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Online Interaction Constructor
HOW TO WORK WITH TOOLS?
Look at the main concepts and theories.
All tools are grounded in theory and evidence. Armed with the understanding of the main concepts, you will know not only what to do, but also how to do it and why.
All tools are grounded in theory and evidence. Armed with the understanding of the main concepts, you will know not only what to do, but also how to do it and why.
Take action!
Examine target audience, goals, learning outcomes and descriptions of tools. Develop a step-by-step plan to introduce a tool into your practice and identify the metrics which reflect each method's effectiveness.
Examine target audience, goals, learning outcomes and descriptions of tools. Develop a step-by-step plan to introduce a tool into your practice and identify the metrics which reflect each method's effectiveness.
Экспериментируйте!
К каждой методике мы добавили дизайн исследования, то есть вы сами можете оценить ее эффективность и написать нам результаты.
Присоединяйтесь таким образом
К каждой методике мы добавили дизайн исследования, то есть вы сами можете оценить ее эффективность и написать нам результаты.
Присоединяйтесь таким образом
Experiment!
Treat all methods like hypotheses that need to be tested. For every tool we added a design of an experiment and metrics of success, so that you can share your results with us in a feedback form. Join our community!
Treat all methods like hypotheses that need to be tested. For every tool we added a design of an experiment and metrics of success, so that you can share your results with us in a feedback form. Join our community!
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Goals and target audience
Who can use the constructor?
Educators who design online programs.
How can this constructor be valuable for you?
a. Research confirms a direct relationship between interactivity and learning outcomes of learners and their satisfaction with learning experience.
b. The constructor helps to intentionally design an online environment and its components that include the learner, the leader of the educational process, other students, content, external environment.
c. The constructor helps to choose methods that will strengthen interaction with the components of learning environment.
d. These methods contain three elements:
e. Some of the methods had been tested and links to the results are included in this constructor. Other methods have not been tested yet, and we provide a research design for testing.
When to use the constructor?
At the moment, the constructor is used exclusively when designing interaction with an online learning environment for a specific lesson. Before doing this, an educator should have:
Educators who design online programs.
How can this constructor be valuable for you?
a. Research confirms a direct relationship between interactivity and learning outcomes of learners and their satisfaction with learning experience.
b. The constructor helps to intentionally design an online environment and its components that include the learner, the leader of the educational process, other students, content, external environment.
c. The constructor helps to choose methods that will strengthen interaction with the components of learning environment.
d. These methods contain three elements:
- mechanics—format of interaction;
- catalysts—features that help prolong and enhance interaction;
- triggers—elements that stimulate interaction.
e. Some of the methods had been tested and links to the results are included in this constructor. Other methods have not been tested yet, and we provide a research design for testing.
When to use the constructor?
At the moment, the constructor is used exclusively when designing interaction with an online learning environment for a specific lesson. Before doing this, an educator should have:
- defined learning outcomes, concept and model of the whole program that includes the lesson;
- learning outcomes of the lesson;
- plan of the lesson;
- aspiration to make the lesson more engaging and interactive.
Theoretical framework
What should online education look like?
Multiple research (one, two, three) shows that the level of interactivity affects the effectiveness of online learning programs. The top-20 of the Hattie Ranking of effective methods of offline learning include the following interaction strategies: interaction with self (self-assessment, reflection), with teacher or instructor (feedback, clear explanations), with other learners (reciprocal teaching, discussions).
In a nutshell, a learning environment should be organised in such a way that learners can read, reflect critically, debate, argue, generate and present new interpretations, exchange information and ideas.
Meanwhile, the research conducted on HarvardX and Coursera platforms demonstrates that very rarely more than 25% of learners complete their courses. Mostly, these are the people who were highly motivated in the beginning and those who paid for the course.
Our assumption was that online courses are not interactive enough, and that constitutes a problem. Moreover, we noticed that quite often interactivity is interpreted rather narrowly as "student-teacher" or "student-student" type of communication. However, in our opinion, interactivity needs and has to be viewed in a broader sense.
What does interactivity really mean?
The word "interactivity" comes from the Latin word "inter-act", which translates as "action between". Building upon the modified John Moore's model, we proposed five ways of interactions within the educational process:
Multiple research (one, two, three) shows that the level of interactivity affects the effectiveness of online learning programs. The top-20 of the Hattie Ranking of effective methods of offline learning include the following interaction strategies: interaction with self (self-assessment, reflection), with teacher or instructor (feedback, clear explanations), with other learners (reciprocal teaching, discussions).
