designing for interactivity in online learning spaces pat anderchek faculty liaison, e-learning ctlr
TRANSCRIPT
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Designing for Designing for Interactivity Interactivity
in Onlinein OnlineLearning SpacesLearning Spaces
Pat AnderchekPat Anderchek
Faculty Liaison, e-Learning Faculty Liaison, e-Learning
CTLRCTLR
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Please comment, ask, Please comment, ask, interject, question at any interject, question at any
time!time!
During this session…During this session…
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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:
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Today we will endeavour Today we will endeavour to link:to link:
Experiences &
ThoughtsAssumptio
ns&
TheoryOh my!
&Challenges
Roles&
Next steps
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““Bad” teaching + technology Bad” teaching + technology
= =
expensive “bad” teachingexpensive “bad” teaching
TechnologyTechnology is a Resource! is a Resource!
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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.
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We suggest that We suggest that when you begin when you begin online learning online learning
that you…that you…
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Start small and grow…Start small and grow…
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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
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e-Learninge-Learning
is about the is about the “learning”
not about the not about the ‘e'
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Goal of IntegrationGoal of Integration
improved learningimproved learning
==
interactivityinteractivity
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E-Learning AdoptionE-Learning Adoption
• • Web-facilitated Web-facilitated
• Web-enhancedWeb-enhanced
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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)
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Maybe…eventually?Maybe…eventually?
Online Online
• Entire course is Entire course is delivered online delivered online
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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
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1.1. Learner-Learner InteractionLearner-Learner Interaction
Types Types
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2.2. Educator-Learner InteractionEducator-Learner Interaction
Types Types
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3. Learner-Content Interaction3. Learner-Content Interaction
Types Types
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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?
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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?
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What words What words come to mind?come to mind?
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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
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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
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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
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Deep & Meaningful Learning
Learner
ContentEducator Learner
Interactions
Personal Application & ValuePersonal Application & Value
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Challenges as Challenges as Educators?Educators?
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Challenges
ChoosingChoosing technologytechnology TimeTime
WorkloadWorkload
AuthenticAuthentic assessmentsassessments
Learner diversityLearner diversityResourcesResources
Safe opportunitiesSafe opportunities
CostsCosts
ClassClass sizesize
Design & development supportDesign & development support
LearnerLearner preferencespreferences
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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
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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
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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
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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))
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““Old World” Old World” vs. vs.
““New World”New World”
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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.
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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)
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“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.”
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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)
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Deep & Meaningful Learning
Learner
ContentEducator Learner
Interactions
Personal Application & ValuePersonal Application & Value
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Learner
Content
Educator
Learner
Interactions
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Learner
Content
Educator
Learner
Interactions
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Learner
Content
Educator Learner
Interactions
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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
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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?
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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.
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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
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enhanced forms of enhanced forms of learner-content interactions
& more & more flexible & effective
learning spaces
CreationCreation
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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
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Presentation Content Presentation Content & Construction& Construction
Pat Anderchek, 2006Pat Anderchek, 2006________________________________________________________________________________________________
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