201
Levels of Interactivity and
Determining What’s
Appropriate
Mellisa Carter & Matthew Donovan, Option Six
May 17 & 18, 2007
Produced by
New Techniques for Designing and
Developing e-Learning Interactions
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Levels of Interactivity and
Determining What’s Appropriate
Melissa Carter & Matt Donovan
Where is this building?
2
Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 1
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Why should we care about interactivity?
Interactivity, especially in instructional
interventions, is a key factor in your ability to:
• Capture and maintain learners’ attention
• Promote learning
• Promote transfer to performance environment
3
Why define levels of interactivity?
Defining levels of interactivity allows us to:
• Better articulate the features and benefits of
different types of interactivity with colleagues,
clients, learners, and developers.
• Move beyond the amount/complexity of media
as the primary metric for interactivity.
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Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 2
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Interactivity. Just what is it?
If you search, you will find a variety of
definitions depending on the related field:
•Computer science
•Human-computer interaction (HCI)
•Communications
•Arts & entertainment (gaming)
•Advertising & marketing
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Entertainment/Gaming/HCI Examples
http://www.ted.com/index.php/talks/view/id/65
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Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 3
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
How do you define interactivity in the
context of e-learning?
7
Dictionary Definition of Interactivity
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Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 4
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Distance Education Definition
“…reciprocal events that require at least two
objects and two actions. Interactions occur
when these objects and events mutually
influence one another.”
Wagner, E. D. (1994). In support of a functional definition of interaction. The American Journal of Distance
Education, 8(2), 6-26.
9
Instructional/Performance-Oriented
Interactivity
Instructional or performance-oriented interactivity is an event containing a
message loop between a learner and the learning environment with an intended
learning or performance outcome.
the more cycles within the message loop, the greater the interactivity
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Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 5
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Our Focus
The learning environment can include multiple formats or a blend of formats.
Today, we are focusing on asynchronous, self-paced e-learning.
11
About Our Levels of Interactivity
ƒ Client request
ƒ Goal was to create a common language
ƒ Expanded from three to four levels
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Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 6
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Four Levels of Interactivity
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Level 1 Interactivity
Level 1
Characteristics
•
•
•
•
•
•
Mostly passive learning
Minimal learner control of course environment
One-way presentation of content from computer to learner
Typically e-reading or e-listening
No or minimal practice and feedback
Linear
Rationale for Use
•
•
•
Time, budget, or logistics are limited.
Content is largely awareness or knowledge based.
Content is procedural in nature, and learners just want a “show me” presentation.
Content Presentation
•
•
•
•
•
Content presented basically as an online slideshow and/or audio/video broadcast
Linear navigation structure; “gating” often used
Text with simple graphics (stock photos or clipart)
Video (stock, linear, and minimal production )
Talking head video and slide shows
Instructional Design
•
•
•
Emphasis on knowledge-level objectives
Heavy emphasis on content presentation, little emphasis on context
Use of simple examples and non-examples
Practice and Feedback
•
•
No or very limited practice activities
No feedback or simple correct/incorrect feedback
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Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 7
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
http://www.usoge.gov/pages/comp_web_trng/cwt_modules/oge450_wbt_06/homepage.html
Level 1 Example
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Level 1 Example
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Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 8
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Discussion
ƒ Strengths of Level 1?
17
Discussion
ƒ Weaknesses of Level 1?
ƒ Questions or comments about Level 1?
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Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 9
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Level 2 Interactivity
Level 2
Characteristics
•
•
•
•
•
•
Active learning
Basic learner control of course environment
Basic practice and feedback
Use of simple scenarios
Nonlinear
Requires learner to demonstrate content knowledge and apply that content
Rationale for Use
•
•
•
Content is largely rules based.
Content addresses one-dimensional business problems that require authentic representation
and practice.
Course may also serve as a reference (i.e., learners return to the course over time).
Content Presentation
•
•
•
•
Content presented in the context of real business problems (problem-based approach)
Flexible navigation structure
Text with graphics (stock photos or clipart, plus some custom graphics)
Basic multimedia presentation such as rollover graphics and simple, narrated animations
Instructional Design
•
•
•
More emphasis on application objectives
Use of examples and non-examples; cases studies
Use of simple scenarios
Practice and Feedback
•
•
•
•
Text-based, multiple-choice-type questions
Simple quizzes, games, or other multiple-choice exercises
Practice largely knowledge and identification based
Correct/incorrect feedback and best answer
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Level 2 Example
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Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 10
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Level 2 Example
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Level 2 Example
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Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 11
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Level 2 Example
23
http://courses.optionsix.com
Level 2 Example
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Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 12
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Discussion
ƒ Strengths of Level 2?
