Menu items in an IMMEX™ problem set are hyperlinked to information that a student may view when searching for supporting information to solve the problem posed in the prolog. After brainstorming ideas for the problem space, organize the information into logical groups. These logical groups represent prospective menu items that may be included in the problem space of your problem set. You can think of the items of information within each group as individual pages in a file folder. In this case, think of the file folder as a menu item, and the individual pages of information as sub menu items. You should arrange the sub menu items in a logical sequence (alphabetically, chronologically, etc.). If you find that you need to form groups of items under a sub item, do so. Each item in a group under a sub menu items will be candidates for cascading menu items. The graphic above shows how menu items might be arranged with PostIt® notes.
To ensure that you have incorporated menu items that will yield all potential combination of information a student will need to solve the problem, conduct a cognitive task analysis by simulating the various ways you envision students may use to attempt to solve the problem. Consider strategies along the novice expert continuum. To replicate the analytical pathway a student might use, physically remove PostIt® notes from the prototype as you select items you would explore to collect data to support your solution. As you go through this exercise, think in terms of specific data that you would actually need to solve the problem. Be sure to include resources such as a library and a glossary so that students who may need to review information previously covered in class, may have an opportunity to do so.