The participants looked at the logic of linear (horizontal movement), level jumping (vertical progression between different levels of difficulty) and the pedagogical function and components of the superunit.
The facilitating task plays a key role in the level-jumping curriculum; its implementation was explored through a joint exchange of experiences. Creating the right facilitative task is a major challenge, as it is necessary to implement online the kind of learning management that is experienced face-to-face in the classroom.
An important consideration when designing a facilitation task is that it should not be more difficult than the main task; it should provide support for the original question, not add a new question. It should also activate knowledge, act as a guide and, of course, help to identify and resolve the stuck point.
Content developers can take two approaches to providing assistance:
- bottom-up (working from the bottom up through the learning process) and
- a top-down approach (rethink your answer in the light of the correct solution).
To summarise, we have thought about how to implement a well-functioning superunit in a subject-specific way, especially in terms of supporting tasks and explanations. We have provided the participants with the appropriate technical and methodological basis to start the work on level-jumping content development.