Online Learning is NOT FLAT: An Analysis of Online Learning That Promotes Interactivity

Presented by Cynthia Sistek-Chandler, Ed D. cchandler@nu.edu& Valerie Amber, Ed D.vamber@nu.eduDenise Tolbert, Ph D.dtolbert@nu.edu National University

Interactive Learning Taxonomy Applied in an Online Course

• Introduction and Overview• Background of Taxonomy• Key Points• Structure of Taxonomy• EDT 610 Course Description• Study Design• Analysis of Interactive Taxonomy for Learning • Preliminary Data• References

Introduction and Overview

The overarching goal of this study is to examine the application of a theoretical taxonomy for learning in an online environment.

Quickwrite

Identify strategies you use to promote

interactivity in your teaching environment.

What is the ILT?

The ILT is a dynamic relationship between teacher and students, between students and resources, and among students.

Key Points of the ILT

• Interactive Learning = F-2-F & online classes

•Encompasses all content areas and all dimensions of learning.

• Interactive learning can be used at any age level from infancy to maturity, and throughout life.

Spring Symosium, National University

Key Points

•Online interactive learning, by its nature includes the learner in the process of learning and requires interactivity, not passivity.

•Without interactivity, students are not engaged and are not learners.

Background of Taxonomy

•The Interactive Learning Taxonomy (ILT) was first published in Steinaker and Leavitt (2008). ▫Steinaker, N. & Leavitt, L. (2008). Interactive

Learning: The Art and Science of Teaching. Kendall Hunt Publishing: Iowa (page XV).

What is Interactivity?

Structure of Taxonomy

Engaging

Framing

Reframing

Invitation

“The instructor has obviously taken a great deal of time to find eye catching and topic appropriate graphics, a pleasing layout as well as exceptional sites that will be of interest to her students. She also provides an invitation to her students in her welcome.”

Chosen learning experience

Dialogue and discussion

Refraining

Involvement

How does the lesson involve the learner with the content?

“The lesson involves the learner by allowing the learner to interact with the technology. The learner can move through the presentation of the cell cycle at his/her own pace. Students can navigate forward and back in order to master concepts presented in the lesson.”

Direct instruction

Group work

Moderator and resolver

Leadership

Investigation

“In the investigation phase, students have already participated in the lesson; they must then branch out and explore other avenues of the given topic.” “At the end of the “Mitosis and The Cell Cycle” lesson, in the “Post” section, Lee (2008) allows her students to investigate.”

Goals

Challenges

Insight

“Students gain insight when they are able to comprehend and complete the goals and objectives that the teacher detailed at the start of the lesson. Lee’s students demonstrate their insight of the material in the “Questions & Assignment” section of the lesson.”

Dissemination

Critique and consult

Students are self-motivated

Implementation

“Students are encouraged to identify trends and to forecast possibilities.Students are invited to apply their existing knowledge in the generation of new ideas and processes.”“The students are tasked to use simulations and models to explore.”

Spring Symosium, National University

EDT 610 Course Description•Teaching Online (EDT 610) Teaching

Teachers how to teach in an Online Environment

•National University, Masters of Arts in Teaching, 5-course Specialization in Educational Technology

• ILT allows students to contextualize many aspects of teaching and learning that are often missing from teacher education programs.

Study Design

•Action Research•Students build an online Blog lesson•Application of taxonomy by students

in EDT 610•Data Collection- 4 classes •Analysis of their application and

reflections

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Interactive Lesson EDT 610

http://cindiklee.blogspot.com/Developed by Cindi K. Lee

Spring Symosium, National University

Research

Application and analysis levels are critical to cognition (Bloom, 1956).

Discourse and discussion are central to investigation.▫Group interaction among peers online▫Practice and apply analysis through

synchronous discussion

Preliminary Data

•Theoretical construct applied•Reflection, thinking, and cognition▫Analysis and reflection▫Metacognitive

•Data collection is ongoing

Interactive Learning

As human learners, we need dialogue and written communication to process ideas and to exchange perspectives.

Discourse and discussion (both synchronous and asynchronous) in an online environment transforms learning.

Interactivity not passivity

Without interactivity there is no engagement

Instructional Design can drive the level of interactivity

ReferencesBaldwin, L., & Sabry, K. (2003, November). Learning styles for interactive learning

systems. Innovations in Education & Teaching International, 40(4), 325-340. Retrieved January 22, 2009, doi:10.1080/1470329032000128369

Cassarino, C. (2003, Winter2003). INSTRUCTIONAL DESIGN PRINCIPLES FOR AN eLEARNING ENVIRONMENT. Quarterly Review of Distance Education, 4(4), 455-461. Retrieved January 22, 2009, from Academic Search Premier database.

Davies, P. & Dunnill, R. (2008). 'Learning Study' as a model of collaborative practice in initial teacher education. Journal of Education for Teaching, 34(1), 3. Retrieved March 22, 2009, from ProQuest Education Journals database. (Document ID: 1467191401).

Ma, Y., Lai, G. Williams, D., Prejean, L. Ford, M. (2008). Exploring the Effectiveness of a Field Experience Program in a Pedagogical Laboratory: The Experience of Teacher Candidates. Journal of Technology and Teacher Education, 16(4), 411-431. Retrieved March 22, 2009, from ProQuest Education Journals database. (Document ID: 1653161271).

References

Mitsuhara, H., Kanenishi, K., & Yano, Y. (2006, May). Adaptive link generation for multiperspective thinking on the Web: an approach to motivate learners to think. Innovations in Education & Teaching International, 43(2), 137-149. Retrieved January 22, 2009, doi:10.1080/14703290600650434

Sims, R. (2003b) ‘Promises of interactivity: aligning learner perceptions and expectations with strategies for open and flexible learning’, Distance Education, 24(1), 87–103.

Steinaker, N. & Leavitt, L. (2008). Interactive Learning: The Art and Science of Teaching. Kendall Hunt Publishing: Iowa.

Xin, C. & Feenberg, A. (2006). Pedagogy in Cyberspace: The Dynamics of

Online Discourse. Journal of Distance Education, 21(2), 1-25. Retrieved March 22, 2009, from Education Module database. (Document ID: 1255253831).