Understanding Interactive Elements in Distance Learning Courses Laura Foley and Matt Miller Center...

Understanding Interactive Elements

in Distance Learning Courses

Laura Foley and Matt MillerCenter for Distance and Independent

StudyUniversity of Missouri–Columbia


Presentation Overview (objectives)During this presentation, we will:

• Define interactivity, and explain why it matters.• Identify ways to integrate interactivity into

course content. • Explain and illustrate our working set of design

principles for interactive components.• Discuss how to use a team approach in

developing interactive elements for online courses.


Presentation Overview (presenters)Meet your presenters:

Laura FoleySenior Instructional EditorCenter for Distance and Independent StudyUniversity of Missouri–[email protected]

Matt MillerInstructional Design SpecialistCenter for Distance and Independent StudyUniversity of Missouri–[email protected]


What Is Interactivity?


What Is Interactivity?• General (dictionary) definition:

“Mutually or reciprocally active; involving the actions or input of a user, especially of, relating to, or being a two-way electronic communication system.“

• Steuer (1992):

“Interactivity is the extent to which users can participate in modifying the form and content of a mediated environment in real time.”


What Is Interactivity? (Moore)• Moore (1989) identified three types of

interaction that occur in learning:

– between the learner and the instructor– between the learner and other learners– between the learner and the content to be

learned

• Lack of learner-instructor and learner-learner interaction leads to emphasis on learner-content interaction


What Is Interactivity? (interface)• Online presentation introduces a fourth type of

interaction—between the learner and the learning interface.

• The student’s ability to use the interactive technologies successfully is a predictor of satisfaction and success. (Hillman, Willis, and Gunawardena, 1994) (Lohr, 2000) (Thurmond and Wambach, 2004)


What Is Interactivity? (our definition)• Must define a threshold for interaction on Web

interfaces (constantly changing)

• A working definition:

Learner-content interaction modifies the environment in which students normally interact with written or visual material, and it does so in a way that either reinforces the objectives in a given lesson (through repetition or reiteration) or asks students to somehow work with their knowledge about the content (through application, analysis, synthesis, etc.).

• Case Study (“Ask the Expert”) Demo >>


What Is Interactivity? (impact)

Increased interaction in distance courses is associated with higher achievement and student satisfaction (Roblyer and Wiencke, 2003)

• Complements different learning styles (e.g., aural or kinesthetic)

• Can promote higher-order thinking• Provides online adaptations of activities that

occur in face-to-face classrooms• Engages student interest in material


Ways to Incorporate Interactivity


Incorporating InteractivityTaxonomy of online interactive environments:• texts that ask students to do something (“illocutionary

force”) (see J.L. Austin)

• self-checking review questions (can be simple HTML, driven by XML, or linear with Flash and media)

• graphical organizers that allow students to discover content

• integrated approach in which the environment (the Web page) allows students to discover content within a single interface

• guided, asynchronous conversations that ask students to shape their intellectual inquiries (blogs, discussion boards, wikis)

• live video/chat (mediated social interaction)• simulacrum (Second Life, etc.)


Self-checking Review Activities• Ideal for reviewing vocabulary, key terms, etc.—

questions that require objective, concrete answers

• Can be designed using Flash or XML-driven data• Best when used in the context of the lesson

– reinforcement (at the knowledge and comprehension levels) is most effective immediately after concepts are presented

• XML-driven review Demo >>• Flash-based review Demo >>


Graphical Organizers• Online application of classroom activity that

helps students organize abstract concepts or brainstorm ideas

• Can be designed in Flash or in HTML (using tables with form fields)

• Flash graphical organizer Demo >>• HTML table with form fields Demo >>


Dynamic Media and Animation• Dynamic media can be used for information that

does not have to be presented in a linear fashion− Image slideshow− Tooltips

• Image slideshow Demo >>

• Animation can be used to demonstrate a process or concept—Flash animation Demo >>


New Web Technologies• In particular, technologies that allow for more

dynamic online collaboration:₋ Weblogs (blogs)₋ Wikis₋ Podcasts or iPod-compatible activities

• Few are talking about the use of these technologies in independent study, but why should we consider their use?


