In this webinar, Ethan Edwards covers the concept of instructional interactivity, and demonstrates how it can transform the learning experience for learners working independently through an e-learning program. Get specific real-world examples that give meaning to the four essential components of instructional interactivity, CCAF, which include: Context, Challenge, Activity, and Feedback. Objectives: • the value of true instructional interactivity for creating engaging, effective e-learning • the four essential design components of instructional interactivity which include: Context, Challenge, Activity, Feedback • to design engaging contexts, motivating challenges, appropriate activities, and instructional feedback into interactive design • the critical elements of any authoring tool used to create instructional interactivity

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2. Carrie Zens Brittany Laeger
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3. Creating e-Learning That
Makes a Difference
Webinar ID: 791-789-576
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7. Ethan Edwards
chief instructional strategist
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8. •Explore Instructional Interactivity
•Look at several actual examples
•Discuss challenges in designing and
creating Instructional Interactivity
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10. •Performance Change
•Lasting
•Beneficial
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12. •Learners don’t read extended text very effectively online
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13. •Learners don’t read extended text very effectively online
•Learners’ top priority is often just to get finished
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14. •Learners don’t read extended text very effectively online
•Learners’ top priority is often just to get finished
•Testing questions are not a particularly effective teaching tool
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15. •Learners don’t read extended text very effectively online
•Learners’ top priority is often just to get finished
•Testing questions are not a particularly effective teaching tool
•Mindless arbitrary actions (press a,b,c,d) become meaningless
#customelearning

16. •Learners don’t read extended text very effectively online
Provide a reason for the learner to NEED to read before
presenting text information.
•Learners’ top priority is often just to get finished
•Testing questions are not a particularly effective teaching tool
•Mindless arbitrary actions (press a,b,c,d) become meaningless
#customelearning

17. •Learners don’t read extended text very effectively online
Provide a reason for the learner to NEED to read before
presenting text information.
•Learners’ top priority is often just to get finished
Hold learners accountable, design consequences so that
“correct” route is also the most efficient route.
•Testing questions are not a particularly effective teaching tool
•Mindless arbitrary actions (press a,b,c,d) become meaningless
#customelearning

18. •Learners don’t read extended text very effectively online
Provide a reason for the learner to NEED to read before
presenting text information.
•Learners’ top priority is often just to get finished
Hold learners accountable, design consequences so that
“correct” route is also the most efficient route.
•Testing questions are not a particularly effective teaching tool
Pose challenges to encourage exploration (and encourage
mistakes) to build knowledge.
•Mindless arbitrary actions (press a,b,c,d) become meaningless
#customelearning

19. •Learners don’t read extended text very effectively online
Provide a reason for the learner to NEED to read before
presenting text information.
•Learners’ top priority is often just to get finished
Hold learners accountable, design consequences so that
“correct” route is also the most efficient route.
•Testing questions are not a particularly effective teaching tool
Pose challenges to encourage exploration (and encourage
mistakes) to build knowledge.
•Mindless arbitrary actions (press a,b,c,d) become meaningless
Actions need to have real-world significance
#customelearning

20. interactivity that actively engages the
learners mind to do those things that
improve ability and readiness to perform
effectively.
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21. Training for safe rail crossings for truck drivers:
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22. When approaching a rail crossing, which
is NOT one of the six steps in safe rail
crossings?
a. Slow down
b. Roll down windows
c. Look both ways
d. Obey controls and signage
e. Turn on headlights
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23. Drag each sign to its meaning.
Crossing to Rail crossing
left Stop at track Tracks ahead
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26. You can try this lesson for yourself. Follow the link at
alleninteractions.com or at Operation Lifesaver’s website: oli.org.
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28. Less Effective Contexts:
Generic
Academic (Book, lessons)
e-Learning defined
Corporate
Better Contexts:
Specific
Visual
Related to application
Tap into emotions
Personal
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29. Less Effective Challenges:
Passing Score
Compliance
False Games
Tricky Wording
Better Challenges:
Purpose
Progressive difficulty
Real-life
Multi-step
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30. Less Effective Actions:
Rooted in mechanics
Meaningless
Accomplished thoughtlessly
Unobservable
Better Actions:
Require effort
Suggest application
Elicit meaningful behaviors
Direct manipulation
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31. Less Effective Feedback:
Focused only on judgment
Immediate judgment
Generic
Falsely encouraging
Better Feedback:
Intrinsic
Delayed judgment
Content-rich
Honest
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32. 1. Designing for interactivity
2. Building interactivity
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35. •Tools
•Design approach
•Expectations
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36. Tools
•Most tools structured around a Tell-then-Test approach
•Tools have sacrificed utility for simplicity
•Start from ill-thought out content sources (classroom PowerPoints)
•Supported actions are generally meaningless
•Template-based approaches ignore context
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37. Tools
•Most tools structured around a Tell-then-Test approach
•Tools have sacrificed utility for simplicity
•Start from ill-thought out content sources (classroom PowerPoints)
•Supported actions are generally meaningless
•Template-based approaches ignore context
#customelearning

38. Design Approach
•Storyboards do not represent interactivity well
•Classic ADDIE does not support exploration in design
•e-Learning viewed as “amnesty” pill
•Generally forces content into pre-existing designs
•Experimentation rarely happens
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39. Expectations
•Unreasonable rapid e-learning expectations
•Developing e-learning requires no special skills
•Failure to account for the role of the instructor in training
•Interactivity assumed to always be costly
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41. White Paper:
Creating e-Learning That Makes a Difference
alleninteractions.com
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42. e-Learning Demos & Case Studies
alleninteractions.com
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43. ASTD e-Learning Instructional
Design Certificate Programs
alleninteractions.com | astd.org
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44. Michael Allen’s Books
alleninteractions.com
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45. Email: eedwards@alleninteractions.com
Ethan blogs at: info.alleninteractions.com
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