Interactivity

Interactive instruction engages the learner and enhances information transfer. The following list of delivery-medium specific considerations presents common elements.

E-learning (back to top)

The course design will include interactive elements to enhance instruction, engage the learners, assess the course’s effectiveness, and provide feedback to the learner.

Opener: A Flash animation captures the learner’s attention and establishes the theme for the course.
Navigation: [select from one of these four]
1. Sequential, linear organization with an onscreen menu or pop-up menu and limited forward progress. The learner cannot skip ahead but can revisit any previously visited sections. The learner progresses through the course with forward and back buttons.
2. Sequential, linear organization with open navigation. The course makes the most sense if you progress through it from start to finish, but the learner can skip sections, go directly to the end, or return to review previous sections. There are no navigation restrictions; the learner can view any section at any time. Forward and back buttons are located within the pages so that learners can progress linearly if they wish.
3. Modular organization with open navigation. There will be independent modules that can be completed in any order. They will be arranged within a graphic on the main launch page. Each individual module is linear and navigated with forward and back buttons. When the module is completed, the learner returns to the main launch page and continues with the next module of their choice.
4. Complex, non-linear organization. The learner must progress through the first two linear modules. She then views a menu of scenarios that can be visited in any order. She must complete three required scenarios and choose one optional scenario; the rest of the course will be completed in a linear sequence.

Click-and-show: When the user clicks a heading or portion of an image, information about that topic appears. This enables large amounts of content to be conveyed within one click from the main screen. This technique allows the learner to explore topics of interest in her preferred order instead of viewing information in a prescribed sequence.
Simulation: Software or hardware can be demonstrated using a simulation. A virtual tour can be set up to play automatically, or the learner can manipulate material in a prescribed way. The learner may be asked to click the part of the screen that would be used to perform a particular function or type a correct command in a text entry box. A simulation allows a greater degree of interactivity than an animation, although the two may be used to complement each other.
Animation: Learners watch an animated demonstration of a concept or skill but do not manipulate aspects of the animation. Animations effectively engage students’ interest and can illustrate abstract or concrete concepts.
Scenario: A description of a situation that might occur in the workplace allows learners to consider how they would respond to the situation. Various forms of feedback may be given. For example, learners may compare their responses with experts or choose from several actions that provide insight to likely outcomes of the action. Scenarios may also offer the opportunity to consider alternative perspectives on an issue. Interactions might also be structured around scenarios; learners may answer a multiple-choice question about the scenario or fill in a text field.
Multiple-choice learning check: Learners will be asked to select the correct answer given several choices in order to test their own knowledge. Feedback about the correct answer will be provided after an answer has been selected. Scores may be recorded in a database.
Drag-and-drop learning check: Learners match related answers or sort information into categories. A bounce-back option forces learners to answer correctly before they can proceed to the next information screen. Another option allows learners to enter their answers and receive feedback about their accuracy.
Game: The training module is designed as a game for students to play. Games help embed training concepts into learners’ memories and provide motivation to learn.
Audio: Course narration supplements written text.
Calculator: A calculator allows learners to enter numbers to analyze the impact of variables on an outcome.

Instructor-led training (back to top)

This training will encourage learners to be active participants and to practice new skills. The following elements will be part of the course design.

Cooperative learning: Small heterogeneous groups work together toward a common goal. Each learner is responsible for a different aspect of the content but must rely on other members of the group to accomplish a task. This method promotes positive interdependence, collaboration, communication, and involves students in active learning.
Discovery learning: The instructor poses problems for the learners to solve. Since learners are actively involved in finding solutions, analyzing information, and synthesizing results, they acquire a deep understanding of the content.
Problem solving: Learners are presented with a challenging problem, for which they must apply previously-acquired knowledge. Theories are thus applied to practice. Case studies are an example of problem solving.
Games: Games may require learners to use problem-solving skills or allow learners to practice previously learned content. Learners follow prescribed rules as they strive to reach a goal. Games are often highly motivating.
Simulation: Learners encounter and manipulate realistic approximations of real-life situations or equipment.
Scenario: A description of a situation that might occur in the workplace allows learners to consider how they would respond to the situation. The simulation may involve learner dialogue, role plays, or manipulation of materials. Various forms of feedback may be given. Scenarios offer the opportunity to consider alternative perspectives on an issue.
Discussion: The instructor facilitates learners talking together, sharing information, and working toward a solution or consensus. Learners evaluate the evidence and logic of their own, and others’, opinions.
Drill and practice: Learners learn new skills and practice them repeatedly. The instructor provides feedback to the learners as they practice.
Demonstration: The instructor shows learners how to do a task as well as why, when, and where it is done. Realistic materials are used to replicate authentic processes.
Presentation: The instructor disseminates information to learners using verbal and/or visual symbols.

Virtual classroom (back to top)

A virtual classroom is an ideal way to train a large number of learners in many locations at once. Learners sit at their personal computers and are connected to each other via telephone and the Internet.

Facilitator's guide: created as a [MS Word, PowerPoint, PDF] document.
Slides will be created to be used in the virtual classroom. The style of the slides will conform to style guidelines.
Demonstration: learners view what is on the facilitator's computer screen. The facilitator can demonstrate software or other computer processes.
Polling questions: allow the facilitator to assess learners' knowledge and attitudes about the training in real-time.
Web safaris: a web safari is a virtual scavenger hunt. Learners are directed to certain websites to find specific information.
Chat: learners can communicate with each other or with the instructor.
Assessments: instant assessments may be used for the instructor to monitor student progress.
Collaboration: participants can work together to collaborate on ideas, communicate with presenters and each other via voice, real-time text, or private chats.
Questions: learners can ask questions, make comments, and illustrate their ideas to the whole class.
Archive: the session can be recorded and archived for later viewing.

Electronic Performance Support Systems (back to top)

The electronic performance support system will provide learners with ready access to information.

Splash screen: The splash screen displays when the system is launched from the desktop task bar. Global messages will be posted here. Links to regional splash pages, where messages can be posted, will appear here. The user can choose to see the splash screen only when there is new information.
Navigation: Users can proceed directly to the home page from the splash screen. From the home page, the user can view all of the content that is available in the system. Information will be organized into folders to minimize the number of clicks needed to locate it.
Course map: The course map illustrates the links between documents and resources.
Content maintenance: Feedback will be sent to Crawford that will work closely with ABC to track, confirm/deny, and update content in the system as necessary.