In a nutshell, a learning environment should be organised in such a way that learners can read, reflect critically, debate, argue, generate and present new interpretations, exchange information and ideas.
Meanwhile, the research conducted on HarvardX and Coursera platforms demonstrates that very rarely more than 25% of learners complete their courses. Mostly, these are the people who were highly motivated in the beginning and those who paid for the course.
Our assumption was that online courses are not interactive enough, and that constitutes a problem. Moreover, we noticed that quite often interactivity is interpreted rather narrowly as "student-teacher" or "student-student" type of communication. However, in our opinion, interactivity needs and has to be viewed in a broader sense.
What does interactivity really mean?
The word "interactivity" comes from the Latin word "inter-act", which translates as "action between". Building upon the modified John Moore's model, we proposed five ways of interactions within the educational process:
- interaction with self
- interaction with others
- interaction with teacher or instructor
- interaction with the content of the program
- interaction with outside environment
Step 1.
Get to know the main terms
Get to know the main terms
The key terms
Methods contain three elements:
The constructor includes examples of mechanics, catalysts, and triggers that we found interesting, but you can come up with your own.
Learning experience
– experience which the student gained in an educational program.
Learning environment
– space of the educational program that consists of counteragents with which the student interacts.
Counteragent
– component of the educational environment, the side of interaction within the program. There are five counteragents: the leader of the educational process, other participants, content, outside environment, the student.
Learning interface
– a tool (for example, a learning management system, a webinar platform) used for interaction with a counteragent (Zoom, Miro, Google Docs, etc.).
Methods contain three elements:
- mechanics—format of interaction;
- catalysts—features that help prolong and enhance interaction;
- triggers—elements that stimulate interaction.
The constructor includes examples of mechanics, catalysts, and triggers that we found interesting, but you can come up with your own.
Learning experience
– experience which the student gained in an educational program.
Learning environment
– space of the educational program that consists of counteragents with which the student interacts.
Counteragent
– component of the educational environment, the side of interaction within the program. There are five counteragents: the leader of the educational process, other participants, content, outside environment, the student.
Learning interface
– a tool (for example, a learning management system, a webinar platform) used for interaction with a counteragent (Zoom, Miro, Google Docs, etc.).
Step 2.
Prepare a plan for the lesson
Prepare a plan for the lesson
The constructor is designed to set up interactivity in a separate module (lesson, event) within a learning program.
What should be ready before starting to work with the constructor?
Copy the class planning form to Google spreadsheets and fill it in with cards from the constructor.
What should be ready before starting to work with the constructor?
- Outlined concept of the training program
- Defined learning outcomes and teaching methods
- Syllabus of the program, divided into modules, classes
- Lesson plan with the main blocks
- Aspiration to make the lesson more engaging
Copy the class planning form to Google spreadsheets and fill it in with cards from the constructor.
Step 3.
Choose mechanics
Choose mechanics
Mechanics are the elements of an educational program that establish interaction between the student and one or more interactive elements. Mechanic is the main activity that takes place in the lesson.
For example: lecture, webinar, news feed, debate, group work, morning pages.
For example: lecture, webinar, news feed, debate, group work, morning pages.
Name of mechanics
Brief description of mechanics and its main characteristics
Tags - which counteragents mechanics is connected to: #Self, #Content, #Instructor, #Others, #Outside environment
- #Self #Content
A student works on an individual assignment, which has to be reviewed later by the same student without teacher's assistance. The student compares their solutions with the suggested ones, analyses their responses and takes notes of any discrepancies. If there are discrepancies, the student needs to articulate the reasons, such as lack of information or practice. A student can take a step back to work on the missing elements and then try to complete the task again. - #Self #Content
A student works on an assignment, which then they need to grade using a checklist with the key areas that need special attention. Depending on the subject, such areas can be: requirements to wording, use/avoidance of certain words, line of reasoning etc. When grading the assignment, the student uses the checklist and, if some areas remain unchecked, they either make adjustments or consciously decide that covering the unchecked area is not required. - #Content #Others
Participants are split into pairs by a bot or by a curator with a suggestion to arrange a 30-minute phone call to get to know each other better.
Reference: https://random-coffee.ru/ - #Content #Others
Students exchange their results with each other and offer feedback. - #Content #Outside environment
Students watch a film/video covering a certain topic and take screenshots that illustrate listed ideas or resonate with students. Then all the students watch the video together or offer p2p reviews. - #Content #Outside environment
A student is prompted to go to a store or any other non-educational space and collect artefacts that they believe they will need to successfully complete the next task. A student takes a picture of their basket and leaves comments to explain their choice. There is no need to buy anything, obviously — it will suffice to select the objects and then return them. - #Self #Content #Outside environment
A student receives an audio with tasks and directions, follows the route, works on assignments and returns with artefacts or insights that they gained during the walk.
