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Four Ways to Make Interactivity Count


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How can you design meaningful interactivity without blowing your budget? How can you set up your e-learning for great engagement and better knowledge retention? Let's explore four simple strategies you can use, pretty much regardless of your tools. Presentation by Cammy Bean, VP of Learning Design

Published in: Education, Health & Medicine

Four Ways to Make Interactivity Count

  1. Making Interactivity Count Cammy Bean, #ASTDTK14
  2. What is interactivity? What does interactive e- learning mean to you?
  3. Is this what you mean?
  4. Interactivity, defined.
  5. 1. Interactivity = two things that work together.
  6. 2. Interactivity = the inputs/outputs of human-todevice/artifact contact.
  7. 3. Interactivity = human-to-human connection!
  8. Interactivity lives on a spectrum.
  9. From passive activities to complete user control and freedom.
  10. Why do we think we need it in our e-learning? Why does e-learning need to be interactive?
  11. Why? Stakeholders ask for it! It’s more fun! It’s more engaging! It helps us learn better! It’s clicking and clicking is good! Right? Ummm…..
  12. But beware the dangers…
  13. The danger of seductive details…
  14. Interactivity without context…meaningless?
  15. Avoid interactivity for interactivity’s sake. Fatiguing. Distracting. Doesn’t promote deeper understanding.
  16. What do you see as the obstacles to including meaningful interactivity?
  17. What do you see as the obstacles to including meaningful interactivity? Too costly. Takes too much time. We’re not creative enough. I don’t have the right people to build it. Stakeholders don’t value it. I don’t really know where to start.
  18. Let’s not forget the best tool we have. Make ‘em cogitate!
  19. So what can interactivity look like? (The kind we can do without blowing our budgets?)
  20. Let’s look at four principles.
  21. 1. Get them reflecting.
  22. Get them to stop and think.
  23. Ask: What did you think? What did you hear? How are you doing?
  24. How do you rate yourself?
  25. What would you stop, start, continue?
  26. How confident are you?
  27. Have them write it down.
  28. Get them thinking. Ask them questions.
  29. Get ‘em reflecting. Stop, start, continue?
  30. 2. Get them feeling.
  31. Make it human.
  32. Put them IN the story.
  33. And make it a good story.
  34. Then make them think about it.
  35. Ask provocative questions to spark interest.
  36. Make it uncomfortable.
  37. Get ‘em feeling. Stop, start, continue?
  38. 3. Get them acting.
  39. Take note!
  40. Get them into the action and have them assess what’s going on.
  41. Make it relevant.
  42. Give the challenge context.
  43. Put the challenge in context.
  44. What would you do?
  45. Have them create their own action plan.
  46. Give them an offline activity.
  47. Have them create their own performance support tools.
  48. Have them identify mistakes (the kind they’re likely to make)!
  49. Give them choices.
  50. Lots of choices.
  51. Try Thiagi’s Four Door Model.
  52. Let them decide: Learn or apply?
  53. Get ‘em feeling. Stop, start, continue?
  54. 4. Get them connecting. With other human beings.
  55. Be sure to talk with them. Like human beings.
  56. Let them hear from real people.
  57. Make contact.
  58. Give them assignments to upload for peer review.
  59. Give them worksheets. And mentors.
  60. Have them continue the conversation with their manager.
  61. Get them talking. To each other. What did you think? How did you do it? Here’s what I did that really worked. Here’s what I did that really didn’t work.
  62. Get ‘em connecting. Stop, start, continue?
  63. Get them reflecting, feeling, acting/doing, connecting.
  65. Coming Soon!
  66. Cammy Bean email: blog: