Uploaded byJosé Bidarra
Changing patterns in interactive learning design
The document discusses the changing patterns in interactive learning design, highlighting the emergence of a new student profile that is always connected and seeks integrated digital learning environments. It advocates for blended or hybrid learning over traditional classroom lectures and emphasizes the importance of personalized learning and strategic decisions regarding content, technology, and support. A case study on the Milage project illustrates the successful application of these principles to enhance student motivation and engagement in math learning through gamification and a digital platform.
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Changing patterns in interactive learning design
- 1. Changing Patterns in InteractiveLearning Design José Bidarra Department of Science and Technology Universidade Aberta, Portugal EMPOWER Webinar Week EADTU | 20 November 2018
- 2. The World haschanged… José Bidarra, 2018
- 3. • 8 AM •12 AM • 2 PM • 4 PM • 7 PM “ICTs are not mere tools but rather environmental forces that are increasingly affecting us. For instance blurring the distinction between reality and virtuality, and between human, machine and nature” (L. Floridi)
- 4. Problem to address •How can educational institutions respond to the emergence of a new student profile? – always connected, – on the move, – in constant interaction, – accessing vast information, – making fast decisions, – integrating different media.
- 5. Current situation • Giventhe level of uncertainty in our world, we have to distinguish the fads from the more substantial developments; • Many have been proclaiming that online learning will render lectures obsolete, that physical colleges will be replaced by online universities, and that MOOCs will be the new norm. However, this is not what seems to be happening…
- 6. An intelligent mix •This is the hypothesis: the future lies in an intelligent mix of face-to-face and online learning, what is called blended or hybrid learning. • The solution may be: moving away from didactic lecturing in classrooms towards integrated digital learning environments. (Tony Bates, November 12, 2018)
- 7. Strategic decisions • Content(what people need) • Tech (how to reach the users) • Data (know and learn from users) • Social (get in touch and stay in touch) • Support (connect deeply and authentically)
- 8. High level decisions •Personalised learning • Practical subjects • Shorter programme cycles • Partnerships for face-to-face • Technologies for seamless learning
- 9. Anytime, Anywhere Information Transfer DecentralizedCentralized Skills Transfer EmpoweredControlled Knowledge Creation Exchange SeamlessWork & Learning Open up time and place for learning Data and analysis where and when you need it (adapted from Mauro Figueiredo) José Bidarra, 2018
- 10. Low level decisions •Design of learning environments • Instructional materials • Communication media • Tools and procedures • Learner support
- 11. Personal Learning Steve Wheeler& Manish Malik (2010) José Bidarra, 2018
- 12. Learning design principles •Simple design (intuitive, harmonious) • Focused utility (targeted, essential, extraordinary) • Collaborative and social (useful, respectful) • Intersection of function and emotion (storytelling, games, gamification) • Crafted execution (robust, refined, beautiful)
- 13. Persuasive design ideas •Make it visual • Make it move • Make it obvious • Encourage interaction • Anytime & anywhere
- 14. A case study:MILAGE MILAGE - MathematIcs bLended Augmented GamE Project reference: 2015-1-PT01-KA201-01292 José Bidarra, 2018
- 15. • Create anApp & Web platform; • Use gamification techniques to engage students; • Implement game mechanics involving students and teachers; • Use three different levels of problem complexity: beginners, intermediate and advanced; • For each problem there are two levels of exercise resolution: detailed and concise (videos). MILAGE - Goals José Bidarra, 2018
- 16. More than 12000 users in 2018 José Bidarra, 2018
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- 19. MILAGE - Results •Higher motivation to learn math; • Sharp increase in autonomous study; • Inclusion of low and high achievers; • Self-assessment and peer-assessment; • Collaboration and resource sharing. José Bidarra, 2018
- 20. Learning technology • Mobileinternet: – Mobile video viewers worldwide - 1.9 Billion users (eMarketer, 2018) – Social media users worldwide (Nielsen, Q1, 2018): • Facebook - 2.2 Billion users • YouTube - 1.9 Billion users • Instagram - 1 Billion users • Internet users - 4.2 Billion users • Emergence of VR / AR / MR
- 21. Augmented Reality (AR) JoséBidarra, 2018
- 22. Music Teaching (AR) JoséBidarra, 2018
- 23. Microsoft Hololens (MR) JoséBidarra, 2018
- 24. Virtual Reality (VR) JoséBidarra, 2018
- 25. Content Gamification "the useof game design elements in non-game contexts" (Deterding et al., 2011) • Points: points are fantastic motivators and can be used to reward users/students across multiple levels or dimensions of a gamified activity • Levels: these are often defined as point thresholds, so the students (or users) can use them to indicate a higher status and have access to bonus content. • Challenges, badges, achievements, and trophies: the introduction of goals in an activity makes students (users) feel like they are working toward a goal. • Leader boards: in the context of gamification, high-score tables are used to track and display desired actions, using completion to drive valued behavior. José Bidarra, 2018
- 26. Digital Storytelling • Storytellingis based on a set of four elements that are still valid in the digital age, namely: • A narrator • A plot • A setting • Characters • There is usually a conflict of some kind. Some common types of conflict may include: • Conflict between one person and another or between groups; • Conflict between a person and the natural environment; • Conflict between an individual and the society.
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- 29. Conclusion • In thenear future, students will have to make a difference against algorithms, robots and AI agents in the workplace; • These students will have to deal with more uncertainty, complexity and obsolescence in their professional careers; • So, we have to teach students to be more effective, creative, and innovative in solving emerging problems. José Bidarra, 2018
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Editor's Notes
- #10 This chart shows the correlation between learner-control and levels of teaching (from information transfer to skills to knowledge creation to real work and learning).
- #12 This chart shows the correlation between learner-control and levels of teaching (from information transfer to skills to knowledge creation to real work and learning).