Interactive Learning
Giving feedback at the beginning or middle of an exercise
is more effective to the student than feedback when the exercise or project
is completed. (Ben Schneiderman)
"A Research Agenda for Interactive Learning in the New Millennium"
From his web page version of a keynote address, delivered at
ED-MEDIA99
by
Thomas
C. Reeves, Department of Instructional Technology, College of Education,
The University of Georgia. Fulltext.
SUMMARY - There are two methods of interactive learning; one
of these appears to be more effective.
Learning "from" interactive learning systems is often referred
to computer-based instruction or integrated learning systems (ILS).
Method:
Exposes learners to messages encoded in media and delivered via an interactive
technology.
Assumes that learners perceive and encode these messages.
Requires a response to indicate that messages have been received.
Provides feedback as to the adequacy of the response.
Results:
Differences between interactive learning systems as tutors and human teachers
have been modest and inconsistent.
Value of these systems as tutors seems to be
-
motivate students
-
increase equity of access
-
reduce the time needed to accomplish a given set of objectives
Learning "with" interactive software programs is referred
to as cognitive tools and constructivist learning environments.
Method:
Tasks or problems to which cognitive tools are applied are determined by
learners, guided by teachers.
Tasks or problems are situated in realistic contexts.
Results are personally meaningful for learners.
Engages many skills in learners...
-
project management skills
-
research skills
-
organization skills
-
representation skills
-
presentation skills
-
reflection skills
Results:
Greatest effectiveness is with constructivist learning environments.
Empowers learners to design their own representations of knowledge.
Supports the deep reflective thinking needed for meaningful learning.
Enables mindful, challenging learning.
CONCLUSIONS
Preliminary findings suggest that in the long run, constructivist approaches
to applying media and technology may have more potential to enhance teaching
and learning than instructivist models.
The real power of interactive learning to improve achievement and performance
may only be realized when people actively use computers as cognitive tools
rather then simply interact with them as tutors or data repositories.
Most research studies in instructional technology confound media and methods.
Research and evaluation should focus on invention and improvement of creative
approaches to improve (not to prove) human communication, learning, and
performance through the use of interactive learning technologies.
Interactive learning is not in need of empirical research to find out how
it works. It is in need of creative invention and development research
to make it work better.
There may be no generalizable "best" approach to using interactive learning
technology in education. The most we may be able to hope for is more
creative application and better informed practice.