wagner interaction

8/21/2019 Wagner Interaction

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c..=l\J In Support of a Functional

Definition of Interaction1~lIcll D. Wagner

AlmlruclA l'."IIIlI1"' 1111:1111:ll Ihc lIi~I;IIlCC CIII,Cllli",1 lill:f"IUI~ i~ Ihalllclivcry Iccil.1"'lllyic~ wi'h Ihc (1I1lrll'illl r(lr rc.l1.lilll\ illlCnlclivily will im",nyc OOlh lilcill1ilJ 1: ;,"d i1r:lclice Ilr lIi~li"II:C 1:IIucnlil)lI. Allhllu h Ihefe nplICur~ I.. bc n-,ml\'il1y nl"l.epllml:1: Ilf II I:"u~al fci;lli()n"hi/1 helwcclI ~y,lcl11 ii"CrIlclivily;lItd ii,'ilm\:lil\n;11 inlCrnl:li()l1. I1rilher I"rn)("ci11 hn~ bl:1:11 lcurly I)r fuIICli()rnll.Iy ('clincll. .Il)i" ilniclc Ili",'I1~~l.~ ~CYCflll "y~lcm~ m(Klcl." IIn(1 rcl;"c" Il1cl11I() llIc 1:IIIIICXI, .,r in~lr11\:lilIlIIII (Iclivcry. in"lruclilln:11 dc~ign. ill~lruc'iullurIh(..,ry. :llId I,,:lmil, : Ihcllry jn IIn :lIICnlplll' c,I.,"li"h C(IlI\:cplIInl p:lfIln)CICr"li,r I"L. rll"'.'i ..r ;.., ,"..i,y.

A~ ill~lrlIClion.11 lel:l1ll(II(I~ic:; f1avc bccome morc powcrrul. perva~ive.allilru;lhlc. ll lCr fricrnlly. anll udapluhlc. llie hopc:; 6f edllculor l Ihilllf1c:;cIcl.f1I1(II(lgie l will Ilclr \() hring "b()lll dr"m"lic itnprIlvCmenl l ill educ,,-I OlI"1 pr"clice hilVC bel.()I11C 1II()rc per.o;i~lenl. The currenl illlcrc:;1 inllislunl:c C(lIll:miol1 i~ lf1e m()~1 reccl11 mul1irC~luliol1 of the intcresl Ilndal'\ivity Ihat h,, ; ;llrrllllll(lcu cvery m"jor cducutionullccllll(llugy inl1ova-Ijllll ,illt:e Ihe tllrl1 ()f Ihc I:cl11ury (Suclllcr 1990). Di~lunce cducm(1r ll.()nICnd lf1m (ml: :;i~nificul11 mlriblltc of Ihc lechl1(1l()gic:; ll led in Clln'enll.lllll.i'li()n;11 cnlcrprjse:; lcl I 111l:111lr;lrl from previ()u l lechl1oll)gy (liffll-\iOII el'lilrl.,: thcir c;lp.ll.ily f()r rcal-Iime illlcrllclivily. Cllrrent tl1inking~li~gC iI~ 111,,1.U.'i u rc lllll or Il1c Icchn010gicully enuhJcd cxl:hal\gc oril'I(I"I. '~XI. illld vic.lc(). grcnlcr inlcrlll:lilm hclwcen Icuchcr:; und lluc.lCI11 i.am()n : ~ll1lJCIII:\. uI1(1 hclWCcl1 lllldel11 ; nnd col11el11 i likcly 10 en lllc.

Olle ()r lf1c mn.jor difficllllil::; :;llrrollnding di ICu l:;ioll i of il11CrUCli(111mId i,llcrut:livity i'i thnl Ihe ;c lerm i. while widely lI \ed. hnvc no1 bccl1l.Jc.lrly ()r rllllcti(lrnllly llcfilll:(I. .


