learnability matters

I’m sure all of us have had first hand experience of attending a long, never ending class room lecture; where the audience hardly gets to speak or interact with the speaker. Such a lecture hardly makes an impact on the audience and they forget what it was all about. But do we realize whether the course/lecture, whether a face-to-face classroom lecture or an e-learning course intended for the target audience gets registered in their minds; or everything sounds hollow? And if we want to make any course engaging and enlightening, how do we do it? Well, in this post I’m going to focus on interactivity used in e-learning. I’ll deal with questions such as:

• What does interactivity mean to us?
• Is it really required?
• If so, what are the different types of interactivities used?

Let’s quickly move to the discussion.

What does Interactivity mean to me?
Interaction means exchange of ideas, a sort of a dialogue. Assume that you’ve joined a cooking class. Let’s say everyday you go to the class and jot down the ingredients of how to make a certain dish. You list down the amount required and the steps you have to follow. But you don’t find it interesting enough because the instructor does not allow you to get a first hand experience of what you learn. To sum it up I can say:

You would like to “Actively Experience” it by cooking rather than “Passively Watching” the dish being cooked. Here is where interactivity comes into play.

What does Interactivity in e-learning mean?
Interactivity is a process that will help you to actively engage with:

1. Other learners
2. Instructor
3. Material being learned

• Interactivity helps you reflect on the information and to grasp the knowledge being taught
• It is the foundation to effective learning
• It helps grab the learner’s attention
• Helps retain learner’s interest
• Helps transfer information better
• Acts as an aid to retention
• Can be used as an evaluation method - both formative and summative (View References to know more)
  

Types of Interactivity:

Interactivity can be of four types:

1. Learner to Content:
In learner-content interaction the student interacts with the course materials. The learner gains and constructs knowledge by working with the subject matter.

Example: Distance Education

2. Learner to Instructor:
It involves direct communication between the learner and the instructor. In this process the instructor assists students to understand the course content.

Example: Blended Learning (traditional + computer based learning)

3. Learner to Computer/Software/Interface:
In this process the learner merely interacts with any software just by clicking and navigating from one page to the other.

4. Learner to Learner:
In this process the interaction depends on a dialogue between two participants.

Example: In a virtual classroom/ group discussions

What is the difference between Interactivity and Instructional Interactivity?

You can achieve interactivity by asking the learner click a button or click a link. However, instructional interactivity is an activity that makes the learners interact with the course. For example, clicking next can be simple interactivity while answering a question can be an instructional interactivity.

Interactivity models used in E-learning:
Flash Cards

• This model is used when you want the learners to register facts or information.
• In this model facts are given on Flash Cards in the form of questions or hints.
• Learners flip the cards by clicking on each of them to learn more.

Example:

Roll over Text/Images

• This model helps the learner to register information.
• Here learners point the mouse cursor over text/word/images and relevant information is displayed.
• Hyperlink is one of the examples. For example when you point your mouse pointer over any software application; a tool tip describes its function which is quite useful for any new user.
• This model is extremely useful when designing a technical course, where you need to give a lot of information about various technical term.

Example:

Go to the link to view more such examples.

http://teacher.scholastic.com/activities/dinosaurs/dinotimes/flash.htm

Drag and Drops

• This model is used when you want to test learners’ knowledge on something.
• In this model you can use a combination of images and texts. Learners drag and drop images corresponding to relevant text or vice versa. For example if you want to check if learners know how to locate different countries on a world map.
• Display the country name in text form.
• Allow the learners to drag and drop the country names on the map.

This model is used when you want to test learners’ knowledge on something.Go to the link to try it yourself.

This model is used when you want to test learners’ knowledge on something.Go to the link to try it yourself.

http://www.rethinkingschools.org/just_fun/games/mapgame.html
http://www.webwasp.co.uk/tutorials/A_IntAct-02-drag-drop/index.php

Flow Diagrams

• This model is best suited when you want to teach process steps.
• The steps of a process as a flow diagram can be shown at the same time providing explanation for each step in detail. For example, you can teach the process of evaporation or say how to retrieve a phone number from a contact database.

This model is best suited when you want to teach process steps.

Show Me

This model is best suited when you want to teach process steps.

