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- Interaction Equivalency in theOER and Informal Learning EraTerumi Miyazoe, PhDTokyo Denki UniversityTerry Anderson, PhDAthabasca UniversityEDEN 2013 Oslo, Norway 1
- Outline• Interaction Theories– Three Types of Interaction(Moore, 1989)– Modes of Interaction(Garrison & Anderson, 2003)– Interaction Equivalency Theorem(Anderson, 2003)• Modes of Interaction in OERs and Informal Learning(Miyazoe & Anderson, 2013)EDEN 2013 Oslo, Norway 2
- Interaction• Definition (Wagner, 1994, p. 8)• “reciprocal events that requireat least two objects and twoactions. Interactions occurwhen these objects and eventsmutually influence eachother.”EDEN 2013 Oslo, Norway 3
- “Three Types of Interaction” model(Moore, 1989)• Learner-Content• Learner-Instructor• Learner-LearnerEDEN 2013 Oslo, Norway 4MOORE, M. (1989). Editorial: Three types ofinteraction. The American Journal of DistanceEducation, 3(2), 1-7.
- “Modes of Interaction” modelAnderson and Garrison (1998)EDEN 2013 Oslo, Norway 5Anderson, T., & Garrison, R. (1998). Learning in a networked world: New roles and responsibilities. In C.Gibson (Ed.), Distance learners in higher education (pp. 97–112). Madison, WI: Atwood Publishing.
- “Modes of Interaction” modelAnderson and Garrison (1998)EDEN 2013 Oslo, Norway 6Anderson, T., & Garrison, R. (1998). Learning in a networked world: New roles and responsibilities. In C.Gibson (Ed.), Distance learners in higher education (pp. 97–112). Madison, WI: Atwood Publishing.
- EDEN 2013 Oslo, Norway 7Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale forinteraction. The International Review of Research in Open and Distance Learning, 4(2)Daniel, J., & Marquis, C. (1977). Interaction and independence:Getting the mixture right. Teaching at a Distance, 14, 29–44.
- The EQuiv• Thesis 1. Deep and meaningful formal learning issupported as long as one of the three forms ofinteraction (student–teacher; student–student;student–content) is at a high level. The other two maybe offered at minimal levels, or even eliminated,without degrading the educational experience.• Thesis 2. High levels of more than one of these threemodes will likely provide a more satisfying educationalexperience, although these experiences may not be ascost- or time-effective as less interactive learningsequences.EDEN 2013 Oslo, Norway 8
- The EQuiv• Thesis 1. Deep and meaningful formal learning issupported as long as one of the three forms ofinteraction (student–teacher; student–student;student–content) is at a high level. The other two maybe offered at minimal levels, or even eliminated,without degrading the educational experience.• Thesis 2. High levels of more than one of these threemodes will likely provide a more satisfying educationalexperience, although these experiences may not be ascost- or time-effective as less interactive learningsequences.EDEN 2013 Oslo, Norway 9
- EDEN 2013 Oslo, Norway 10
- Interaction design…EDEN 2013 Oslo, Norway(Miyazoe & Anderson)Student-Content Student-Teacher Student-StudentHighMidLow11
- EQuiv VisualizationEDEN 2013 Oslo, Norway 12
- Cost/Time issuesEDEN 2013 Oslo, Norway 13= 1 block dollar
- Cost/Time issuesEDEN 2013 Oslo, Norway 14
- OER and Informal Learning inDE Interaction HistoryEDEN 2013 Oslo, Norway 15CorrespondenceCorrespondence Student-teacherStudent-teacherCollab.LearningCollab.Learning OERs/MOOCsInformal learning
- EQuiv in OER and informal learningEDEN 2013 Oslo, Norway 16= 1 block dollar= 1 clock dollar
- EQuiv in OER and informal learningEDEN 2013 Oslo, Norway 17
- External vectors of mega-universitiesEDEN 2013 Oslo, Norway 18(Daniel, 2003)QualityCost AccessibilityQualityCost Time(Miyazoe & Anderson, 2013)
- Modes of Interactionin OERs and Informal Learning EraEDEN 2013 Oslo, Norway 19(Miyazoe & Anderson, 2013)
- Thesis 1: QualityEDEN 2013 Oslo, Norway 20
- EDEN 2013 Oslo, Norway 21
- Thank you for listening!For questions/suggestions:t.miyazoe@mail.dendai.ac.jpterrya@athabascau.caEDEN 2013 Oslo, Norway 22
- Core References• Anderson, T., & Garrison, R. (1998). Learning in a networked world: New roles and responsibilities.In C. Gibson (Ed.), Distance learners in higher education (pp. 97–112). Madison, WI: AtwoodPublishing.• Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale forinteraction. The International Review of Research in Open and Distance Learning, 4(2), from http://www.irrodl.org/index.php/irrodl/article/view/149/230• Daniel, J. (2003). Mega-universities = mega-impact on access, cost and quality. Retrieved fromhttp://portal.unesco.org/education/en/ev.php-URL_ID=26277&URL_DO=DO_TOPIC&URL_SECTION=201.html• Daniel, J., & Marquis, C. (1977). Interaction and independence: Getting the mixture right. Teachingat a Distance, 14, 29–44.• Miyazoe, T. (2012). Getting the mix right once again: A peek into the interaction equivalencytheorem and interaction Design. Retrieved from http://newsletter.alt.ac.uk/2012/02/getting-the-mix-right-once-again-a-peek-into-the-interaction-equivalency-theorem-and-interaction-design/• Moore, M. (1989). Editorial: Three types of interaction. The American Journal of DistanceEducation, 3(2), 1-7.EDEN 2013 Oslo, Norway 23

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