Presentation sheds light on designing meaningful interactions that improve eLearning outcomes. Explore different types of content as defined by Dr. David Merrill and determine which of these content types lend themselves to digital interaction. Also find the Dos & Don’ts of interaction design.
6. Poll #1
If you were to describe this interaction, how
would you do it?
a.
b.
c.
Engaging
Boring
Neither, just about acceptable
7. Agenda
• A dose of Instructional Design
•
•
Merrill’s performance/content matrix
Content Types Amenable to Interaction
• The Six Design Elements in Interaction
• Using the Elements - An example
•
A concept
• Some Dos and Don’ts
10. Content Types
• A fact is an association between a date and
event or a name and part
• A concept is a set of objects, events, or symbols
that share common characteristics
• A procedure is a set of steps for carrying out
some activity
• A principle is the cause-and-effect relationships
in a process
11. Rule vs. Example
• A generality (rule) is a statement of a
definition, principle, or the steps in a procedure
• An instance (example) is a specific illustration
of an object, symbol, event, process, or
procedure
12. Types Amenable to Interaction
Find
Use
Remember
Generality / Rule
Remember
Instance / Example
Fact
Concept
Procedure
Principle
14. The Six Elements of Interaction for
eLearning
1.
2.
3.
4.
5.
6.
Metaphor
Content
The Stage & Instructions
Input & Output
Feedback
The End State
15. The Six Elements of Interaction for
eLearning
Metaphor, content, stage and instructions
Source: http://www.moma.org/interactives/projects/2001/whatisaprint/flash.html
16. The Six Elements of Interaction for
eLearning
Input/Output, feedback, the end-state
Source: http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?skeleton
17. An Important Difference
Two primary ways of use
1.
Content - nothing more than an exposition of content, a
presentation method
2.
Practice - test of knowledge, against a specific outcome
18. A concept: The Citrus Fruit
Instructional Design First
Use/Generality
What is the use of a concept?
Let’s you recognize and identify.
21. The Six Elements
Content
A citrus fruit is a globose to elongated, 4-30 cm long and 4-20 cm
diameter, with a leathery rind or "peel“ of varied colors ranging from
green to orange and red.
The fruit contains segments that are filled with juicy pulp. Citrus fruits
are known for their fragrance and the sourness due to citric acid
content. Some citrus fruits are consumed by humans because they are
both sweet and sour.
22. The Six Elements
The Stage & Instructions
1. Core idea – class/attribute exploration
2. Stage to ‘create a citrus fruit’
3. Superset of citrus fruit, is fruit. Using those attributes
(shape, size, color, fragrance, flavor)
24. The Six Elements
The Stage & Instructions
Shape
Size
Color
Flavour
These are instructions that describe how to use this interaction.
Fragrance
OK
25. The Six Elements
Input & Output
1. Is the heart of interaction
2. Input limitations (device-based) (point and click)
3. Output is visual and aural
26. The Six Elements
Input & Output
Shape
Size
Color
Flavour
Fragrance
Globose
30-40 cm
Yellow
Bitter
Spicy
Oblate
04-30 cm
Red
Sweet
Floral
Ellipsoid
08-40 cm
Green
Sour
Fruity
Pyriform
20-60 cm
Blue
Sweet-sour
Zesty
Obovate
Spicy
OK
27. The Six Elements
Feedback
1. Feedback is different
from output
2. Diagnostic, cue-based,
remedial
3. Continuous vs. discrete
Oblate
08-40 cm
Blue
Sweet
Floral
28. The Six Elements
The End State
Final state learner see
before next display
Ensure it is cohesive and
makes sense
Oblate
08-40 cm
Blue
Sweet
Floral
Reset
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Just touch upon these points in an introductory manner.Point out based on screenshots of interaction.
Just touch upon these points in an introductory manner.Point out based on screenshots of interaction.
Just touch upon these points in an introductory manner.Point out based on screenshots of interaction.
There are two primary ways interaction is used – to interact with the content, or as a practice exercise. While both can be similar, the instructional approach to both differs.In the case of content, the interaction can be considered nothing more than a presentation method. There is no real ‘doing based outcome’ with this type of interaction. There is no feedback either. The commonest example is the ‘tab interaction’ that let’s you see three parts of whole.Practice interactions on the other hand allow a learner test their knowledge by answering/doing what is asked of them.
Before you can recognize a citrus fruit, the learner must know what a fruit is. (we assume they do in this case)
Metaphor – the theme, like a wrapping, sets scene, may provide context, not always necessary (implicit in most courseware as ‘books’ page-turners)Metaphors are useful, but one must be careful when using them. Inappropriate metaphors will detract from learning.For this example, we will use the common metaphor of a book.
This forms the core of your interaction, it is the material that is required to be learned. We have already touched on content types. The form of content can also determine strategy. Content is typically in the form of text, images, audio, video, etc. in this case, content is simply text and images (very common)
Explain class-attribute.Set/Superset - How attributes can be populated with values to create an instance.Explain stage and elements. (this is where being creative comes in – the art of ID)Important that the stage provides clear instructions on what the learner is expected to do. Also, provide proper context to the instructions. Vague instructions are even worse than no instructions.
Explain class-attribute.Set/Superset - How attributes can be populated with values to create an instance.Explain stage and elements. (this is where being creative comes in – the art of ID)Important that the stage provides clear instructions on what the learner is expected to do. Also, provide proper context to the instructions. Vague instructions are even worse than no instructions.
Input and output is the heart of interaction.It is about what the learner actually ‘does’.Computer based input is limited to the mouse/keyboard interaction, similar interactions are also available on tablets/smartphones, however they differ in being touch enabled.In this case, we will use point and click as the primary interface method. Output will be visual and aural.
Input and output is the heart of interaction.It is about what the learner actually ‘does’.Computer based input is limited to the mouse/keyboard interaction, similar interactions are also available on tablets/smartphones, however they differ in being touch enabled.In this case, we will use point and click as the primary interface method. Output will be visual and aural.
Important to note feedback is different from output. Output is the instantaneous reaction/change in stage state based on inputs. (visual/aural)Feedback is more about instructional design.Three primary types of feedback – diagnostic, cue-based and remedial.Also, consider that feedback can be discrete (Triggered by a specific event) or continuous, similar to what one might encounter in a simulation.In this case, continuous feedback is visual, partly because of the approach we adopted - because the learner can see the fruit he/she has created and every time he makes a change, it shows instantaneously on-screen.
The end state is final state of the screen that the learner sees before he/she advances to the next display/interaction.It is important that the end-state present a cohesive view of the content that actually makes sense to the learner. This is particularly important in ‘content display interactions’. Make sure there are no overlapping graphics/text. The question, learner’s answer and feedback should be clearly visible.Also, and it should go without saying, always have a ‘reset’ button; let the learner try again and again. That is one of the beauties of digital interaction.