Online learning requires a clear structure to enhance learning, particularly for those with little background in the subject. Structurally, the design of online learning may involve branching and merging, forking and joining of multiple branches, and other combinations of branching, for a learner or learners. Instructional branching is a tool that enables the achievement of multiple objectives. These include the following: (1) An Adaptive Curriculum: Adapting a richer curriculum to reflect the complex realities of a field and the real world; (2) Learner Support: Accommodating learners, who often have diverse needs based on their capabilities, ambitions, areas of study, and needs; (3) Learner Collaboration Support: Promoting the building of learning teams for the acquisition of collaboration, co-learning, and co-design skills; (4) Respect for Learner Decision-Making: Respecting the decision-making of learners, particularly in scenarios of simulations, games, problem solving, case studies and analysis, microsite presentations, slideshows and lecture captures, design, and innovation; (5) Maximizing In-World Opportunities: Taking advantage of opportunities in the environment such as the availability of a guest speaker, the co-funding of a shared learning endeavor, a partnership with a business entity, fieldtrip options, and/or other created opportunities. This chapter addresses various known branching designs on two levels: (1) course curriculums and (2) Digital Learning Objects (DLOs). It offers a typology of branching at the course curriculum level. Further, it covers branching in the DLO level based on specific cases. It analyzes the various points at which a curriculum converges and when it diverges (branches). Finally, the chapter includes a section on the mindful design of branching: design of the branching, the transitions, and proper learning assessments.
Measurement of Resources and Investments to Develop Digital Learning Objects
