tasks and activities in a course allows the learner to build their skills knowledge as they work toward becoming competent in assessment. This is also called scaffolding the learning.
The information in the OARAS is the foundation for your course storyboard. The storyboard is a visual outline that illustrates the step by step sequence of your course.
Sequencing tasks and activities in a well thought out way within your course allows the learner to make sense of what they have learned so far and test their knowledge. It also provides an opportunity to practice and repeat the content. This repetition helps people to learn.
How do we sequence tasks and activities?
When asking adult learners to participate in tasks and activities, ensure that you include these at an appropriate time to provide relevance to their learning.
Sequencing the activities within the resources at intermittent periods ensures that the learning is broken down into chunks thus allowing the learner to consolidate their learning. If an adult learner understands why they are completing an activity they will be more engaged.
Examples of sequencing
After identifying the learning outcomes and resources for your course, look for key places where activities can be embedded in the learning. This is often at the completion of a topic.
Why do we sequence tasks and activities?
Sequencing tasks and activities in a course allows the learner to build their skills knowledge as they work toward becoming competent in assessment. This is also called scaffolding the learning.
The information in the OARAS is the foundation for your course storyboard. The storyboard is a visual outline that illustrates the step by step sequence of your course.
Sequencing tasks and activities in a well thought out way within your course allows the learner to make sense of what they have learned so far and test their knowledge. It also provides an opportunity to practice and repeat the content. This repetition helps people to learn.
How do we sequence tasks and activities?
When asking adult learners to participate in tasks and activities, ensure that you include these at an appropriate time to provide relevance to their learning.
Sequencing the activities within the resources at intermittent periods ensures that the learning is broken down into chunks thus allowing the learner to consolidate their learning. If an adult learner understands why they are completing an activity they will be more engaged.
Examples of sequencing
After identifying the learning outcomes and resources for your course, look for key places where activities can be embedded in the learning. This is often at the completion of a topic.
Click on each type of activity to learn more.
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