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Content chunking that improves learning

When you’re an expert in your subject, it’s tempting to share everything at once. But too much information delivered too quickly can overwhelm learners and reduce retention. Chunking is the process of breaking content into manageable, meaningful sections and is a proven technique that supports learning by aligning with how our brains process information.

 

Whether you’re a learning designer, educator, or SME writing content for a course, knowing how to organise your material into digestible chunks can make your learning content clearer, more engaging, and easier to absorb.

Our top tips

Start with a chunking structure

Before writing, map out the core ideas you need to convey. Group related content together under clear subheadings. 

Stick to one idea at a time

A good chunk often covers one concept, procedure, or decision point. This reduces cognitive load and helps learners process and retain new information more effectively. Avoid layering multiple new concepts in one paragraph or screen.

Use headings and subheadings

Descriptive headings act like signposts and help learners skim or revisit content easily. Use specific headings, such as “Steps for safe equipment use” or “Why the policy matters.”

Keep paragraphs or interactives short

Stick to 3–5 lines per paragraph. White space makes content more inviting and less intimidating.

Space it out

Don’t be afraid of using multiple screens, slides, or pages. Spacing content across screens is not about making the module longer, it’s about helping learners take in information at the right pace.

Support text with visuals when chunking content

Pair text with relevant images, diagrams, or videos that reinforce the concept. 

Chunking content shown as a structured learning path

Introduce, explain, recap when chunking content

Chunking can follow a simple pattern:

  • Introduce the topic and its relevance
  • Explain or demonstrate it
  • Recap with a summary, checklist, or short reflection

When content is presented in structured, digestible sections, learners are better able to understand, apply, and remember what they’ve learned.

Contact us to see how we can help

Clark, R. C., & Mayer, R. E. (2011). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rd ed.). Pfeiffer. 

Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. https://doi.org/10.1037/h0043158 

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer. 

Reflection activities that resonate

Reflections are a powerful learning strategy that helps learners deepen their understanding, connect new knowledge with prior experience, and develop critical thinking skills. In online learning environments, where independent engagement is often required, incorporating well-structured reflection opportunities can significantly enhance learner outcomes.

 

Reflection tasks have the power to reduce cognitive load by allowing learners to pause, process complex information, and consolidate their understanding. This improves retention and helps learners draw connections between content and their own context, making the learning experience more relevant and memorable.

Our top tips

Purposeful prompts

Reflections should go beyond generic questions like “What did you learn?” and instead prompt learners to analyse, evaluate, or apply the content. For example: “Which of the methods covered would work in your current role?” or “What assumptions did you have before undertaking this module, and how have they changed?”

Offer choice in format

Allow learners to choose how they reflect to enhance engagement. Depending on system capability this could be writing their own notes, typing into a text box, recording a voice memo, or creating a visual.

Make it meaningful

Avoid reflections that feel like a formality. Link reflections clearly to the learning outcomes and assessments. Where possible, provide feedback or explanations to acknowledge the learner’s input and reinforce the value of the activity.

Encourage peer dialogue

Incorporating discussion forums or paired reflection activities can enhance learning by introducing new perspectives. Structured prompts and guidelines help maintain respectful, constructive exchanges in asynchronous environments.

Timing matters

Integrate reflection at key points in the learning journey rather than just at the end. Mid-module check-ins or post-activity reflections give learners a moment to slow down, reduce cognitive load, and embed new knowledge by connecting it to prior experience.

Protect privacy and psychological safety

Be mindful of when reflections might contain sensitive personal experiences. Clearly indicate whether reflections are private or shared and avoid mandatory public reflection on personal issues without opt-out options.

Be clear about expectations

If reflections are part of assessment, provide a rubric or clear guidance on what is being assessed. This might include assessing the depth of analysis, personal insight, or application to practice.

Balance structure and flexibility

Use structured questions to guide thinking but allow space for learners to explore unexpected insights. Reflection is inherently personal—allow for individuality.