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P"l C II) is used here 11:1hc bilNis for a discussion ill which funclionill1111ribulC:llIf inleraclion are reviewed.Deliniliuns or Inleraction

Simply slaled, inlerucliulls are reciprocal evellts Ihlll require al leaslIwo ohjccl i IInd Iwo ..cliolls. llIlcraclions occur when Ihesc ohjccls andevents muluulJy il1nucnce one IInother. All il1Nlructional interaction is allcvc/lI Ihitt lakes pla~e between H Icllrner IInd the Icamer's cnvironmenl,II~ purpose is 10 rcspond 10 Ihe learner in II way inlended 10 change his orIlcr behilvior 10ward all Clluclllional goal, An illslruclional interaclion iselTective when thc environmenlal re irl)nsc changes Ihe learncr's behav-ior low;lrd thaI go \l, llIsIrllctional imerucliol1:; havc two purposes: tocllallgc Ic.lrners and 10 move thcln toward an ;lclion slntc of golll altain-nlem. {Interucliolls may ulso Iluve the crfcct of altering instructionulilllcrvenliol1s Ihemselvl::\, 1Iithollgh this change tentls lo emphasize thejllslru~liun itsclf ralher thull il1NlruCliull lIS a meal1s 10 Ihe end oflearning.)

Thc growing .'I()lk" IICl:l:rlance of II causal rellltiol1ship belween sYs-lem il1lcrlll:tivily arnl instruction;ll il1lcrHClion has placed nIl ul1rcalislicCXPCcI \liOI1 011 llll:rill:livc technologies to ell~urc Ihllt instruclional il1ter-:lctiollS do occur. 'rhc most tyril:111 cxample of this phel1omcnon can befOUlld in Ollgll"lg dcb:lles regarding the .'I1C:\I" Icchl1o10gy systems fordi~lal1t delivery. SlloUld lIi:\lance learning experiencc:; rur elcmemary~tudelll~ IlC lilIlitCll to syslem i emplllying full motion. two-way vidcuil1lerilCliQI1' Clln quilJily gradllale ed~cution exrcricnces really be pro-villcll hy meiln.o; uf pril11 ill1d u:\ynchrol1ou i computer-lncdilltedcOl1lerellcillg' In o;rilc of evidence presel1tcd hy Clark ( 1983, 1989) that1Iic mc"ns of inslructiol1 \1 1II:Iivcry is les i critical than arc Ihe instruc-liOllill IICNigl1s Ihllt guide teclll1Qlogy 1iClcclion decisions. educator:;slubbornly per:;ist ill rcJllicIIting ruce-to-fuce il1:;trucliunlll experiencesviillcl:llll\llC.Igy, This imcrest in replicutillg Imdilional education i i parlic-ul:lrly irol1ic in thut clfllcaturs in bolh K-12 IIl1d higher educ31iol1ellvil'lllll11cnts have been IInd COltlillul: to be under enonnous prc,, iUrc torefOrlll currellll:dlll:llliol1UI syslcms "nd prilclicc~ (NCTM 19N9; AAAS11)90, WICIIE 1992. APA/MI:REI. 1993). liurthermore, Ihc I:lIpilcity forleclll1ology 10 do things that tire imro"sihlc in a Iraditionul lecturc-recitali


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(0~ W"gllcr ( 199();1) has sugge~lclf Ihal rUlure conNirlcmlions or inlerllc-

lioll (l11d inteructivil)' ~h()lild druw UI)()II Ihc rcsulls or l-e~ea'ch from thefnlluwiJll d()mail1~:

.le.,mi"g a"ll Icarning Ihcory. 10 hcllcr lindcrNlund hum:ln learningcaJ ;lcily

.i"~lrllclil)lmllhc()ry. ()n which I() ha~e gener;IJ perf()l1n:lnce improve-mcnl illlervC"liOlI~

.jll~lrlll:lii)Il;'1 dc iigll. ill orucr I() lailor inlervellliOlI:; Ihi'l uddress .~ilu.uliollUI c()l11ill~c,lcie i

.ill~II'lICIion:11 dclivcry. 1(1 cncollrugc Ihe gclIcrU\ion or slrnlegies r()rll~ing illlCral:livc delivcry iy~lcm:; lu achicvc ime,1Icli()n jn jnslruc.li()llal ~clling~

Di~ .lnce educat(lr ; m:ly bc wcll ;ervcd hy cxamining thclic Ilrenus ofal'livily 10 dclermine h()w i"lcrnction hus bcell 1'\:l:OmmOdaled. The f()l-lowing dj~l:I1 ; ;i()n el"h


