A Web-based learning environment designed for interactive learning
Michelle K Livett and Jon M Pearce
The University of Melbourne
Abstract
Introduction: This paper describes the development of highly interactive on-line learning resources to enable students to construct actively their understanding of the important magnetism concepts. The project focussed on replacing the least interactive component of a traditional physics learning program, the lectures. On-line materials with a heavy emphasis on interactivity and engagement replaced all but the first and last lecture in a 2-week period. The remaining lectures introduced the materials, including presentation of key demonstrations, and interactively summarised the unit.
Design rationale: Our aim was to develop Web-based learning resources that would guide and improve students' learning through the highly interactive nature of the tasks. Students used these resources in scheduled classes and at times of their own choosing. They were also engaged in weekly laboratory classes and tutorials.
To provide students with genuine choice in their use of the materials we defined a minimum "core" that every student is expected to complete as well as optional links to several types of material: responses to questions; information to embellish the core and in-depth learning activities. The optional in-depth activities allow students to choose actively to take on activities that require more time, but promote better, more robust learning.
Figure 1.
Interactivity: "Interactivity" has been defined by Laurillard (1993) as "students receiving intrinsic feedback on their actions that relate to the goal of the task". We have ensured that every screen is a student activity: making a prediction, observing an outcome, explaining an observation. Each activity provides students with feedback, either "explicit", where they are provided with a model answer, or "implicit" in which students check their reasoning by interacting with an animation or simulation.
The styles of interactions used vary in their complexity, from simple observation of an on-screen event (e.g. animation or video), through to a guided discovery sequence to present a concept. An example of a component used in these tasks is the on-line simulation Magnetic Field Trip which develops students' understanding of the effect of several variables on an induced voltage in a wire loop as it enters a magnetic field. In figure 2 the loop is being dragged into a magnetic field (area of crosses). Two bar displays, changing in real time, indicate the magnetic flux and the rate of change of flux, respectively. Magnetic Field Trip allows students to explore the effect of loop speed, direction, position, size, and field strength on the induced voltage. This simulation is used in the "core" section of the materials and as a "deeper learning" activity that uses the simulation in a more extensive structured learning activity.
Figure 2.
Student response: The focus group of students gave very positive feedback on this style of learning resource. They showed an awareness that having more control over their learning increased its effectiveness. They commented that spending extra time using the animations and simulations assisted in achieving more effective learning. This perception was borne out by evaluation of student learning immediately following the unit and in end-of-semester assessment.
Issues: Several important issues were confronted and resolved during the project. The time required to produce such materials is extensive. Second, the learning design, the crucial and most difficult aspect of such a project, cannot be out-sourced easily. It requires an academic combining a strong understanding of the relevant discipline with interest and expertise in education and multimedia techniques. For learning projects such as these to be effective, they therefore need a major commitment from academics and strong support from their department's administration.
Technologies and acknowledgements: This project was funded by the University of Melbourne. The simulation Magnetic Field Trip, was produced in Macromedia Director and presented as a Shockwave object.
Reference
Laurillard, D. (1993). Rethinking University Teaching. London: Routledge.