Designing for Interactivity in Online Learning Spaces Pat Anderchek Faculty Liaison, e-Learning CTLR.

Designing for Designing for Interactivity Interactivity

in Onlinein OnlineLearning SpacesLearning Spaces

Pat AnderchekPat Anderchek

Faculty Liaison, e-Learning Faculty Liaison, e-Learning

CTLRCTLR

Please comment, ask, Please comment, ask, interject, question at any interject, question at any

time!time!

During this session…During this session…

Introduce Your Partner Introduce Your Partner

• Previous ExperiencesPrevious Experiences• Goals for attending Goals for attending • Specific questions regarding Specific questions regarding

interactivity and online learning interactivity and online learning spaces?spaces?

Introductions: Introductions:

Today we will endeavour Today we will endeavour to link:to link:

Experiences &

ThoughtsAssumptio

ns&

TheoryOh my!

&Challenges

Roles&

Next steps

““Bad” teaching + technology Bad” teaching + technology

= =

expensive “bad” teachingexpensive “bad” teaching

TechnologyTechnology is a Resource! is a Resource!

If you don’t know where you are If you don’t know where you are going, technology will not help going, technology will not help

you get there.you get there.

oror

If you are headed in the wrong If you are headed in the wrong direction, technology won’t helpdirection, technology won’t help

get you to the right place.get you to the right place.

We suggest that We suggest that when you begin when you begin online learning online learning

that you…that you…

Start small and grow…Start small and grow…

The opposite The opposite

applies to designing for applies to designing for interactivity,interactivity,

quality education/learning quality education/learning requires high levels of requires high levels of interaction by learnersinteraction by learners

e-Learninge-Learning

is about the is about the “learning”

not about the not about the ‘e'

Goal of IntegrationGoal of Integration

improved learningimproved learning

==

interactivityinteractivity

E-Learning AdoptionE-Learning Adoption

• • Web-facilitated Web-facilitated

• Web-enhancedWeb-enhanced

Hopefully…Hopefully…

Blended or Mixed-ModeBlended or Mixed-Mode

The most effective The most effective in terms in terms

of increased grades.of increased grades.

(Dziuban, Hartman & Moskal, 2005)

Maybe…eventually?Maybe…eventually?

Online Online

• Entire course is Entire course is delivered online delivered online

It is not…It is not… It is:It is:

““reciprocal events that require at least two reciprocal events that require at least two objects and two actions. Interactions occur objects and two actions. Interactions occur

when these objects and events when these objects and events mutually influence one another”

((Wagner 1994)Wagner 1994)

InteractionInteraction

1.1. Learner-Learner InteractionLearner-Learner Interaction

Types Types

2.2. Educator-Learner InteractionEducator-Learner Interaction

Types Types

3. Learner-Content Interaction3. Learner-Content Interaction

Types Types

F2F ClassroomF2F Classroom

Think about your various experiences in the Think about your various experiences in the F2F classroom, both as an educator and F2F classroom, both as an educator and maybe as a learner.maybe as a learner.

Consider each of the three areas:Consider each of the three areas: 1. Learner-Learner interaction 1. Learner-Learner interaction 2. Educator-Learner interaction2. Educator-Learner interaction 3. Learner-Content interaction3. Learner-Content interaction

What made the experiences positive or What made the experiences positive or negative for you?negative for you?

e-Learning e-Learning

Your experiences with the online Your experiences with the online environment, as an educator and as a environment, as an educator and as a learner in these three areas.learner in these three areas.

1. Learner-Learner interaction 1. Learner-Learner interaction 2. Educator-Learner interaction2. Educator-Learner interaction 3. Learner-Content interaction3. Learner-Content interaction

What made these experiences positive or What made these experiences positive or negative for you?negative for you?

What words What words come to mind?come to mind?

