Interactive Learning: Difference between revisions

Revision as of 10:04, 10 December 2016

Revision as of 11:06, 4 January 2017

Line 1:

{{Peacock|date=October 2014}}

'''Interactive Learning''' is a pedagogical approach that incorporates [[social networking]] and [[urban computing]] into course design and delivery. Interactive Learning has evolved out of the hyper-growth in the use of digital technology and virtual communication, particularly by students. Beginning around 2000, students entering institutes of higher education have expected that interactive learning will be an integral part of their education. The use of interactive technology in learning for these students is as natural as using a pencil and paper were to past generations.

Line 22:

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 to 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|year=2003|publisher=Palgrave Macmillan|___location=New York}}</ref>

==Applying Interactive Learning==

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|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}}</ref> Historically, one of the obstacles to [[distance education]] is the lack of face to face contact. The use of technology as and integral part of course design has attempted to compensate in both synchronous and asynchronous settings.<br />

For delivery of synchronous content, technologies such as [[videoconferencing]] and [[web conferencing]] are typically used. An example of this is the growing use of [[Skype]] and [[GoToMeeting]] for virtual class discussions and lectures.<br />

Line 28:

It is essential that a knowledge-building community be allowed to develop in order for the learning to succeed.<ref>{{cite web|last=Philip|first=D|title=The Knowledge Building Paradigm: A Model of Learning for Net Generation Students|url=http://www.innovateonline.info/index.php?view=article&id=346|work=Innovate|publisher=Innovate Online|accessdate=2007-09-14}}</ref>

==Further Readingreading==

*D'Agati, Caroline. (August 2014), [http://blog.pedago.com/2014/08/12/the-brave-new-wired-world-of-online-education/ The Brave New (Wired) World of Online Education], Pedago Blog.

==See also==

Line 40:

<!--- Categories --->

[[Category:Articles created via the Article Wizard]]

[[Category:Teaching]]