Giving Control to Corporate Learners

A team of corporate learners engages in interactive brainstorming, actively sharing ideas and strategies on a transparent board to enhance collaboration and innovation.

Review of: Instructional Design Tips For Demonstrative Training Videos - eLearning Industry

How was interactivity utilized to enhance the learning experience this site sought to deliver?

Interactivity embedded through the use of demonstrative training videos allows learners to control their learning pace by pausing, rewinding, and rewatching segments as needed. Multiple camera angles allow learners to gain a clearer understanding of complex tasks, and long processes are divided into smaller, digestible videos. This helps learners engage with segmented content, making it easier to focus on specific learning objectives.

For an instructional design perspective, these actions align with Mayer’s (2009) principles of multimedia learning, particularly the temporal contiguity and segmentation principles, which emphasize the importance of pacing and chunking information to reduce cognitive load.

Does interactivity effectively foster learning?

Interactivity was effectively designed to foster learning, particularly for procedural and skill-based tasks. The ability to rewatch steps and view close-up visuals supports dual-channel processing and active engagement, which are key components of effective instructional design (Clark & Mayer, 2016). Additionally, the article emphasizes the importance of scripting and audience analysis to ensure that the interactivity is pedagogically aligned. When paired with a well-planned script and visuals that demonstrate rather than tell, the interactivity becomes a powerful tool for scaffolding learner understanding (Rose & Dalton, 2009).

Was interactivity a distraction or enhancement to learning?

The interactivity was clearly an enhancement to learning as it promoted learner autonomy and self-regulation, reducing reliance on static, text-based instructions. These aspects of instruction enabled learners to troubleshoot and revisit difficult steps without external support. However, the article also illustrates that interactivity alone is insufficient. Without a script tailored to the audience’s needs, as seen in Sarah’s example, the learning experience can falter. This underscores the importance of aligning interactivity with instructional goals and learner context (CAST, 2018).

References

CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Rose, D. H., & Dalton, B. (2009). Learning to read in the digital age. Mind, Brain, and Education, 3(2), 74–83. https://doi.org/10.1111/j.1751-228X.2009.01057.x

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