• This is an advanced interactivity model.
• It is used for product demos. For example when you are teaching learners how to use an application or product, you can capture the actions on screen take screen shots of those actions and teach the learner.
• This model proves beneficial, more effective and easy to remember as compared to plain text based manuals.

http://www.suddenlysmart.com:80/examples/Computer_ports/player.html
This is an advanced interactivity model. Go to the link to learn about the different ports in a laptop. This example does not test your knowledge rather teaches you how quickly can you take the test.
Characteristics of Good Interactivity
Stimulates the brain and helps the learner think
Example: http://dsc.discovery.com/fansites/mythbusters/puzzles/puzzles.html

Encourages and motivates learners to learn effectively
Example: http://www.learningplanet.com/act/fl/aact/index.asp

Builds confidence by providing the necessary feedback
Characteristics of Bad Interactivity

• Allows learner to perform activities that do not aid learning.
• Too many activities in a screen; making the screen look cluttered and increasing the cognitive load.
  Example:

Sample Interactivity
Assume that all this while you were using yahoo mail but now you’ve switched to gmail. As you are new to this interface, you don’t know how to compose mail.

We will try to recall the prior knowledge of the user. Like in any other mail this one has the same field as “to”, “subject”, “content area” and a “send” button. Take a screenshot of gmail and then allow the learner to explore and learn. Highlight the required fields in order to show and then instruct the user to practice the same as shown in the figure.
Conclusion
To conclude, I would say that interactivity is required because:

• It boosts learning.
• People learn faster.
• Learners are able to apply what they learn.
• Unlike traditional instruction, which pushes information into your head interactivity pulls you into the instruction and engages you.

References
http://writersgateway.wordpress.com/2007/03/29/innovating-interactivity-models-in-e-learning/

http://www.elearning.b2bmediaco.com

Formative Assessment: It is used to check the progress of the learner in the form of questions and by providing constant feedback. Small activities are included to ensure that learning is taking place.

Summative Assessment:It kind of summarizes the whole learning. Generally a test (question bank sort of a thing) is taken by the learner at the end of the course to check its efficacy.

Motor Skills:”Motor skills” refers to movement or motion.

• It is skill that requires an organism to utilize their muscles effectively.
• An example would be to click the mouse button in order to navigate from one slide to the other.

“Motor skills” refers to movement or motion.

Cognitive Skills:

• The word “cognition” is defined as “the act of knowing” or knowledge.” It is a process of obtaining knowledge through thought, experience, and the senses.
• Cognitive skills refer to those skills that make it possible for us to know.
• All cognitive skills must be taught.

Most important cognitive skills are:

Concentration: paying attention for a prolonged period.

Perception: act of interpretation.

Memory: ability to recall stimuli.

Logical Thinking: reasoning used to solve problems and arrive at a conclusion.

Kern indicative, interactivity, simulative, types of interactivity

Interactivity is an overused term in the e-learning industry. Every e-learning course claims to be highly ‘interactive.’ The objective of this article is to:

What is Instructional Interactivity?

First, let us define “interactivity”. According to Webster’s New Millennium, interactivity is “the extent to which something is interactive; the extent to which a computer program and human being may have a dialogue.” Basically, the learner’s interaction with the computer in terms of navigation or usability is interactivity. Therefore, the clicks in a course will indicate interaction between the application and the learner.

Let us now consider the definition of instructional interactivity. According to Dr. Michael Allen, instructional interactivity is “Interaction that actively stimulates the learner’s mind to do those things that improve ability and readiness to perform effectively.” According to him, instructional interactivity:

Therefore, instructional interactivities should be not be confused with activities such as navigation, clicking buttons, tabbed presentations, rollover texts, or jazzy features and fancy animation. Let us discuss the points of difference between the two concepts, activity and instructional interactivity.

Interactivity	Instructional Interactivity
The learner interacts with the application/system/computer.	The learner interacts with the content of the course.
It uses motor skills.	It uses cognitive skills.
It is often a mechanical action that the learner undertakes to perform a learning task.	It is a well-thought out deliberate action by the learner that helps in achieving the learning objectives.

Are books interactive?

The interactivity in a book depends on the plot or content of the book and the writing style. A book may lack visual presentation, yet can be highly interactive. When was the last time you read a book that you couldn’t put down? Sometimes, you are so engrossed with the content that you reflect on it for days. Such is the level of interactivity that your mind visualizes the images and scenarios explained in the book.

Components of Instructional Interactivity

According to Dr. Michael W. Allen, the four components of instructional interactivity are Context, Challenge, Activity, and Feedback. You will be able to identify these components in any e-learning application.

Let us look at each component in detail.

Context

Context is the framework and conditions within which the content is taught. Context plays the following role in a course:

• Adds meaning to the course
• Enhances the learning experience
• Helps the learner visualize various alternatives available and their outcomes
• Helps the learner relate to real life situations
• Aims to increase learner motivation

It is important to ensure that the context is relevant to the learner. The learner should be able to relate to his/her real life experience. Let us consider an example.

Example of Context

You manage a great team of six people at ZipTech. However, of late, things are not too good on the team front. Recently, your team lost a project due to internal team issues. You are worried, and your boss is very upset with you. You must find out the problems affecting your team and resolve them to return to your boss’ good books. After all, it is appraisal time!

