Building Interactivity into MultiMedia: Theory into Practice by Lauren Cifuentes.

Building Interactivity into MultiMedia: Theory into Practice

by Lauren Cifuentes

Interactivity=Structured activity that takes place among the: learner and the content learner and other learner learner and instructor learner and the technology

Learner/content interactions are most critical for learning. So, designers need to know ways to build in learner/content interaction.

For Instance:From an instructional design perspective— presenting video to a student to watch is

not interactivity. Providing focus questions for journal

entries prior to viewing, a worksheet to fill out during viewing, and/or a computer conference for post viewing discussion are all examples of interactivity.

Theory Informs PracticeLets look at three significant theories that tell

designers a lot about how to create highly interactive lessons.

The practice of behavioral learning theory dominated the first 80 years of this century and was most completely manifested in B. F. Skinner’s programmed instruction.

The practice of cognitive psychology emerged in the 70’s and was manifested in information processing practices.

The current practice of constructivism is manifested in authentic, situated activity embedded in projects and problems-based learning.

Theory In Practice

Behaviorism

Cognitive Psychology

Constructivism

Programmed Instruction

Aids to Information Processing

Authentic, Situated Activity

Behaviorism “The goal of instruction for the behaviorist is to

elicit the desired response from the learner who is presented with a target stimulus” (Ertmer & Newby, 1993).

There is much to be learned about interactivity from the practice of stimulus/response/reinforcement. The following principles apply to programmed instruction and facilitate learning well beyond the context of programmed instruction.

Behaviorism Programmed Instruction

provides prior definition of objectivesprovides sequence in small stepsrequires a measurable responseprovides immediate feedback lets learners work independently is developed and evaluated with learners

Programmed instruction requires continuous student/content interactivity. One small step of stimulus/response/reinforcement follows.

StimulusEqual mixtures of red, green and blue light produce neutrals such as white.

Unequal mixtures of red, green and blue light produce non-neutrals such as purple.

We know that if we shine red, green and blue light on a white screen or wall so they are mixed or added in equal amounts, we will see __________ light.

Response

If you answered WHITE, you are correct!

The mixing of red, green and blue light produces white light.

Reinforcement

While efficient for learning information, such instruction may not be effective for learning “higher order” skills.

Also, it can be boring for bright learners.

Cognitive Psychology“Cognitive theories emphasize making

knowledge meaningful and helping learners organize and relate new information to existing knowledge in memory” (Ertmer & Newby, 1993).

There is much to be learned about interactivity from the practice of memory enhancement. The following principles apply to information processing and facilitate encoding, memory, and retrieval.

CognitivePsychology

Aids to InformationProcessing

Orientation activities to engage learnerAdvance organizersVisual/verbal balanceLearner required to engage and make

decisionsLearner analyzes, synthesizes,

summarizes, describes, and/or solves

What can students do during multimedia instruction?

Indicate distinctive features of new concepts

Make pictorial and verbal notesShow interrelationships among

conceptsRelate what is learned to what

they already know

Have learners indicate distinctive features by including indicators in their notes:

Circles or other shapesAsterisksColorShadingVisual blowup

Have students make pictorial and verbal notes:

Draw as well as write during note taking

Have students show interrelationships by using graphic conventions:

Cause and Effect-- causal chain Hierarchical-- flow chart, pyramid, treeChronological-- timelineSequential-- numbered or alphabetized listOppositional– yin yang, Comparative-- chartsCategorical-- tables

Have students relate what is learned to what is already known:

Create a direct representationCreate a metaphorCreate an example and/or

nonexampleCreate a mneumonic

Constructivism “As one moves along the behaviorist-cognitivist-

constructivist continuum, the focus of instruction shifts from teaching to learning, from the passive transfer of facts and routines to the active application of ideas to problems” (Ertmer & Newby, 1993).

There is much to be learned about interactivity from the practice of designing authentic, situated activity. The following principles apply to projects and problems based experiences and facilitate learning in complex environments.

Constructivism

Learner builds hypotheses, rules, explanations, definitions, categories, etc.

Learner controls pace, activity, product

Learner tests and refines ideasMistakes are O.K.Learner interacts with an expert

Authentic, SituatedActivity

Constructivist ValuesHow might you design for the following

in each of your workstations?–collaboration

–personal autonomy

–generativity

–reflectivity

–active engagement

–personal relevance

–pluralism

Authentic Activity Students complete projects and solve complex problems Students are exposed to multiple perspectives They test their own ideas for their viablility.

The multiple perspectives of collaborative environments are rich resources for testing one’s constructions.

•Is the learner required to evaluate, consider alternatives, and explain during the process?

•Does the learner have ownership of the solution process?

For each workstation ask:

• Do learning activities center around the “problematic” or “puzzlement” as perceived by the learner?

• Does instruction focus on the learner’s process as well as the product?

• Is mentorship provided?

Apply principles of behaviorism, cognitive psychology, and constructivism to the design of your instructional environment.

Interactivity: Rule of Thumb

Ask students to do something frequently (approximately every third slide) during your lesson.

They might write, discuss, predict, solve, build, draw, perform, etc.

The activity may or may not involve computing.

Interactivity=Structured activity that takes place among the: learner and the content learner and other learner learner and instructor learner and the technology

Learner/content interactions are most critical for learning. So, designers need to know ways to build in learner/content interaction.