Automated Feedback and Interactions/Summary

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Automated Feedback and Interactions[edit | edit source]

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Summary[edit | edit source]

Interactivity in courses, as you have learned, can be simple or complex. It takes many forms and is dependent upon knowledge, skills, and available technology. After reading this short lesson, we hope you start thinking about ways to increase student engagement in online courses and reduce cognitive load when reading large swaths of information.

Mobile Considerations[edit | edit source]

More and more students are accessing online courses through their mobile devices using a variety of screen sizes and operating systems. Notably, older course development tools may use Flash for animated interactions, which is incompatible with nearly all mobile devices (iOS and Android). Consider also the window size of more complex items like the Hotspot or Carousel, which may be difficult to see and interact with on a phone.

Online Communities[edit | edit source]

There are many online communities that can give you more information about interactivity, as well as places to brainstorm and get ideas.

Additional Resources[edit | edit source]

Looking for ways to strengthen your automated feedback and interaction knowledge? Want to share this new knowledge with colleagues and brainstorm ideas for your next e-learning project? We have developed an additional, optional, Framegame for your use (Thiagarajan, 2004). Download the attached PDF here (click on the image below and click again on the next page to open up PDF):

Automated Feedback and Automated Interactions Matrix.pdf
Click here to return to the Instructional Design Home Page: Instructional Design


References[edit | edit source]

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. United States of America: Harper & Row.

Hattie, J., and Timperley, H. (2007) The power of feedback. Review of Educational Research, 77(1), 81-112.

Thiagarajan, S. (2004). Framegames. Bloomington, IN: Workshops by Thiagi, Inc.

Wilson, J., Olinghouse, N.G., and Andrada, G.N. (2014). Does automated feedback improve writing quality? Learning Disabilities: A Contemporary Journal, 12(1), 93-118.