Blogs in Independent StudyHow would we use them?• Not the same as personal blogging• Online adaptation of traditional classroom

activities such as journaling, response papers, and preparation for research

• Advantages:– practice/improve writing skills, emphasizes process,

uses medium of Web (links, citations, graphics), functions as a portfolio and record of student’s intellectual development

• Disadvantages:– may encourage sloppy writing habits that could spill

into other assignments, privacy measures should be taken, not suitable for all content areas


Wikis in Independent StudyWhat’s a wiki?• A Web application that allows users to create,

remove, and edit information

How are wikis used in education?• Students can critique, edit, or contribute entries

to existing wikis.• The course instructor can start a wiki that all

students can contribute to.

Social Justice Wiki, Columbia University Demo >>


Packaged Audio• Audio that you intend students to listen to and

work with outside a browser


Principles of Designing Interactive Components


Principles of Designing Interactive Elements

• Establish clear learning goals, matched to learning objectives– Type of activity chosen should complement content to

be learned− Interactivity must serve a purpose—not “technology for

technology’s sake”

• Include clear, concise instructions• Maintain learner orientation through use of

visual cues:− Logical links, buttons, and menu items− Consistent formatting and use of color− No unnecessary graphics or content


Principles of Designing Interactive Elements

• Developing a plan:

– Questions – Keyed responses and distractors (for objective

questions)– Sample answers (for open-ended questions)– Any other feedback– Vocabulary terms, definitions, etc.– Multimedia: graphics, audio files, etc.– Design: layout, navigation, fonts, colors


A Team Approachto Interactivity


A Team Approach to Interactivity• Author/Instructor

– Provides content knowledge

• Curriculum Coordinator and/or Instructional Designer − Works with instructor to present content for online

delivery− Provides orientation and ongoing guidance in

incorporating technology

• Multimedia Specialist and/or Editor− Produces interactive components (under guidance of

instructional designer)− Helps to fine-tune delivery of course content


References

Understanding Interactive ElementsReferences

• Campbell, Gardner. (November/December 2005). “There’s Something in the Air: Podcasting in Education.” EDUCAUSE Review, 40(6). http://www.educause.edu/apps/er/erm05/erm0561.asp.

• Downes, Stephen. (September/October 2004). “Educational Blogging.” EDUCAUSE Review, 39(5). http://www.educause.edu/pub/er/erm04/erm0450.asp.

• Fountain, Renée. (no date). “Wiki Pedagogy.” Dossiers technopédagogiques. http://www.profetic.org:16080/dossiers/dossier_imprimer.php3?id_rubrique=110.

• Fox, Samantha, and Mary Madden. (December 2005). “Generations Online” Pew Internet and American Life Project. http://www.pewinternet.org/pdfs/PIP_Generations_Memo.pdf.


References (cont.)• Glogoff, Stuart. (June/July 2005). “Instructional Blogging:

Promoting Interactivity, Student-Centered Learning, and Peer Input.” Innovate: Journal of Online Education 1(5). http://www.innovateonline.info/index.php?view=article&id=126. Liu, Alan. (2006). “Developing a Wikipedia Research Policy.” Reprinted on Kairosnews.org, http://kairosnews.org/developing-a-wikipedia-research-policy.

• Lohr, L.L. (2000). “Designing the Instructional Interface.” Computers in Human Behavior 16(2).

• Moore, Michael. (1989). “Three Types of Interaction.” American Journal of Distance Education 3(2).

• Roblyer, M.D., and W.R. Wiencke. “Design and Use of a Rubric to Assess and Encourage Interactive Qualities in Distance Courses.” The American Journal of Distance Education 17(2).

• Steuer, Jonathan. (1992). “Defining Virtual Reality: Dimensions Determining Telepresence.” Journal of Communication 42(4).


References (cont.)• Thurmond, Veronica, and Karen Wambach. “Towards an

Understanding of Interactions in Distance Education.” Online Journal of Nursing Informatics 8(2).

• Trimarco, Ruth. (2004). “Use of blogs in online college classes.” In B. Hoffman (Ed.), Encyclopedia of Educational Technology. http://coe.sdsu.edu/eet/Articles/blogonlineclass/index.htm.

• Wagner, Ellen D. (1997). “Interactivity: From Agents to Outcomes.” New Directions for Teaching and Learning (71)

• Young, Jeffrey R. (11 October 2006). “Textbook Company Tries Putting Bonus Materials on iTunes.” The Chronicle: Wired Campus Blog. http://chronicle.com/wiredcampus/article/1628/textbook-company-tries-putting-bonus-materials-on-itunes.

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