Ellen Wagner provided a definition of interaction in the context of distance education in 1994: reciprocal occurrences requiring at least two objects and two acts. The concept of synchronicity, or reciprocal events occurring close together in time, is not central to these definitions. In my thesis, I proposed another approach to construct learning interactions that emphasizes the relevance of learner-learner interaction. When new concepts are absorbed into existing ideas, new knowledge or understanding is formed. There are several approaches to simulate interaction in learning settings, but the key idea is that some form of contact is required for learning to occur. As you and your colleagues develop your Interactive Learning Resource, think about how you will include one type of interaction or another.
The most apparent data point in our designs is assessing learner-to-material interactions. Feedback options are included into the dashboards of teachers and students on several online interactive platforms. Assessing learner involvement is just too subjective and inequitable to be used as statistics. Giving learners a choice in how they demonstrate their learning in respect to the stated learning outcomes may be the most effective approach to assess them. Having learners reflect on a regular basis using open-ended questions can aid in the development of metacognitive abilities.
After interacting with materials, pausing to take inventory of our new understandings and links to existing knowledge can reveal evidence of progress over time. As previously noted, it is vital to ensure that the results and the job are in sync.
One of the assignments in the blueprint was to complete a test and try to create the student’s own recipes containing the vitamins and minerals that humans need in one day. In order to reduce the barriers to student success, we changed the test to a Kahoot quiz which could be done together as a class and have an interactive effect with the educator. Then, students could create a self-assessment and develop a future personal diet based on their physical condition.
Reference:
Assessing Interaction – EDCI 335. (2022, April 5). Assessing Interaction – EDCI 335; edtechuvic.ca. https://edtechuvic.ca/edci335/assessing-interaction/
Interaction – EDCI 335. (2022, April 5). Interaction – EDCI 335; edtechuvic.ca. https://edtechuvic.ca/edci335/interaction/