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-..1 --1--1

Hlim,,1) rcrronn"nce C,," be cl,,~~ified inlo five cillcg()ric~ ur Icurl1il1goUlcomc.'i. ()rc"p"bililic~ (G;lgf\C It)R4):

.Imellecluul ~kill~ (pr()ccdural knowledge). which includc col1cepls.rule i. :'I)d pr()ccdurc~

.Vcrh,,1 il1rOrmUliol1 (declurulive knowledgc), which include ; Iheubilily 10 iIUle fuct~. rllle i. "nd princi[llc~

.C() : nilivc )ilr"lcgic ; (~Irulcgic kJ1owJcdge), which include Ihe abilityI() m"J1"ge ol1e.~ OWI1 JearJ1ing. 10 Ihil1k crclllivcly. ""ll III hc nIlefrel'livc prl)blem ~()Ivcr

.Molor .'ikills. which include Ihc .lbilily 10 perrorm phy~icallil ;k i

.1\llillldcs. which iJ1cllldc Ihe dell:rl1lil1"lillll or rcclil1gs. opil1iol1s. ilnd;1 "y~Il:111 of VUItIC~ ii"d elhic~

Lc:lrner~ cmploy mclhotls of rl:cllhack. clahoraljol1. leamer conlrol.sl:lf-rl:glIulljOlI. ru1d molivalion when e~periencing a change in IIny oncof l 1c:;c: Ic:lfned cap,'bililic:; (Gagl1c 19R4 ). T 1t: following di:;cu~~ion,lllempl:; 10 relate Ihc~c IltCI 1otl~ wil 1 Ihe c0I1~lruct of inleraclion as .\rir~1 ~Icr ill ar~liin~ ror thc operation:llization of internction a~ a fullc-tional in:;lrl\~tiom\1 ,,"ribllle.

F ('("'h{ll.~.. Fcctlhl\ck rcl'cr~ 10 "ny inlorm111ion thaI pennits le"rner l 10jlltlgl: llIe qll"lily of Ihcir perform:,nl..e. The ]itcrnlllre c()lItail1~ rcrcrcncc~10 llIe following (.'untliliull1i I,f fccdhuck:

.limillg. which include~ il11l11edi;"c rl:l:llhack. delayed feedback. end-or -~c~~i1.1n cclllmck

..o;l.Jledllle. which inclLIde~ ilem-by-ilem. lCtJUCIlCC. alld delayed~cliLlcllce recdbat:k

.flml1"l. illclLldil1g Icxl feedb"ck :Lnd graphic feedb"ck

.rc~LIII~-b:l ieIJ feedh"ck. wJlil:JI illcludc~ error.conlillgenl fecdback.illf1.1rm"livc rcl:db"ck. correclive rcedb3ck. :'Ild knowledge-or-re iull~fcedh"ck (Alcs ii and Trollop 1991)

Sllell ( I ~91 ) oh1;er\le1; l\1al bch"viori ils vicw fccdhack U i a me"I1~ ofreinforcing ,1 i iOCiali(11'~ bclWl:CI1 1;lill\uli al1d respon~e~: feedbilck i,lICO-m.llil:,llly clicil1; l\1e cc)n.ecC rc1;pon1;c wilhoul Ihe 1;lllC.lelll bl:illg ucli\lclyuw,lre Ihul leurning is luking pl:Il:C. 111 ()1)lra~C. cflgnilivi iC i mainluin Ihulfeedh:lck ~ervc i II~ illf(lnlluliOl) 10 Ihe leamer: l\1e learner aclively inlt:r.1 1"CI il1c il1fomlUlion nnd U~C i ilIO genenltt: re~plm iC i. ShCll' i review offccdb;,l:k lilerat\lre irnlicalC ; Ihl\t ..feedhack 1\ \ il1formulion'. lend \ to be

(0U1 I~

more eftective rhilll does .'feedbilck ii~ rCil1rllrl:Cmcl1t" in re~pon~e ilndconceptleilming.