25
Discussion
ƒ Weaknesses of Level 2?
ƒ Questions or comments about Level 2?
26
Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 13
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Level 3 Interactivity
Level 3
Characteristics
•
•
•
•
•
•
Active learning
High learner control of course environment
Advanced practice and feedback
Use of complex scenarios
Nonlinear; may include simple branching
Requires learner to apply content and make decisions
Rationale for Use
•
•
•
•
Content includes multiple inter-related concepts that are required to make decisions.
Content addresses multidimensional business problems that require authentic representation
and advanced practice.
Course objectives are better fulfilled via more complex scenarios.
Course may also serve as a reference (i.e., learners return to the course over time).
Content Presentation
•
•
•
•
•
Content presented in the context of real business problems (problem-based approach)
Flexible or customized navigation structure
Text with graphics (custom photos and custom graphics)
More complex, narrated animations
Advanced multimedia-based presentation, such as interactive animations
Instructional Design
•
•
•
More emphasis on application and transfer
Use of examples and non-examples; case studies
Use of complex scenarios
Practice and Feedback
•
•
•
•
•
•
•
More complex practice opportunities
May use Flash-based multiple-choice, drag-and-drop, or other kinds of activities
May include software simulations
May include multi-branching exercises
Decision and application based practice
Informative feedback
27
Often remedial instruction or indication of sections of course to review
Level 3 Example
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Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 14
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Level 3 Example
29
Level 3 Example
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Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 15
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Level 3 Example
31
http://courses.optionsix.com
Level 3 Example
32
Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 16
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Discussion
ƒ Strengths of Level 3?
33
Discussion
ƒ Weaknesses of Level 3?
ƒ Questions or comments about Level 3?
34
Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 17
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Level 4 Interactivity
Level 4
Characteristics
•
•
•
•
•
•
Highly active learning
High learner control of course environment
Nonlinear; multiple paths/branching
Requires learner to make complex decisions
When poor performance occurs, learner receives remediation
May include objects/ interactive tools that the learner provides input to or manipulates to see
different results
Rationale for Use
•
•
•
•
Business problem is complex and multifaceted.
High degree of realism of business situation is required.
High-level, advanced decision-making skills are involved.
“Safe” environment where people can learn from their mistakes in a simulated environment is
beneficial.
Content Presentation
•
•
•
•
Content not so much presented as experienced through interaction with a variety of realistic
situations
Navigation within simulated work environment
Text with graphics (custom photos and custom graphics)
Advanced multimedia-based presentation, such as interactive animations
Instructional Design
•
•
•
More emphasis on application, transfer, and reflection
Tasks with greater complexity
More discovery learning
Practice and Feedback
•
•
•
•
Simulation-based practice opportunities
May use Flash-based multiple-choice, drag-and-drop, or other kinds of activities
Includes multi-branching exercises.
Complex practice in which learner experiences consequences of choices or answers
35
Level 4 Example
36
Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 18
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Level 4 Example
37
Level 4 Example
38
Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 19
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Level 4 Example
39
http://courses.optionsix.com
Level 4 Example
40
Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 20
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Discussion
ƒ Strengths of Level 4?
41
Discussion
ƒ Weaknesses of Level 4?
ƒ Questions or comments about Level 4?
42
Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 21
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Now You Try It - Object 1
ƒ At what level would you place this learning object?
http://courses.optionsix.com
43
Now You Try It - Object 2
ƒ At what level would you place this learning object?
http://courses.optionsix.com
44
Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 22
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Now You Try It - Object 3
ƒ At what level would you place this learning object?
http://courses.optionsix.com
45
So, how much is too much?
It is possible to add too much interactivity in an online course. The
result is overwhelmed, lost, or simply frustrated learners.
• Start thin, use just enough to meet the instructional intent, and add
as you develop.
• Ask your target audience for feedback on the amount of interactivity
provided (too much, too little, where would they like to see more).
• Recognize that different target audiences will have a different
threshold for media-based interactivity.
46
Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
Page 23
New Techniques for Designing and
Developing e-Learning Interactions
May 18 & 19, 2007
Questions - Contact Us
ƒ Melissa: [email protected]
ƒ Matt:
[email protected]
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Session 201 – Levels of Interactivity and Determining What’s Appropriate, Mellisa
Carter & Matthew Donovan, Option Six
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