1. Building Interactivity into MultiMedia: Theory into Practice by Lauren Cifuentes

2. Interactivity= Structured activity that takes place among the: _ learner and the content _ learner and other learner _ learner and instructor _ learner and the technology Learner/content interactions are most critical for learning. So, designers need to know ways to build in learner/content interaction.

3. For Instance: From an instructional design perspective— _ presenting video to a student to watch is not interactivity. _ Providing focus questions for journal entries prior to viewing, a worksheet to fill out during viewing, and/or a computer conference for post viewing discussion are all examples of interactivity.

4. Theory Informs Practice Lets look at three significant theories that tell designers a lot about how to create highly interactive lessons. _ The practice of behavioral learning theory dominated the first 80 years of this century and was most completely manifested in B. F. Skinner’s programmed instruction. _ The practice of cognitive psychology emerged in the 70’s and was manifested in information processing practices. _ The current practice of constructivism is manifested in authentic, situated activity embedded in projects and problems-based learning.

5. Theory In Practice Behaviorism Cognitive Psychology Constructivism Programmed Instruction Aids to Information Processing Authentic, Situated Activity

6. Behaviorism _ “The goal of instruction for the behaviorist is to elicit the desired response from the learner who is presented with a target stimulus” (Ertmer & Newby, 1993). _ There is much to be learned about interactivity from the practice of stimulus/response/reinforcement. The following principles apply to programmed instruction and facilitate learning well beyond the context of programmed instruction.

7. Behaviorism Programmed Instruction _ provides prior definition of objectives _ provides sequence in small steps _ requires a measurable response _ provides immediate feedback _ lets learners work independently _ is developed and evaluated with learners Programmed instruction requires continuous student/content interactivity. One small step of stimulus/response/reinforcement follows.

8. Stimulus Equal mixtures of red, green and blue light produce neutrals such as white. Unequal mixtures of red, green and blue light produce non-neutrals such as purple.

9. We know that if we shine red, green and blue light on a white screen or wall so they are mixed or added in equal amounts, we will see __________ light. Response

10. If you answered WHITE, you are correct! The mixing of red, green and blue light produces white light. Reinforcement

11. While efficient for learning information, such instruction may not be effective for learning “higher order” skills. Also, it can be boring for bright learners.

12. Cognitive Psychology _ “Cognitive theories emphasize making knowledge meaningful and helping learners organize and relate new information to existing knowledge in memory” (Ertmer & Newby, 1993). _ There is much to be learned about interactivity from the practice of memory enhancement. The following principles apply to information processing and facilitate encoding, memory, and retrieval.

13. Cognitive Psychology Aids to Information Processing _ Orientation activities to engage learner _ Advance organizers _ Visual/verbal balance _ Learner required to engage and make decisions _ Learner analyzes, synthesizes, summarizes, describes, and/or solves

14. What can students do during multimedia instruction? _ Indicate distinctive features of new concepts _ Make pictorial and verbal notes _ Show interrelationships among concepts _ Relate what is learned to what they already know

15. Have learners indicate distinctive features by including indicators in their notes: _ Circles or other shapes _ Asterisks _ Color _ Shading _ Visual blowup

16. Have students make pictorial and verbal notes: Draw as well as write during note taking

17. Have students show interrelationships by using graphic conventions: _ Cause and Effect-- causal chain _ Hierarchical-- flow chart, pyramid, tree _ Chronological-- timeline _ Sequential-- numbered or alphabetized list _ Oppositional– yin yang,  _ Comparative-- charts _ Categorical-- tables

18. Have students relate what is learned to what is already known: _ Create a direct representation _ Create a metaphor _ Create an example and/or nonexample _ Create a mneumonic

19. Constructivism _ “As one moves along the behaviorist-cognitivist- constructivist continuum, the focus of instruction shifts from teaching to learning, from the passive transfer of facts and routines to the active application of ideas to problems” (Ertmer & Newby, 1993). _ There is much to be learned about interactivity from the practice of designing authentic, situated activity. The following principles apply to projects and problems based experiences and facilitate learning in complex environments.

20. Constructivism _ Learner builds hypotheses, rules, explanations, definitions, categories, etc. _ Learner controls pace, activity, product _ Learner tests and refines ideas _ Mistakes are O.K. _ Learner interacts with an expert Authentic, Situated Activity

21. Constructivist Values _ How might you design for the following in each of your workstations? –collaboration –personal autonomy –generativity –reflectivity –active engagement –personal relevance –pluralism

22. Authentic Activity _ Students complete projects and solve complex problems _ Students are exposed to multiple perspectives _ They test their own ideas for their viablility. The multiple perspectives of collaborative environments are rich resources for testing one’s constructions.

23. Is the learner required to evaluate, consider alternatives, and explain during the process? Does the learner have ownership of the solution process? For each workstation ask:

24. Do learning activities center around the “problematic” or “puzzlement” as perceived by the learner? Does instruction focus on the learner’s process as well as the product? Is mentorship provided?

25. Apply principles of behaviorism, cognitive psychology, and constructivism to the design of your instructional environment.

26. Interactivity: Rule of Thumb Ask students to do something frequently (approximately every third slide) during your lesson. They might write, discuss, predict, solve, build, draw, perform, etc. The activity may or may not involve computing.

27. Interactivity= Structured activity that takes place among the: _ learner and the content _ learner and other learner _ learner and instructor _ learner and the technology Learner/content interactions are most critical for learning. So, designers need to know ways to build in learner/content interaction.