Changing Patterns in Interactive Learning Design by José Bidarra, Universidade Aberta

1. Changing Patterns in
Interactive Learning
Design
José Bidarra
Department of Science and Technology
Universidade Aberta, Portugal
EMPOWER Webinar Week
EADTU | 20 November 2018

2. The World has changed…
José Bidarra, 2018

3. • 8 AM
• 12 AM
• 2 PM
• 4 PM
• 7 PM
“ICTs are not mere tools but rather environmental forces that are
increasingly affecting us. For instance blurring the distinction between
reality and virtuality, and between human, machine and nature” (L. Floridi)

4. Problem to address
• How can educational institutions respond to
the emergence of a new student profile?
– always connected,
– on the move,
– in constant interaction,
– accessing vast information,
– making fast decisions,
– integrating different media.

5. Current situation
• Given the level of uncertainty in our world, we
have to distinguish the fads from the more
substantial developments;
• Many have been proclaiming that online
learning will render lectures obsolete, that
physical colleges will be replaced by online
universities, and that MOOCs will be the new
norm. However, this is not what seems to be
happening…

6. An intelligent mix
• This is the hypothesis: the future lies in an
intelligent mix of face-to-face and online
learning, what is called blended or hybrid
learning.
• The solution may be: moving away from
didactic lecturing in classrooms towards
integrated digital learning environments.
(Tony Bates, November 12, 2018)

7. Strategic decisions
• Content (what people need)
• Tech (how to reach the users)
• Data (know and learn from users)
• Social (get in touch and stay in touch)
• Support (connect deeply and authentically)

8. High level decisions
• Personalised learning
• Practical subjects
• Shorter programme cycles
• Partnerships for face-to-face
• Technologies for seamless learning

9. Anytime, Anywhere
Information
Transfer
DecentralizedCentralized
Skills Transfer
EmpoweredControlled
Knowledge
Creation
Exchange
Seamless Work
& Learning Open up time and place
for learning
Data and analysis where
and when you need it
(adapted from Mauro Figueiredo)
José Bidarra, 2018

10. Low level decisions
• Design of learning environments
• Instructional materials
• Communication media
• Tools and procedures
• Learner support

11. Personal Learning
Steve Wheeler & Manish Malik (2010)
José Bidarra, 2018

12. Learning design principles
• Simple design (intuitive, harmonious)
• Focused utility (targeted, essential,
extraordinary)
• Collaborative and social (useful, respectful)
• Intersection of function and emotion
(storytelling, games, gamification)
• Crafted execution (robust, refined, beautiful)

13. Persuasive design ideas
• Make it visual
• Make it move
• Make it obvious
• Encourage interaction
• Anytime & anywhere

14. A case study: MILAGE
MILAGE - MathematIcs bLended Augmented GamE
Project reference: 2015-1-PT01-KA201-01292
José Bidarra, 2018

15. • Create an App & Web platform;
• Use gamification techniques to engage students;
• Implement game mechanics involving students
and teachers;
• Use three different levels of problem complexity:
beginners, intermediate and advanced;
• For each problem there are two levels of exercise
resolution: detailed and concise (videos).
MILAGE - Goals
José Bidarra, 2018

16. More than 12 000 users in 2018
José Bidarra, 2018

17. Hands on
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18. Hands on
José Bidarra, 2018

19. MILAGE - Results
• Higher motivation to learn math;
• Sharp increase in autonomous study;
• Inclusion of low and high achievers;
• Self-assessment and peer-assessment;
• Collaboration and resource sharing.
José Bidarra, 2018

20. Learning technology
• Mobile internet:
– Mobile video viewers worldwide - 1.9 Billion users
(eMarketer, 2018)
– Social media users worldwide (Nielsen, Q1, 2018):
• Facebook - 2.2 Billion users
• YouTube - 1.9 Billion users
• Instagram - 1 Billion users
• Internet users - 4.2 Billion users
• Emergence of VR / AR / MR

21. Augmented Reality (AR)
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22. Music Teaching (AR)
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23. Microsoft Hololens (MR)
José Bidarra, 2018

24. Virtual Reality (VR)
José Bidarra, 2018

25. Content Gamification
"the use of game design elements in non-game contexts" (Deterding et al., 2011)
• Points: points are fantastic motivators and can be used to
reward users/students across multiple levels or dimensions
of a gamified activity
• Levels: these are often defined as point thresholds, so the
students (or users) can use them to indicate a higher status
and have access to bonus content.
• Challenges, badges, achievements, and trophies: the
introduction of goals in an activity makes students (users)
feel like they are working toward a goal.
• Leader boards: in the context of gamification, high-score
tables are used to track and display desired actions, using
completion to drive valued behavior.
José Bidarra, 2018

26. Digital Storytelling
• Storytelling is based on a
set of four elements that
are still valid in the digital
age, namely:
• A narrator
• A plot
• A setting
• Characters
• There is usually a conflict
of some kind. Some
common types of conflict
may include:
• Conflict between one
person and another or
between groups;
• Conflict between a person
and the natural
environment;
• Conflict between an
individual and the society.

27. Facebook Timeline
José Bidarra, 2018

28. Transmedia Storytelling
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29. Conclusion
• In the near future, students will have to make
a difference against algorithms, robots and AI
agents in the workplace;
• These students will have to deal with more
uncertainty, complexity and obsolescence in
their professional careers;
• So, we have to teach students to be more
effective, creative, and innovative in solving
emerging problems.
José Bidarra, 2018

30. THANK YOU!
JOSE.BIDARRA@UAB.PT
UNIVERSIDADE ABERTA
NOVEMBER 2018