III con \idering thc runclion of feedbllck, :I di itinclion ihould be madebetween beh:lviori~tic ilnd cognitivi"lic pllint1i Ilf vicw. From a bchav-ioral perspective, feedback provide:; for reinforcemcnt. which i1i il1lcllllcd10 correct alld direct bchavillr1i. Fccdback take i Ihc fom1 of cue", whichelicit performance al appropriale rime ;. Freque,ll:y or t'cc;lIhul:k 1;1111l1"u-C;I1CC;hc rule arnl crticiency or behilvior ;hapil1g.


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c.c0'")Idei' of providing redundunt i1nd ulternative routes ror inronnation recllll"roug" alterni'tivc quelitiull~ ilml rcilcrltlinl1 viu il11craclinll furlhcr:lcmlln~lrIllcN i"lcrllctio". \ potentiul vulue for improving information:"codin1 i1nd rctrievi1l.

Ll.tlmt.'. Cmll'.('II.S('Ij~Rl'.I:"'(llim,. Kinzic ( 1990) ltutC i Ihut i111eructiveill~'ruclio"i11 desigl1s l)OtenIially provide le:lrner \ with control over Ihe:Ieplh or ~Iudy. ri1nge of content covcred. number and Iypc of 1IIicrnulivcmedi;, .'iclcclccl f()r prCNcnlillicm. and till1e lpel11 on leurning. MerrillIII)HO) bclieve~ Ihal Ihe educulional expericnce obtajned byexel"Ci.'iingl'onlrol over le"rning ili IIn impt}r'anl. alhcil inciclcnlal. lei'ming experi-l:ncc. Current thinking liug~elilN Ihi\1 leilmer \ provided with globallei\ming itri\legie~ for u~e in iI varicly or leurning NilUIl\ion.o; will \1(: mclrccrfcclivc Ijrclcl11g Icufllcrli. Self-rcgullltioll of Icarning (which itselfimplics a higll level or cognitive engagemenl. m3king conllectionN withexi iling k,1owledge. organiling upprollchcli Ic) Icilflli"g tu \kli. CI"d conlin-liml ily m(Jniloring le:lrl1i"g. incllldil1g rehearsal al1d self-checking)appcurs 10 be ticd 10 informalional and knowledge-or-result ; fccdbuck.Lc;lrner c()nlroltend i 10 be mediil\cd by iuch raCI\lr \il i Ihe il1dividual-iZ;I'ioll Ilr i"~lrucliOl' (11y which :;Iudent \ cun ti1ilor contextual variablesof instruclion 10 suit Iheir per ;on:ll intere \t \). Ihe provi iilm or Clc.lvi~e-ml.nl (which rlll1clil)n~ "~ IIII inromlutionlll und a corrective fcedbuckml:l:llani~m). I"e ahilily 10 generil\e ielr-m;lni1ging inslruction"1 slritle- ie i. und Ihe abilily 1\1 cng:'ge :It highcr rurliciralive le~el i with reducedal1xiely. Kil1zic ( 19t)( \lc~criIJC~ i\ 11)74 study conducted by Ilansen in\Vhic" ~tudeI11 i given col1trol over the receipl of rcedhack wilhin Iheil1struclio,1 experienced ~ignilica111ly grcaler redllction in anxicly th3nI"cl~l: r()ulincly providetl with reedback. Students provided with ntl rccc.l-h"l:k continued 10 exhibit 11igh Icvcl~ or unxiety IhroughouttheiI1~tl"llctio1l. In IIrnltllcr itudy (Arm itrong 19H9). ;tudents provided withIraini" in sclr.n1unagemenl ~Iralegies. lIS wclI u~ wilh practice al1d reed-bilck ()ppOrllInitic.'i for u~ing Ihc ic ~trnlegie~. demonlilrated incre"liedIcvcls nr lielf.reJiaI1cc. furlhcnnorc. their fllcilily in working wilh ielf-mi\n:lged ilrategie l encOl'rllgcd thcm to NtOp worryil1g ubout whclherIhcy hIlIIIJl}tail)cd corl.ccI un~wer~. ali they had in the firlit ~elision i, ui"1bl:l in :I~king Ihc pllrpoNCrlll. informll\ion.gulhcrirlg quC \tions necessary(0 c.levi ie new ma""gcmcl11 itrulegie ;.