Consider the above example used in an eLearning course designed to resolve conflicts at the workplace. The target audience comprised of middle level managers in a corporate setup. In this course, we created an organizational setup in which the learner was given the role of a manager. We introduced the learner to his/her team and defined the tasks that the learner was expected to perform. The characteristics of the team members were defined in advance to reflect their respective traits. The learner had to manage several situations.

Graphics also plays a vital role in defining the context. Good visuals motivate the learner and supplement the context. Context is the environment within which the learner learns. It provides a “feel” of the course to the learner.

Challenge

Challenge is the stimulus that triggers a behavior (cognitive or physical) in the learner. The role of a challenge in a course is listed below:

• Sparks the learner’s curiosity
• Poses a ‘problem/situation’ that the learner has to handle
• Makes the learner think before acting
• Makes learning interesting

Challenges can in the form of questions, problem-solving, assessment exercises, and strategizing. Asking the learner to click a button to view information is not a challenge. A well-designed context encourages performance. It reinforces the relationship between subtasks (smaller milestones in the course) and final outcomes (main goal of the course).

Example of Challenge

Dan and Anu are having problems with each other. Dan: I asked you to get the sales figures from the marketing department and collate them. Is it too difficult? I have a deadline on my head and you say you need another day? I am answerable to the boss, not you. Sorry, I refuse to be blamed for your actions. I’ve never missed a deadline before!Anu: I can’t help it if the marketing department is busy with other things. They aren’t exactly waiting to serve your whims and fancies. We have to fix a schedule and then talk to them, which is exactly what I’ve been doing. I do not want to be blamed for issues over which I have no control. You should have factored this time in your plan. It is not my fault.Start mediation to solve this problem.

Consider example. The main objective of this course was to resolve conflicts at the workplace and the target audience was middle level managers in a corporate setup. The learner was asked to resolve problems between two team members using mediation. The learner is posed with a situation and has to analyze his/her options before acting. Accordingly, the learner will witness the consequences of his/her actions. In this situation, the challenge is a form of interactivity for the learner. The learner is made to think and interact actively with the content. Instructional interactivity is about making learners think about the content rather than just absorb the information presented to them.

An effective challenge should make the learner apply his/her learning to situations. It should increase in complexity as the course progresses. The learner should be rewarded for making the right decisions and punished for incorrect answers. While designing the course, ensure that you reward the learner for the correct responses and expose the learner to the consequences of incorrect choices.

Activity

Activity is how the learner responds to the context and challenge posed. In a course, an activity:

• Is a medium for the learner to voice his/her choice
• Ensures that the learner can communicate his/her choice
• Reflects learners intentions or actions
• Provides various options to learners to tackle the challenge

In a course, an activity indicates the action that the learner has to take to counter a situation. When the learner responds to a situation, he/she may have a few options in mind that he/she may take. These alternatives should be reflected in the options that we provide to the learners. While designing an activity, the instructional designer and the graphic designer think about how the challenge and context will be presented and how the learner will react to these in the course. Therefore, while designing the activity, we must consider the learning objectives.

Example 1 of Activity

Matt Smith: I was told not to open the valve during the delivery process, but no one told me why. I didn’t realize that it was going to be a big deal. I am sorry.History: Matt Smith has been working with the company for the last two years. His work record is good. There are no prior incidents stated in his record. Matt Smith was shown the method to open the valve. Q. What is the cause for this performance issue? Option 1: Error: Unconscious non-compliance Option 2: Erosion of standards Option 3: Violation: Conscious non-compliance

In example 1, the learner is presented a challenge within a context. The target audience for this course was managers and supervisors at a petrochemical company. The main objective of the course was to increase awareness of the safety precautions that had to be followed at the workplace. Context is that the learner in a manager and the challenge is that a staff has violated safety regulations. The learner is required to identify the cause of this performance issue. The learner is also shown the history of the staff to help arrive at the decision.

Example 2 of Activity

Name: Sunil MathurDesignation: Sales Manager KRA: Increase client base Sunil wants to present an innovative idea to his boss. He is in a dilemma. Present a radical proposal outlining the expansion plans for 2006 Pro’s: Increase customer base by 50% Con’s: May require 50% more resources than the current limit Take 20% more time to yield results Suggestion from Anil, his colleague: Present a conventional and safe proposal to overcome possibilities of failure. What should be Sunil’s next course of action? Option 1: Listen to Anil and revert to a proven formula while creating the proposal. Option 2: Look for alternative means to justify the radical change. Option 3: Adhere to the rules that put a ceiling on resources and trash the radical idea.

In example 2, the learner is being taught the values of an organization. The objective of the course was to inform the learner about the company values. The target audience comprised of entry level employees. Characters are introduced and their dilemmas are shared with the learner. The learner is asked to help these characters make a decision.

