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DEVELOPING INTERACTIVE ACTIVITIES
Jennifer Freeman and Patricia McGee
Overview
Issues, Challenges, Benefits Student-Content Student-Instructor Student-Student Student-Resources Keeping interaction going from the
learner perspective Keeping interaction going from the
instructor’s perspective
Why is Interactivity Important?
Research shows that students learn best through DOING.
Interactivity decreases students' sense of isolation while participating in a course at a distance.
Interactivity motivates and engages
Which supports your module?
1. Interaction to enhance elaboration and retention.2. Interaction to support learner control/self regulation.3. Interaction to increase motivation.4. Interaction for negotiation of understanding.5. Interaction for team building.6. Interaction for discovery.7. Interaction for exploration.8. Interaction for clarification of understanding.9. Interaction for closure.10. Interaction to increase participation.11. Interaction to develop communication.12. Interaction to receive feedback.
Wagner, E. D. (1997). Interactivity: From agents to outcomes. New Directions for Teaching and Learning, 91, 19-26.
Student-Content Interaction
1 2 3 4 5 6 7
Our Case
Analyze fair use for a select piece of course materials
Structured Practice
Case Analysis
Online, interactive analysis tool
Objective
Learning Events
Activity
Tool
ACTIVITY: SCAVENGER HUNT
1. Explore sites listed
2. Find a learning object appropriate to your topic
3. Share with your table, share with other tables
Note: It’s not enough to find cool stuff on the web…part 2 of this activity is to compose instructions and context to introduce students to the learning object that you found.• http://www.merlot.org• http://www.wisc-online.com/ • http://mcli.maricopa.edu/re
sources• http://archive.nmc.org/proje
cts/lo/repositories.shtml
• http://www.learning-objects.net/
more URLs - Developing Content handout, pages 22-23
Learner-Instructor Interaction
Learner-instructor involves feedback and guidance to the learner from the instructor (Moore, 1993).
Typ
es
Consider Social Presence
From http://www.thethinkingstick.com/?p=604
From http://www.french-in-aude.com/pages/skype.htm
Student-Student Interaction
Learner-learner interaction involves processes that result in clarifications and knowledge construction (Moore, 1993).
Student-Student Interaction
Interaction Framework
(Harasim, 1989)
Collaboration vs. Cooperation
ACTIVITY
1. Using index cards2. Write down 3 different
interaction challenges in an online course on separate cards
3. Exchange with other table4. Write a solution5. Return
Student-Resources Interaction
publisher extras online
FAQ lists
technology tutorials
webquests
URL exchange
guest lectures
virtual field trips
ACTIVITY
Teams.. Review module design What kinds of interactions can
you add? Change? Be prepared to share.
Keeping Interaction Going…Learners’ Perspectives
Why do some students “lurk”?
Keeping Interaction Going…Learners’ Perspectives
• Tools difficult to use and/or internet issues
• New to online communication
• Don’t feel welcome• Time constraints• Pace of
conversation• Information
overload
Provide detailed instructions; provide technical support
Provide social areas; encourage the newly de-lurked; provide “greeters”, mentoring and prompt feedback
At least one easy, non-threatening topic to get started; provide surveys or rating activities; periodically create low-stress opportunities for posting
Management of threads; disable all but the current topic of conversation
Be sure that everyone adheres to basic netiquette; quickly censure aggressive or inappropriate posts
Keeping Interaction Going…Instructor’s Perspective
Make it meaningful Limit scope and time Set expectations and provide examples Give responsibility to others Personalize Mix it up
Take-aways
Keep it somewhat flexible Consider access and scheduling Provide choices