Embedding reflective practice in online learning reduces cognitive overload, strengthens relevance, and builds learner autonomy. By providing opportunities to process and personalise knowledge, reflections support deeper and more meaningful learning.

Contact us to see how we can help

Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Routledge. 

Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. RoutledgeFalmer. 

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer. 

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071 

Ryan, M., & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development, 32(2), 244–257. https://doi.org/10.1080/07294360.2012.661704 

Onboarding solutions without boredom

Online learning has come a long way since its inception – high quality graphics, animation, gamification, storytelling, scenarios etc – but unfortunately when it comes to workplace onboarding training this often falls into the “necessary evil” category for many organisations. It’s dry, repetitive, and frequently feels like a box-ticking exercise. 

 

As online learning experts, we know the secret to transforming those yawn-inducing modules into engaging, effective onboarding solutions. 

Our top tips

Make it micro

Break it down. Short, focused modules mean employees can quickly absorb and apply the essentials without feeling overwhelmed. Try using a mix of concept explainer videos, infographics, and branching scenarios with one for each micro piece of learning.

Keep it relevant

Ditch the one-size-fits-all approach. Use organisational data to understand your audience to tailor content to individual roles, teams, and goals. For example, if you’re talking procedures follow the workflow so that learners see the process in action.

Be genuine

Use storytelling and authentic voices. Real-life examples from peers and leaders bridge the gap between new hires and workplace requirements. Give learners real tasks to apply their new knowledge and skills so that they can learn on the job.

Use interactivity

Take advantage of tools. This will increase engagement by making learners active rather than passive. Try infographics, bite-sized videos, and interactive content to keep learners engaged and reduce cognitive overload.

Measure, learn, improve

Gather feedback and tweak the experience. Use quantitative data from the system you’re using to deliver the training to understand any pain points that are impeding progress and use qualitative data, such as surveys, to understand the learner experience.
  

Onboarding training is an opportunity to impress new hires so getting it right means boosting engagement, productivity, and retention before your new hires even finish their coffee. 

A well-designed onboarding solution is an investment in your people, helping new employees become productive, engaged and confident sooner.

Contact us to see how we can help

Bauer, T. N. (2010). Onboarding new employees: Maximizing success. SHRM Foundation.

Clark, R. C., & Mayer, R. E. (2016). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley.

Merrill, M. D. (2013). First principles of instruction: Identifying and designing effective, efficient and engaging instruction. Pfeiffer.

Accessibility for eLearning

Accessibility in online learning is not just a matter of compliance with standards, it is an ethical imperative to provide equal opportunities for everyone. There are several ways that learning designers and graphic designers can implement accessibility practices into online courses.

 

Use the Web Content Accessibility Guidelines (WCAG) for clear and practical advice about accessibility across online formats. 

Our top tips

Alternative text and accessibility

designing for accessibility

Provide descriptive alt text for all images, diagrams, and other visual content. Keep it simple and descriptive and capture the key reason that the graphic has been included. Decorative images do not require alt text but can be marked as decorative within the image attributes so that learners know they are decorative. Alt text does not need to include “Image of…” as screen readers will alert the listener that it is a graphic.

Screen reader accessibility

When writing educational content consider how it would be read out by a screen reader. For example, avoiding the backslash, vertical bar, or abbreviations such as etc which is read properly by some screen readers but not all.

Contrast and colour

Use high contrast between text and background and avoid relying solely on colour to convey information. For example, asking learners to select the “blue button” for more information will make it difficult for the visually impaired.

Captions and transcripts

Provide captions for all video and audio content and offer transcripts for learners who prefer to read the material.

Simple language

Use clear, concise language and avoid jargon or complex sentences. Write the way that you would speak, this helps consider how screen readers will sound. Avoid too many capital letters by using sentence case. Check that the content is logically ordered, and that headings and chunks are clearly defined.

Multimedia accessibility

Use multimedia elements, such as images and videos, to reinforce textual information and aid comprehension. Ensure that images have a zoom option and that videos have controls so that learners can take it at their own speed.

