Instructional Interactivity Endeavor and the Spiral’s Value MEMEs
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Author
EdMedia + Innovate Learning, 2004 in Lugano, Switzerland ISBN 978-1-880094-53-2
Abstract
A frequent argument in education literature is that delivery of instruction accompanied by real-time interactivity will increase learning and improve instruction in practice. The trend of the use of interactivity intensifies when content gets more abstract and instruction is delivered at a distance. Especially, teaching complex and abstract science concepts by the use of telecommunications technology signifies the meaning and appropriate levels of interactivity for instruction. However, definition and forms of interactivity are often confined by instructional mediums such as computer programs and telecommunications technologies. This article discusses the meaning of interactivity and levels of interactivity constructed in the education literature (in the field of computer-based instruction (CBI), cognitive science, and social science). It is concluded that the Spiral Dynamics (Beck & Cowan, 1996) can be considered as a comprehensive framework to base conceptual parameters for the operation of interactivity in terms of human psychology and ability of learning.
Citation
Kahveci, M. (2004). Instructional Interactivity Endeavor and the Spiral’s Value MEMEs. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1387-1391). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved August 12, 2024 from https://www.learntechlib.org/p/12656.
© 2004 AACE