Reference: https://progoolka.com/ - #Content #Outside environment
Students are in charge of arranging a class. To do that, they need to do some research (online, using suggested sources or their experience) and then to explain their findings to other students. - #Content #Outside environment
Students are divided into groups with a task to go outside and take pictures dedicated to specific topics. The pictures are then sent to a group chat, and after completing the task students have a gallery of their work (in Miro or other interface), which they can use for further reference and to illustrate their ideas. - #Content #Outside environment
Students have to work on tasks analysing the audience during an online group session. Students have time to prepare and after completing the task everyone returns to the session to discuss the results. - #Others
A student can choose a partner or join a team to watch pre-recorded videos. Team members can help each other, comment, laugh together and share the experience of watching a video. The activity works as a catalyst and as one of the mechanics. - #Self #Instructor
For a deeper immersion into the learning experience, a student needs to 'enter the class' and feel the 'here and now'. To do that, the instructor administers an adjustment session for one or several students.
Five minutes before the session, a student needs to close their eyes, think about what happened earlier that day and let it go. Then, a student is prompted to think about what comes after the session and let it go. After that, a student needs to immerse in the present moment (and recognise feelings, scents etc.) and develop an intention to follow through with the session by answering the questions of why they are here, what their aspirations and goals are etc. After that, students can open their eyes and start the class.
Step 4.
Choose catalysts
Choose catalysts
A catalyst is an element of the educational program that can enhance the interaction and interactivity of mechanics by increasing the student's involvement in the process or by eliminating distractions and blocking factors.
For example: drama, agile, gaming, onboarding, questions to the audience, etc.
For example: drama, agile, gaming, onboarding, questions to the audience, etc.
Catalyst name
Brief description of the catalyst and its main characteristics
Tags - which counteragents mechanics is connected to: #Self, #Content, #Instructor, #Others, #Outside environment
- #Self
A student plans educational events they have ahead tomorrow, while writing down a projected level of satisfaction they will receive during each event (from 1 to 10 points). The next day, after the events took place, a student writes down the actual level of satisfaction in front of each event and compares expectations with facts. This way, a student can identify which events they are more and less enthusiastic about and, consequently, regulate their motivation level by choosing formats that bring them the most joy.
__________
We would like to thank Galina Turchak for introducing us to the method. - #Self
Before starting a program, a student puts together their future skillset—a list of skills, characteristics and dispositions a student will have after completing the program. When describing a skillset as if it already exists, a student can understand how they will feel in the future and get inspired before the start. During the program, a student takes note of skills, characteristics and dispositions that they acquire. The instructor encourages students to come back to the skillset and take note of their new acquisitions in the specific moments in the program. If a student is not yet ready to identify a new skill as acquired, the instructor has to help them understand the reasons behind it and revisit the material so that they succeed. - #Others
A student can choose a partner or join a team to watch pre-recorded videos. Team members can help each other, comment, laugh together and share the experience of watching a video. The activity works as a catalyst and as one of the mechanics. - #Content #Others
An element of competition makes homework more engaging. Students work harder on their tasks to achieve victory. - #Outside environment #Self
Gradual integration of a student into the learning environment using onboarding tools. - #Outside environment
Instructors and educators work in shifts to provide support. The arrangement works if there are many students involved who live in different time zones and if there are many curators.
STEP 5.
Choose triggers
Choose triggers
A trigger is an element of an educational program that can increase the likelihood of interaction or activation of mechanics for the learner.
For example: schedule, push notifications, 24/7 support, stories, reminders, etc.
For example: schedule, push notifications, 24/7 support, stories, reminders, etc.
Trigger name
Brief description of the trigger and its main characteristics
Tags - which counteragents mechanics is connected to: #Self, #Content, #Instructor, #Others, #Outside environment
- #Outside environment #Instructor
Instructor or teacher sends notifications about a class that's about to begin, a new assignment or completed grading of previous assignments. - #Others
Any space where a student can see that their peers have already started working on their assignments or completed them. The arrangement creates a peer pressure type of situation and stimulates students to start working on their tasks. - #Outside environment
Notifications of events within the program that are about to begin.
STEP 6.
Check the dynamics of the lesson interactivity
Check the dynamics of the lesson interactivity
Add the curve of optimal dynamics of interactions with the educational environment to the lesson scheme (see below). An ascending line means increased activity of participants in relation to the interactive elements of the educational environment, a descending line means a decrease in activity.
