The Order of Instruction case studies are arguably the most important content on this web site; they show how to apply the instructional sequencing types. Three of the four case studies (Hello World in Java, Expressions in Java, and Motivating Recursion) cover coding topics.

Coding is a good subject for case studies because it is has complex topics and deciding how to sequence the content for such topics is not straightforward. Also, I know coding well so this is a very familiar topic for me to write about.

I understand that many users of this website likely don't have a background in coding. For this reason, I'm planning to write some non-coding case studies.

• Scoring a bowling game
• Principles of pickleball

If there are case studies for other topics you would like to see, email me at [email protected].

I researched how existing instructional sequences named and how they are grouped into categories. My research consisted of these resources:

• Online searches using Google, using terms such as "instructional design sequencing"

• Well known books on instructional design. I did not research the academic literature.

I used the results of my research as a guide for naming and grouping the sequencing methods on this website.

Grouping of Instructional Sequencing Methods​

Most resources that I found did not group sequencing methods into categories. I found one resource that did group sequencing methods: chapter 6 of the book "Designing Effective Instruction" which contains these categories:

• Learner related: These are methods such as learner familiarity and interest.

• World related: Such as spatial (sequencing by position such as to left to right or top to bottom)

• Concept related: These are methods such as sequencing by prerequsites.

[Source for above: Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. Designing Effective Instruction, 6th Edition. John Wiley & Sons].

Because Order of Instruction (OOI) website contains approximately 20 sequences, I found a need to categorize them. The categories are the top level entries (detail sequences, prerequsite solving sequences, repetition sequences, etc.) under Sequencing Methods in the left navigation bar. Like the "Designing Effective Instruction" source, I kept the learner related category (but only included the learner familiarity and interest sequences). I ignored the world related category and did not include the sequences in this category. I did not include a concept category either, but included some of the sequences found here in other OOI categories.

Naming of Instructional Sequencing Methods​

In my research, I found little consistency in the naming of the methods instructional sequencing me. For example, concrete-abstract sequencing could also be named example-to-rule sequencing, or inductive sequencing. For this reason, when selecting names for the sequencing methdos on this website, I chose the name I thought would fit the sequence best.

New instructional sequences (and their names)​

I created some new instructional sequences, that to my knowledge, do not exist (or are not documented), based on my research. Because I created these sequences, I also had to name them. The sequences are listed below under the categories.

Category: Problem Solving Sequences (under Prerequisite Sequences)

• Application sequence
• Inferred application sequence
• Variation sequence
• Extension sequence

Category: Repetition

• Varied repetition sequence
• Aggregate varied repetition sequence

Category: Other

• Content support sequence
• Exposure sequence
• Isolation sequence

As a Technical Writer and a teacher, I've observed the important role of content sequencing in designing effective instruction. Effective sequencing (combined with chunking) helps to simplify complex content, by presenting the content in incremental steps. And effective sequencing helps the content designer achieve "instructional flow", where one block of content transitions seemlessly to the next. Effective sequencing is an important contributor to quality instruction.

Over time, I developed my own thoughts on how to sequence content effectively. At the same time, I wanted to see what existing bodies of knowledge could offer on this topic. What better place to look than the field of Instructional Design? This is broad field that encompasses the entire lifecycle of the design process, from determining the need for instruction to evaluating the instruction after it has been delivered. The field is informed by many theories and models.

Doing an online search of "Instructional Design sequencing" (and related terms) returned some websites that discuss the different types of sequencing. Beyond that, there wasn't much more coverage of the topic. Maybe there isn't much more to say about sequencing that non-academics would be interested in? (I'm excluding the academic literature).

There is more to talk about. What's missing is an explanation of how to apply the sequencing methods in practice. It's similar to learning how to play a game where understanding the rules is easy, but applying the rules to win the game is not. (Think about chess). OOI provides case studies, which are examples of how multiple sequencing methods are applied at once.

The OOI website is dedicated to instructional sequencing and targeted to non-academics. In addition to the case studies, it contains a catalog of sequencing methods I found elsewhere (links to those sources are included), and additional sequencing methods I have identified. Most notably, I created problem solving sequences that can be used as an alternative to other Instructional Design theories/models (links to those included) relating to problem solving.

Enjoy! If you have comments/feedback, email me at [email protected].