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Increasingly, students and teachers rely on each other to access sources of knowledge and share their information, expanding the general scope of the educational process to include not just instruction, but the expansion of knowledge. The role change from keeper of knowledge to facilitator of learning presents a challenge and an opportunity for educators to dramatically change the way their students learn. The boundaries between teacher and student have less meaning with interactive learning.
==Paradigm
Interactivity as a pedagogical technique requires a fundamental change in the way education is delivered. Tapscott <ref>{{cite book|last=Tapscott|first=D|title=Growing Up Digital: The Rise of the Net Generation|url=https://archive.org/details/growingupdigital00taps|url-access=registration|year=1998|publisher=McGraw-Hill|___location=New York|isbn=9780070633612}}</ref> has identified 7 ways this change occurs:
*From linear to hypermedia learning.
*From the teacher as transmitter to the teacher as facilitator.
==Components of
===
The socialization of education is evolving in the form of personalized digital media sources. Web logs, or [[blogs]], enable students to express thoughts and ideas individually, while at the same time sharing them with the larger community. The pervasiveness of social networks like [[MySpace]] and [[Facebook]] connect millions of learners to a virtual community where information is exchanged laterally between and among students and teachers alike. This explosion of community is contributing to an expanding learning economy, where participants have unparalleled access to knowledge, both from teachers and other students.
===
This set of technologies includes the use of [[wireless networks]], [[smart phones]] and [[Personal digital assistant|PDAs]], [[search engines]], and [[___location-based media]]. Urban computing allows enhanced interactivity between people and their environment through the use of these technologies. For Interactive Learning, this means that students are able to assimilate knowledge specific to their ___location.
===Serious
The concept of [[serious games]] involves immersing students in virtual worlds by means of role-playing and community interactive games. For learning, this means that the cooperative, critical-thinking, and problem-solving practices encouraged in digital games make serious games a key form of pedagogy. Adapting gaming as a form of experiential learning brings real-world issues into education within the structure of a planned curriculum. Along with their intrinsically engaging properties, games have been touted for their ability to teach ill-defined problem-solving skills, elicit creativity, and develop leadership, collaboration, and other valuable interpersonal skills.<ref>{{cite book|last=Gee|first=J|title=What Video Games Have to Teach Us About Learning and Literacy|url=https://archive.org/details/whatvideogamesha0000geej|url-access=registration|year=2003|publisher=Palgrave Macmillan|___location=New York}}</ref>
==Applying
In order to be effective, learning institutions must see computers and associated technology as an essential part of the student. In other words, technology must be seen as cognitive prosthetics.<ref>{{cite book|last=Johnson|first=S|title=Emergence: The Connected Lives of Ants, Brains, Cities, and Software|url=https://archive.org/details/emergence00stev|url-access=registration|year=2001|publisher=Scribner|___location=Toronto}}</ref> The core concept of [[distance education]] is that the real world becomes the learning environment; in this environment, the purpose of the instructor is to help facilitate the absorption of knowledge through both real-world and virtual learning experiences.<ref>{{cite web|last=Nilles|first=J|title=Some Historical Thoughts on the ee-Learning Renaissance|url=http://www.innovateonline.info/index.php?view=article&id=346|work=Innovate|publisher=Innovate Online|accessdate=2007-09-19|url-status=dead|archiveurl=https://web.archive.org/web/20071013114108/http://www.innovateonline.info/index.php?view=article&id=346|archivedate=2007-10-13}}</ref> Historically, one of the obstacles to [[distance education]] is the lack of face to face contact. The use of technology as an integral part of course design has attempted to compensate in both synchronous and asynchronous settings.
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