Words Like…

ChallengingChallenging

LearningLearning focusedfocused

RelevantRelevant

OrganizedOrganized

Active/engagedActive/engaged

Constructive learningConstructive learning

Feedback richFeedback rich

Safe opportunitiesSafe opportunities

AnchoredAnchored

IndividualizedIndividualized

Learner control & responsibilityLearner control & responsibility

Authentic assessmentAuthentic assessment

RepetitionRepetition

Good PracticeGood Practice (Chickering & Gamson)(Chickering & Gamson)

1.1. Encourages contact between students and faculty Encourages contact between students and faculty

2.2. Develops reciprocity and cooperation among Develops reciprocity and cooperation among studentsstudents

3.3. Encourages active learning Encourages active learning

4.4. Gives prompt feedback Gives prompt feedback

5.5. Emphasizes time on task Emphasizes time on task

6.6. Communicates high expectationsCommunicates high expectations

7.7. Respects diverse talents and ways of learning Respects diverse talents and ways of learning

AssumptionsAssumptions

Interaction has always been valued in Interaction has always been valued in education, has the greatest impact on education, has the greatest impact on learning & is a crucial component to learning & is a crucial component to all forms of education, including e-all forms of education, including e-LearningLearning

• move from passive to active learnersmove from passive to active learners• learn with greater meaninglearn with greater meaning• move from surface to deeper learningmove from surface to deeper learning• have a greater retention of have a greater retention of

learninglearning

Deep & Meaningful Learning

Learner

ContentEducator Learner

Interactions

Personal Application & ValuePersonal Application & Value

Challenges as Challenges as Educators?Educators?

Challenges

ChoosingChoosing technologytechnology TimeTime

WorkloadWorkload

AuthenticAuthentic assessmentsassessments

Learner diversityLearner diversityResourcesResources

Safe opportunitiesSafe opportunities

CostsCosts

ClassClass sizesize

Design & development supportDesign & development support

LearnerLearner preferencespreferences

SolutionSolution

Technology provides Technology provides the opportunity to change learner–the opportunity to change learner–

educator & learner-learner educator & learner-learner interaction into enhanced forms of interaction into enhanced forms of

learner-content interactionslearner-content interactionswhich meets a diversity in which meets a diversity in

learner needs & preferenceslearner needs & preferences

In partners:In partners:

Describe ways in which technology can Describe ways in which technology can increase the level of interactivity in each increase the level of interactivity in each area.area.

1. Learner-Learner interaction 1. Learner-Learner interaction 2. Educator-Learner interaction2. Educator-Learner interaction3. Learner-Content interaction3. Learner-Content interaction

Online InteractionOnline Interaction

Online InteractivityGroup based Group based

projectsprojects

Moderator of discussionsModerator of discussions

CMC or discussion forumsCMC or discussion forums

Online presentationsOnline presentations

Blogs & WikisBlogs & Wikis EmailEmail

Problem-based Problem-based learninglearning

Games Games

Video streaming Video streaming

LMSLMS

Self-tests, quizzing toolsSelf-tests, quizzing tools

Collaborative/activeCollaborative/active learning spaces learning spaces

PodcastingPodcasting

SimulationsSimulations

MediaMedia

Finally…Finally…

Research does not support the finding Research does not support the finding that learning in one medium that learning in one medium

is superior in all ways to learning is superior in all ways to learning supported via other media.supported via other media.

(Anderson, 2006)(Anderson, 2006)

Yet we tend to believe F2F is superior… Yet we tend to believe F2F is superior… (Fahy, 2006(Fahy, 2006))

““Old World” Old World” vs. vs.

““New World”New World”

Significant costs Significant costs

are associated are associated

with high levels of interactionwith high levels of interaction

in all 3 domains.in all 3 domains.

Anderson’s TheoremAnderson’s Theorem

““Deep and meaningful formal learning is Deep and meaningful formal learning is supported as long as one of the three forms supported as long as one of the three forms of interaction (student–teacher; student-of interaction (student–teacher; student-student; student-content) is at a high level.student; student-content) is at a high level.

The other two may be offered at minimal The other two may be offered at minimal levels, or even eliminated, without degrading levels, or even eliminated, without degrading the educational experience.”the educational experience.” (p. 4)

“High levels of more than one of these

three modes will likely provide

a more satisfying educational experience, though these experiences

may not be as cost or time effective

as less interactive

learning sequences.”