Keyboard accessibility

Design content that can be navigated using a keyboard alone, without requiring a mouse. For example, can the table be tabbed through? Will the quiz accept the Enter button to tick the correct response?

Learner control

Allow learners to move through the content at their own pace. This can be achieved through:

  • Avoid using timed slides or putting time restrictions on quizzes.
  • Videos should have controls to pause, go back, and toggle the captions on or off.
  • Images, diagrams, and infographics should have a zoom option.
  • Keep navigation clear so that learners can revisit content, this includes navigation on the eLearning platform.

Interactive elements

Ensure that interactive elements used are accessible, such as hotspots and questions. Depending on the authoring tool this can differ, but the tool should have support pages to find the information on accessible features.

Where tables are included make sure there are no merged cells or nested cells as screen readers find these difficult to navigate.

Questions

When using a multiple response question in a quiz tell the learner that there is more than one correct response by stating it within the question “What are three (3) principles of risk management?”. Or put it at the end of the question “What are the principles of risk management? (Select all that apply).”

Making a commitment to accessibility not only fulfills legal requirements but also demonstrates a dedication to equity, inclusivity, and the success of all learners.

Contact us to see how we can help

Clark, R.C., & Mayer, R. E., (2011).  Who’s in control? Guidelines for e-learning navigation.  In Matthew Davis (Ed), e-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning (pp. 309-338).  San Francisco, CA: Pfeiffer 

NSW Government. (2024). Understanding screen readers. https://www.digital.nsw.gov.au/article/understanding-screen-readers 

Web Accessibility Initiative. (2023). Web Content Accessibility Guidelines (WCAG) 2.2. https://www.w3.org/TR/WCAG22/ 

Creating scenarios that stick

When done right, online learning isn’t just about clicking through information, it’s about immersing learners in realistic situations where they can apply their knowledge. Yet, too often, online learning relies on abstract concepts and passive learning, leaving learners disengaged and ill-prepared for real-world challenges. Scenario based learning brings these realistic situations to life.

 

The solution? Scenarios that mirror actual workplace experiences. Scenario based learning doesn’t just test knowledge, it helps learners build skills, make decisions, and understand consequences in a safe environment.

Our top tips

scenario based learning options that support learning

Make scenario based learning real

Skip generic hypotheticals. Work closely with subject matter experts to incorporate real workplace challenges that employees face daily. Whether it’s handling a difficult customer, navigating compliance procedures, or making leadership decisions, learners should feel like they’re stepping into their own work environment. Refer to workplace procedures and processes to help create realistic scenarios. 

Give learners control

People learn best by doing. Use branching scenarios where learners make choices and experience the outcomes, rather than just reading about best practices. This builds problem-solving skills and reinforces learning through experience.

Keep scenario based learning focused

A scenario should be short, clear, and directly relevant. Avoid overly complex storylines, and focus on one key learning objective per scenario. This keeps learners engaged and ensures they can apply their learning immediately.

Make it emotional

Scenarios with realistic relatable characters, dilemmas, and stakes create emotional connections. When learners feel invested in the outcome, they’re more likely to retain information and change behaviours.

Use technology for scenario based learning

Use eLearning tools like branching scenarios and multiple choice questions to support decision making. Audio and animation can also add an authentic feel through characters and visuals that represent the workplace. 

Test, tweak, improve

Measure how learners interact with scenarios. Are they making common mistakes? Are they disengaging? Use data and feedback to refine content and make it as effective as possible.

Online learning shouldn’t feel like a test, it should feel like practice for the real world. By designing scenario based learning that reflects genuine challenges, you’re preparing learners to think, decide, and succeed.

Contact us to see how we can help

Clark, R. C., & Mayer, R. E. (2013). Scenario-based e-learning: Evidence-based guidelines for online workforce learning. Pfeiffer.

Merrill, M. D. (2013). First principles of instruction: Identifying and designing effective, efficient and engaging instruction. Pfeiffer.