Check to see whether you need to add or remove interactions.
Remember! Too much interactivity complicates learning and overloads the participants.
Check to see whether you need to add or remove interactions.
Remember! Too much interactivity complicates learning and overloads the participants.
- 5 - more than 90% of students performed actions, how students rated their own activity (more than 50% gave 5 points) and the activity of others (more than 50% gave 5 points), how the instructor evaluates activity (5);
- 4 - more than 70%, how the students rated their own activity (more than 50% gave 4 points) and the activity of others (more than 50% gave 4 points), how the instructor assesses the activity (4);
- 3 - more than 50%, how the students rated their own activity (more than 50% gave 3 points) and the activity of others (more than 50% gave 3 points), how the instructor evaluates the activity (3);
- 2 - more than 30%, how the students rated their own activity (more than 50% gave 2 points) and the activity of others (more than 50% gave 2 points), how the instructor evaluates the activity (2);
- 1 - more than 10%, how the students rated their own activity (more than 50% gave 1 point) and the activity of others (more than 50% gave 1 point), how the instructor evaluates the activity (1).
2. Conduct the lesson and evaluate the actual level of interaction using the checklist.
3. Compare the estimates of the planned level of interaction and the actual one.
3. Compare the estimates of the planned level of interaction and the actual one.
Constructor testing design
Hypothesis:
If an instructor uses the constructor to design a lesson, the lesson will become more engaging by increasing interaction between the learner and the components of the online environment.
How to test the hypothesis?
a. Find an educator who has a program with online group lessons.
b. The educator has to collect feedback about such lesson: how satisfied the students and the instructor of the educational process were with their experience (or they have a scheduled online lesson ahead with feedback to be provided later).
c. The educator gives their subjective assessment of the level of student engagement on a given scale with defined criteria.
d. The educator, together with us, designs the lesson from scratch using the constructor.
e. The lesson is being implemented in a new format and new feedback from students and instructors of the educational process is collected.
f. The educator sets a target for student engagement using a scale below (not all sessions have to be very engaging).
If an instructor uses the constructor to design a lesson, the lesson will become more engaging by increasing interaction between the learner and the components of the online environment.
How to test the hypothesis?
a. Find an educator who has a program with online group lessons.
b. The educator has to collect feedback about such lesson: how satisfied the students and the instructor of the educational process were with their experience (or they have a scheduled online lesson ahead with feedback to be provided later).
c. The educator gives their subjective assessment of the level of student engagement on a given scale with defined criteria.
d. The educator, together with us, designs the lesson from scratch using the constructor.
e. The lesson is being implemented in a new format and new feedback from students and instructors of the educational process is collected.
f. The educator sets a target for student engagement using a scale below (not all sessions have to be very engaging).
- 5 - more than 90% of students performed actions, how students rated their own activity (more than 50% gave 5 points) and the activity of others (more than 50% gave 5 points), how the instructor evaluates activity (5);
- 4 - more than 70%, how the students rated their own activity (more than 50% gave 4 points) and the activity of others (more than 50% gave 4 points), how the instructor assesses the activity (4);
- 3 - more than 50%, how the students rated their own activity (more than 50% gave 3 points) and the activity of others (more than 50% gave 3 points), how the instructor evaluates the activity (3);
- 2 - more than 30%, how the students rated their own activity (more than 50% gave 2 points) and the activity of others (more than 50% gave 2 points), how the instructor evaluates the activity (2);
- 1 - more than 10%, how the students rated their own activity (more than 50% gave 1 point) and the activity of others (more than 50% gave 1 point), how the instructor evaluates the activity (1).
h. Comparing feedback before and after the session: assessing the difference between target and actual student engagement.
When is the constructor found useful?
If an average difference between target and actual student engagement equals zero, i.e. when the target is the same as the actual value.
When is the constructor found useful?
If an average difference between target and actual student engagement equals zero, i.e. when the target is the same as the actual value.
RESEARCH
TEAM
TEAM
Each team consists of experienced educators and a mentor who keeps the creative process going.
Anastasia
Ivanova
Ivanova
Sophia
Bassel
Bassel
Elizabeth
Sheina
Sheina
mentor
project participant
project participant
Artem
Pichugin
Pichugin
project participant
project participant
Evgeniya
Rashchupkina
Rashchupkina
Producer and instructional designer
Regional program producer, Strelka Institute
Co-founder of educational project in culture, SODA büro
Head of data programs, Newprolab
Head of Educators' School, Skillbox, author of LX notes channel
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