Equivalency TheoryEquivalency Theory

““As an educator you can substitute As an educator you can substitute

one type of interaction for one of the others one type of interaction for one of the others (at the same level) with little loss in (at the same level) with little loss in

educational effectivenesseducational effectiveness – thus the label of an – thus the label of an

equivalency theory” (p.5)(p.5)

Deep & Meaningful Learning

Learner

ContentEducator Learner

Interactions

Personal Application & ValuePersonal Application & Value

Learner

Content

Educator

Learner

Interactions

Learner

Content

Educator

Learner

Interactions

Learner

Content

Educator Learner

Interactions

Given the costs Given the costs associated with high levels of associated with high levels of

interactivity in all three areas this interactivity in all three areas this theorem can act as a guide theorem can act as a guide

for educators developing e-Learning for educators developing e-Learning spaces that are both effective & spaces that are both effective &

efficient in meeting diverse efficient in meeting diverse learning needs. learning needs. (p.5)(p.5)

Effective & EfficientEffective & Efficient

ReflectionsReflections

1.1. What is your vision of your learning What is your vision of your learning space in 5 years?space in 5 years?

2.2. What strategies do you employ to What strategies do you employ to facilitate interactivity in the learning facilitate interactivity in the learning process?process?

3.3. Think of your online learning spaces and Think of your online learning spaces and rank accordingly.rank accordingly.

4.4. How high is your level of interactivity in How high is your level of interactivity in each of the 3 areas?each of the 3 areas?

ReflectionsReflections

5.5. Are their cost effective ways to increase how Are their cost effective ways to increase how you facilitate interactivity in each of the 3 you facilitate interactivity in each of the 3 domains so that your general interactivity domains so that your general interactivity score is higher?score is higher?

6.6. In which area can you reduce the level of In which area can you reduce the level of interactivity & subsequently increase the level interactivity & subsequently increase the level of interactivity in another domain?of interactivity in another domain?

7.7. Consider using this equivalency theory in your Consider using this equivalency theory in your F2F courses, blended delivery & in your F2F courses, blended delivery & in your program structure & delivery.program structure & delivery.

ConclusionConclusion

• We can’t continue to increase the level of We can’t continue to increase the level of interactivity in every domain in every interactivity in every domain in every course course

• Effective implementation of technology Effective implementation of technology can change learner–educator and can change learner–educator and learner-learner interaction learner-learner interaction

enhanced forms of enhanced forms of learner-content interactions

& more & more flexible & effective

learning spaces

CreationCreation

Questions Questions & &

comments?comments?

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ReferencesReferencesAnderson, T, (2003) Getting the mix right again: An updated and theoretical rationale for interaction, The International Review of Research in Open and Distance Learning, Vol 4, No 2 (2003), ISSN: 1492-3831, retrieved Oct 30, 2006, from http://www.irrodl.org/index.php/irrodl/article/view/149

Chickering, A. & Gamson, Z. (1989). Seven principles for good practice in undergraduate education. AAHE Bulletin, March, pp. 3-7. retrieved December 4, 2006 from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

Fahy, P., (2006). Online Teaching in Distance Education and Training, Athabasca University, Study Guide retrieved October 1, 2006 from http://cde.lms.athabascau.ca/mod/resource/view.php?id=1060

Roblyer, M. D. & Ekhaml, L. (2000). How interactive are your distance courses? a rubric for assessing interaction in distance learning, retrieved November 15, 2006, from http://www.westga.edu/~distance/roblyer32.html

University or West Georgia, Online Course Checklist, retrieved Dec 1, 2006 from http://www.westga.edu/%7Edistance/vista/checklist/checklist.html

Hartman, J, Moskal, P, and Dziuban, C (2004) Preparing the academy of today for the learner of tomorrow, Educating the Net Generation, retrieved September 2, 2006 from http://www.educause.edu/ir/library/pdf/pub7101f.pdf

Presentation Content Presentation Content & Construction& Construction

Pat Anderchek, 2006Pat Anderchek, 2006________________________________________________________________________________________________

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