interaction and learner support

Getting the mix right

Anderson, T. (2003) ‘Getting the mix right again: an updated and theoretical rationale for interaction’, International Review of Research in Open and Distance Learning, vol.4, no.2; also available online at http://www.irrodl.org/ index.php/ irrodl/ article/ view/ 149 (last accessed 31 July 2012).

Anderson in this paper introduces us to the ' interaction equivalency theorem' - whereby we need at least one of the following at a high level:

·         student - student interaction

·         student- teacher interaction

·         student - content interaction

'Student' - 'teacher' - 'content' are the three elements.

Interaction is seen as a crucial component in education, with a need for balance between individual study and interactive learning strategies. However not all interactions have formal educational value, bearing in mind that in formal environments there has to be a link to the learning outcomes.

Functions of interaction include:

• learner control
• facilitation adaptation
• participation and communication
• development of meaningful learning

Some interesting points include:

1. student- teacher currently has the highest value
2. student - teacher can also be easily automated in some scenarios
3. student - content can be recorded
4. student - student is crucial in constructivist environment (but less for cognitive or behaviourist)
5. Student - student is critical for developing collaboration skills
6. student - content is most accessible
7. teacher - student  is least scalable
8. some teacher interaction could become learning objects
9. Teacher - teacher collaboration is essential in research led org.
10. content most flexible of actors
11. cost of content interaction falling fast
12. value of content based on how engages students/teachers
13. high levels of interaction require actors to be personally active and engaged.

Activity 2

In what ways have you found that H800 incorporates each of the functions of interaction and through what means?

An interesting question. In most distance courses the student - content interaction is highest, but for MAODE there is a high student-student interaction expected, meaning that participation and communication are important. In fact the content is so well designed and integrated, that one can traverse the module without the high Student- student interaction. This can be seen when weeks vary in their participation. As far as learner control is concerned , there is a great deal. I can chose not to do some activities, or to organise my time in a different way, as long as I complete the assignments needed.

Has the fact that forum participation is no longer part of our marked assignments meant a change in interactions? Maybe. But maybe study fatigue also sets in. Nine months is a long time to study intensively.

For me it has most definitely facilitated adaptation. I am constantly looking at how I can use what I learn in my professional life - not just in thinking about online learning, but in training others to think about learning in general and also in thinking about how young people use technology. Research, theories, practices can be re-imagined in different context. I would also say that this year's module has made me rethink how I can use Twitter, and I  am astounded at how much I can learn through peripheral participation. (Communication and participation outside MAODE). Which leads neatly on to development of meaningful learning. many of the activities call on this, but the meaningfulness comes from reflection. I am getting better at this. My blog helps me to put things into context, which helps me to condense and filter when it comes to assignments. I have found better clarity with writing assignments this year.

Based on your experience of H800, would you agree with the first claim in Anderson’s equivalency theorem?

‘Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student–student; student–content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience.’ (Anderson, 2003, p.4)

YES?! Not necessarily the most enriching, but given our experience of lectures, distance learning, online learning this is probably true. I feel that depending on what I am learning, I need a different thing to be at that high level. And I find this is teaching/training too. I natural encourage student-student interaction as I am involved in lifelong learning. But my knowledge and skills as a professional can add a new insight to interactions. My passion also helps the right messages get across.

 Anderson also argues that there is ‘pressure and opportunity to transform student–teacher and student–student interaction [interpersonal forms of interaction] into enhanced forms of student–content interaction.’ He later gives examples of this as teacher videos, virtual labs, personalised FAQs, etc. Anderson also notes that students themselves perceive student–teacher interaction as having the highest value and that the teacher–student interaction is the least scaleable (probably the most expensive).Anderson does not limit his account to distance education, and briefly discusses classroom delivery, audio and video conferencing and web-based modules. He also sets out an interaction-based model of online learning in figure 2 on page 9, based on the three major elements of student/learner, teacher and content.

To what extent does this model apply to your own practitioner context?

In my context, because it is not formal education, this is not the case. The main route of interaction is student -teacher. And then we let people go. One of the core developments is the introduction of student-student and student-content interaction to enrich and prolong the experience. We also have practitioners at different points in their journey, and a huge variety of individuals with their own contexts, perceptions and background. That is the joy and the challenge in learning development in a volunteer setting. So maybe going back to the last question - too much of one thing without the presence of the other interactions, or the 'guide on the side' is also detrimental. I also think there may be a need for the 'sage on the stage' as well. Interestingly many of our management roles are now shared - with one person being the leader, inspiring and motivating, while the other takes on the management duties and functions.

 Which of the four different forms of interactive learning is most appropriate for your context?

·         Paced, collaborative learning

·         Independent study

·         Structured learning resources

·         Community of inquiry

    Each one of these has a role to play. Paced, collaborative learning is often done in a face to face environment - but as yet not online. Independent study is crucial for volunteers who need to learn anywhere at any time that should be flexible enough to suit them. Structured learning resources are something that we have, but we don't really give enough support and scaffolding to using them and a community of enquiry is something I hope to build.

Although we are not an educational institution, we do have institutionalised approaches and so are still very focused on the instructional methods. It's the innovator sand creative who do this differently, but it takes time for that culture to change - or infiltrate, as I like to think of it - like ninjas! (I like to think of myself as a creative ninja, but am probably more a creative buddha).

http://www.obeythecode.com/blog/ink-creative-ninja-his-story/