Designing Interaction Experiences Ellen D. Wagner, Ph.D. Director, Global Higher Education Macromedia, Inc.

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DESCRIPTION This session presents a brief overview of variables affecting interaction and proposes an environmental model for consideration. It offers suggestions for creating interaction experiences that are empirically based and focuses on maximizing learning outcomes.

RATIONALE Interaction is the most debated construct in the world of technology mediated learning design and development. In these settings, interaction is the defining attribute of the quality and value Interactivity (equated with interaction) is the most expensive component of a technology mediated learning design.

THE EVOLVING INTERACTION LANDSCAPE THEORIES (learning, pedagogy, communication) PERFORMANCE MANAGEMENT (instructional design, performance support) EXPERIENCE (technology, tools, connectivity)

BUT WAIT! WE HAVEN’T DEFINED IT YET… Interactions are reciprocal events that require at least two objects and two actions. Interactions occur when the objects and events mutually influence one another. Wagner, E.D. (1994)

INTERACTION AS TRANSACTION Education offers a continuum of transactions from less distance, where there is greater interaction and less structure, to more distance, where there may be less interaction and more structure. McIsaac, M. and Gunawardena, C. 1996

THEORY OF TRANSACTIONAL DISTANCE (Moore)* A pedagogical theory that examines the effect that distance has on instruction and learning.  It focused on shifts in understanding and perception created by the separation of teachers and learners  Primary variables are structure (course design) and dialogue (communication between instructors and learners during implementation)  Distance is a concept defined in the relationship between structure and dialogue *cited in Moore, M.G. and Kearsley, G. 1995

TRANSACTIONAL DISTANCE THEORY, EXTENDED Jung’s (2001) extension of Moore’s theory included:  Infrastructure - content expandability, content adaptability, visual layout  Dialogue - academic interaction, collaborative interaction, interpersonal interaction  Learner collaboration – The degree and quality of engagement with others  Learner autonomy – The degree and quality of independence

TYPES OF INTERACTION Learner-Instructor: dialogue between the learner and instructor Learner-Learner: the dialogue between/among students Learner-Content: The materials a learner needs to interact with to extend understanding Learner-Interface: The learner’s ability to use the communication medium facilitating the online course Hillman, Willis and Gunawardena, 1994 Moore, 1989

SOCIAL PRESENCE (Social) presence refers to the degree to which an individual feels or is seen as real by colleagues working in an online context. When a learner has a higher degree of social presence they are more likely to feel connected to the group, which in turn leads to greater satisfaction and reduces the likelihood that the learner will leave the environment. (Moller, 1998)

PERCEPTIONS OF PRESENCE Audio feedback is one of the most important features for engendering a sense of presence Ease of navigation within a virtual environment impact perceptions of presence Jelfs and Whitelock (2000)

TRANSFORMING THE LEARNER-CENTERED EXPERIENCE Ownership Engagement Social Contextual Active DEEPER LEARNING REQUIRES ENCOURAGES IS

STEP BY STEP LEARNING DESIGNS Simple Complex LEARNING TASK TIME ON LEARNING TASK Low High DEEPER LEARNING DECISION SUPPORT PERFORMANCE SUPPORT COMPETENCY BASED LEARNING MASTERY LEARNING

INTERACTION OUTCOMES  Participation  Communication  Engagement  Feedback  Elaboration  Motivation  Negotiation  Teambuilding  Discovery  Exploration  Clarification  Closure Wagner, E.D. (1999)

We Imagine Macromedia imagines a world where every digital interaction – whether in the living room, the office, the beach or the car – is a smart, simple efficient and engaging experience. Where the true capabilities of digital experiences emanate from every interface.

Interactive Experience ACTIONINTERACTIVE EXPERIENCE

From Read Only to Read / Write FROM READ ONLY TO READ / WRITE

We are making experience better everywhere it goes. FROM INFORMATION HUNTER / GATHERER TO INFORMATION FINDING YOU

The Experience Layer User visible experience Goals, tasks, perspective Look & feel Behavior and flow Practices & guidelines Runtime Rich client framework Components, behaviors, Managers, languages Server framework Data management, experience metrics, Debugging, profiling, security Shared objects Rich Client Server Experience Received Experience Created Web services App servers DBS THE EXPERIENCE LAYER

PEDAGOGY (Teaching Design) Communicate (Learning) Content Learning Theories Instructional Theories EPISTOMOLOGIES ONTOLOGIES TAXONOMIES Reflect Motivate INTERACTION OUTCOMES METADATA Learning Design Engage Participate Close Clarify Explore Discover The Experience Layer AN ENVIRONMENTAL MODEL FOR CREATING INTERACTIVE LEARNING EXPERIENCES

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