Frequently Asked Questions
5. What kind of interactivity does one need for great learning?
Interactivity undoubtedly helps to engage learners. When learners are directly involved in making decisions about the learning process, are completing assessments or worksheets, or have to answer questions about how they can apply their learning in practice, the key lessons are much more likely to take hold.
But interactivity in itself does not deliver great results. There have to be sound learning principles underlying the interactive design, otherwise the interactivity ends up as a time- consuming diversion, or a fun, entertaining process -- like playing a video game -- without real impact on the competence and development of the learner. Hence it is important to take a close look at the pedagogy, style and impact of the interactivity and not be deceived by what, in the end, are engaging but unnecessary bells and whistles.
The NewMindsets view is that in designing and evaluating interactivity in applied disciplines - such as for leadership and management education - it is important to think about the three points of a learning triangle involving the CONTENT, the CONTEXT and THE LEARNER. Truly valuable learning experiences integrate all three. They deliver a valuable content message that engages the learner, and equally importantly, encourages the learner to understand, evaluate and perhaps modify the content message to take account of the context in which it is to be applied. Even the very best content advice on topics like leadership, teambuilding, managing change, dealing with difficult situations, etc. will need to be adapted to the specific requirements of the situation to which it is to be applied. This, after all, is why these issues fall under the description of 'soft-skill' development. Meaningful learning on these topics is very different from learning routine technical skills that can be taught and applied in a mechanistic way.
Many e-learning products do a great job in producing engaging interactivity along one dimension of the triangle, especially LEARNER - CONTENT interactivity. But they do a poor job on the CONTENT - CONTEXT and the CONTEXT - LEARNER dimensions. These two dimensions are the domain of true reflective learning where the learner has to think about the implications of what is learned for their own personal situation. Even really sophisticated skill development simulations fall short on these dimensions. There are, of course, spectacular successes -- such as the flight simulators used to train airline pilots. But most e-learning simulations in the soft skill field fall far short of achieving the required integration between the lesson and the real life context in which it has to be applied. Huge strides are being made in this field but the discerning e-learning purchaser needs to recognize that all that glitters is not gold. High-tech interactive learning does not necessarily lead to great learning outcomes in terms of impact on job performance
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