This link has been bookmarked by 19 people . It was first bookmarked on 14 Aug 2008, by Todd Suomela.
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17 Dec 10
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11 Sep 08
lilian ricaudwe need to nurture cultures around interactivity that are independent of any technology. We need vocabulary and expectations around interactivity itself.
elearning education education2.0 for:planete.education for:siloinsiproche interactivity design for:apprendre2.0
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01 Sep 08
David FairClark Aldrich - Taxonomy of Interactivity
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26 Aug 08
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Lynne Jones"... we need to nurture cultures around interactivity that are independent of any technology. We need vocabulary and expectations around interactivity itself....
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25 Aug 08
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23 Aug 08
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19 Aug 08
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18 Aug 08
Mark WagnerFrom Clark Aldrich: "we need to nurture cultures around interactivity that are independent of any technology. We need vocabulary and expectations around interactivity itself." He follows up with a 6 level taxonomy of interactivity.
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17 Aug 08
Eloise PasteurA discussion of, and model for how interactive your classes are - with a bias towards technology but the feet firmly in teaching in general.
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Many conversations around interactivity in formal learning programs rests on the tools. Does WebEx allow polling? Can you have threaded conversations in Second Life? What if you gave keypads to members of an audience? And those are all good questions.
But at the same time, we need to nurture cultures around interactivity that are independent of any technology. We need vocabulary and expectations around interactivity itself.
Here's a suggestion, hopefully useful in practice if not in theory:
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Level 0: The instructor speaks regardless of audience.
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Level 1: The instructor pauses and asks single answer questions of the students.
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Level 2: The instructor tests the audience and based on the collective response, skips ahead or backtracks.
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Level 3: The instructor asks multiple choice questions of the audience, where a student might have the opportunity to defend different answers, or the instructor asks real time polling questions for data.
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Level 4: Students engage labs or other activities that have a single, typically process solution, such as putting together an engine.
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Level 5: Students engage labs or other activities and create unique content; however, most solutions will fall into fairly common patterns if done enough times.
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Level 6: The students engage in long, open ended activities, such as writing a story or creating and executing a plan, and where the class "ends up" is unpredictable.
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Culture, not Technology
But again, while technology examples are included, all of this can be done in a traditional classroom.
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The implication is not that Level 6 should always be used. Most programs will start ideally at Level 1, and then transition to Level 3, 4, 5, or even 6 as quickly as possible.
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15 Aug 08
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14 Aug 08
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