Activities enable learners to try various options and see the consequences. An effective activity should allow the learner to go back to explore possibilities and correct mistakes. It should ensure that the learner is actively weighing the pros and cons during decision-making. The learner should apply the knowledge gained while attempting an activity.

Feedback

Feedback is used to show the learner the consequences of his/her choices. The role of feedback in a course is listed below:

• Shows effectiveness of learner’s choices
• Helps reinforce concepts taught
• Provides reasons why the learner is correct or incorrect
• Ensures that misconceptions are checked
• Shows the consequences of learner’s actions

Feedback is a response to the activity that the learner performs while taking up the challenge. Feedback should be effective and of high impact to ensure that the learner registers the information. Feedback can also be displayed visually. Feedback should not be judgmental.

Example 1 for Feedback

Prince Sori’s wife starts sneezing. She insists that something in the food must have caused it. Prince Sori is angry and assumes that it is your fault. How will you respond? Choose the appropriate action from options provided below.Option 1: “I am extremely sorry, Sir. I am unaware of what Her Highness is allergic to, else I would have suggested another dish.” Option 2: “I am extremely sorry, Sir. Let me call a doctor immediately. I will also inform my manager.” Feedback for option 2:You handled that well! Prince Sori will feel better knowing that you are doing everything possible to ensure that his wife is comfortable.

In example 1, the feedback is positive. It provides the rationale for the correct answer, thus, reinforcing the concepts taught. The main objective of the course was to inform the service staff of a restaurant about their duties and responsibilities. The target audience was fresh recruits in a signature restaurant.

Example 2 for Feedback

Abigail: Why was Mark given a 50% raise while I was given a 10% raise? I worked very hard last month. I worked late hours and ensured that my work was done. Mark leaves office at 5:30 P.M. I am clearly more dedicated than he is. Why was he favored over me? I do not wish to continue in a company that does not appreciate my efforts!Abigail approaches you to complain about the injustice done to her. Mark has been given a 50% increment and Abigail has been given a 10% increment. She feels betrayed. You are aware that Mark deserved the increment. He is highly efficient. He not only finishes off his work but also helps those in other departments. However, you do not wish to lose Abigail. She is intelligent and hard working.You decide to negotiate with her. Select the appropriate actions for negotiation. What is your primary goal for negotiation? Option 1: I will ensure that Abigail states her demands. I will then negotiate with her to ensure that she continues to work for me. Option 2: I will do a comparative analysis on Mark’s and Abigail’s performance. I will discuss the same with Abigail to make her realize that there was no bias involved. Option 3: I will ensure that Mark is present during the meeting with Abigail. This will help her understand that I have her interest in mind. Option 4: I will assure Abigail that she will be promoted next month. Feedback for option 2: Abigail quits because she is humiliated by the comparison. While you should make Abigail aware of the reasons why Mark was given a higher increment, comparing the performance of two team members is not a good idea. Restart!

Example 2 displays an example of a high-impact feedback. The main objective of this course was to resolve conflicts at the workplace and the target audience was middle level managers in a corporate setup. The consequence of the learner’s action is negative and drastic. The learner realizes why his/her decision was not the most appropriate one.

Feedback is a powerful tool that should be used effectively. It should be constructive and provide the rationale to the learner so that the learner is able to see the consequences of his/her decisions.

Conclusion

A highly interactive course is not about the number of clicks on the screen, it is about how much a learner is engaged with the content. Instructional interactivity is about cognitive interactivity not motor interactivity. While designing a course, it is good to consider the four components of instructional interactivity: context, challenge, activity, and feedback. A highly interactive course must have the perfect blend of context, challenge, activity, and feedback. Learning becomes more fun and interesting when the learner is not just reading the content off the screen or viewing a video passively; it is more fun when the learner is exploring the concept on his own and reflecting on the content.

A highly interactive course does not necessarily mean a high-end product. You can design highly interactive courses within the constraints of your projects. You need to explore all possibilities. If you know that a simulation will be best for a particular kind of content, it is not necessary to reject it because you can’t afford to create a 3-D simulation. You can use other ways to define the user’s role and the environment within which he/she will learn.

Ensure that you make the learner ‘feel’ part of the world.

Archana context, interactivity, simulations

http://www.alleni.com/books/Resources/ExpediaNew/expediaMenu.html

This innovative demo has been designed to make the learner familiar with the places in New York.

While viewing the demo, make your own notes about the following features:

• Interface
• Instructional strategy
• Navigation
• Color scheme
• Content organization on the screen
• Instructions for learners
• Hints and guidance
• Use of photos versus illustrations
• Instructional interactivity and motivation
• Context and theme

Archana interactivity, interface, motivation, navigation