Challenge of trying to create active learning
My current challenge is trying to create active learning environment for learners in self-accessed, self-directed online learning modules. One model of elearning is to stick some documents online, and have learners complete a test at the end. The LMS that I’m currently working with does not have any capability for social interaction, there is no shared space for discussions or collaboration. When I first discovered this I was very demotivated, because the technology does not have the capablity to reflect my beliefs of learning and knowing. However, I decided to view it as a challenge: bound within the parameters of technology, how can I engage learners and make the experience meaningful.
I started exploring the whole world of rich-media simulation, and got very discouraged because of the amount of resources and technical expertise needed to produce it. However, I’ve started to examine their structure and try to apply the ideas to a poor-media environment. From this world I’ve picked up the term “Screen Interactivity Ratio” which refers to the total about of user interaction per course= the number of screens where they act upon something versus the number of screens where the content is static. And while it sounds so systemized, it really is simple way to ensure that there is more interactivity by measuring in numerical terms.
But what does this interactivity really mean? Read some text and answer some comprehension questions? Yes, but it should mean more than the superficial level of recall of facts. An article in IRRODL looking at introducing constructivist techniques suggests that simply adding quiz items BEFORE the text challenges learners to activate background knowledge takes a page from the Reading Teacher.
But I want more: more learners coming up with their own representations, more learners trying to piece disparate pieces together and attempting to find meaning in it, more learners do stuff, not just trying to navigate their way through a series of pages telling them, “That’s correct!”.
I’m currently building a course where I’ve layered in many activities throughout, one with a high screen interactivity ration, but I’m still not happy with the learner engagement. I’m wondering at this moment that the role of the instructor is still important to learner activity, because it is to the instructor that the learner is performing for (let’s not kid ourselves, sure it’s for the other learners in a group situation as well, but it’s the instructor who we want to please.)