M(I'iI.t(li(m. l11e motivationaJ Con \truc mo.~1 likcly lu hc innuencedby inleruction i i continlling mulivIlliOlI (Kinzic J990). Continuing moli-vatio". thc intrin~ic motivlllion mo il directly concerned with edllclltion.ret1cct i an intlivitlu:ll. i willingne l i 10 Je"rn. lJnrorlul1atcly. \Cho01-based

l.t

in~tructional acljvitie~ railll) Ilrw Ilpl)l1 Ihe energ;e~ Ihal iU ilairl ip()1lla-neous. inlrinsicully motivllted leamil1g; crn\lilluing muliv"liun i~ rilrclycullivalcd us a valued in ;trucliol1al oulcome. (A ; I1n a ;ide. irlvc ;ligali(m~or continuing molivl1lion frl)m II lli ;lance education pcr ;pcclivc couldm:1ke a unique Ilnd melll1il1gful col1lribulirnlll) Ihc pr(lfc ;~ionallileralllrc.given Il1e growing perceplion Ihal ;ucce ; ;rul di ilanl iludel1l i ilrc murcIIclive in Iheir learl1il1g e~periel1l:c~ 111n Ire Iheir tr~\liilionill counter-parl i.)

Spol1laneou \ IInd jntricl1iiclllly muliv.lled le.lrnillg i \ linkcd 10 faclor ;;\lCh a ; 1ielf-efficacy. Ihe perceplion or per1iI llill l:lInlrol. Ihe perccplionof relcvallcc, .ll1d Ihe 1ilim\llalion of curio ;ily (Keller II)H]). LI,l:u i Ilrconlrol. which il1dicale i Ihe degrec III which il1di.vidu:,I ; helicve Ih:lleVCIII1i l\1\ll o\llc()mes lIre Ihe rc ;UII1i of \l1cjr OWI1 bcl1uviurs, i~ 4'"C mc.iure or col1lil1uing llI(}livali(111 (Kil1lie 199(). Kinzic \uggc~l i 111;111iI\ldent~ wilh an il1lemallocu i of colllml :lrc \I\( 1"c il1lrin~iclllly ml)liv.ll-cd to leam. 111iil\lliun1i jn wl1jcl1 iI\ldclll:i ..re expcclcd 10 a,,;:iUmc i\ l1igl1degree of rc:ipon iibiljly for mallugirlg Ihcjr (Iwn Ic..rning cxpcriel1ce:i-II~ is Ihe ca ie in mllny di iIOInCe learning IIpplil:aliull:i-il \I\..y hcimpol1ul11 to empirjcully i.lclcmlillc Ihe uver.111 ~igl1iril::ll1cc uf lut;u~ ufconlrol ..:i an indicutor of sludenl acl1ievemelll UI\(I lu rrl)vi(lc di~lnl:eslul1t:III~ wilh Iraining in cugl1ilive ~Irulegy l1evell,pmenl lu cl1cuurugcielf-elTicucious behuvior:l.

'I'11cory Constructs Thullnnuence InlerllClifInInslructiollal IIICOric1i pr()Vi(\c pO1illll;lte~ from which prC1iCrirlion.'i 10

improvc learning arc derived. 'I'11ese prcscripliolls provillc 111


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--1 J I

on Ihc clilborulion theory uf Incmory. with ils emphll:\i:\ 011 providing IIilruClure for Ihe prc~cl1lalion of informaliol1 Ihal accommodalc~ theevel1lual Cl1tlldil1g und relrievul uf 1IIII1 information in IIpplicIlliol1 con-le~I:\, The Componenl Di~rluy Tlleory (Merrill 1979; 19H3). like Gilgl1Cand Brigg':\ Priorili'1.ulion Theory of Inlilruction (manifested il1 IheirEvel1ts llf In:\truction), is based ill large part on issllcs Ilf praclice and onIhc provision of feedbllck opporlunities 1111 compol1enl of an inslruc-

.tiol1:11 desigl1, Merrill's concern fi,r allernalive presentulion formsIhrllugll which to reitcrutc critical il1folmation (thu.'1 providing inform:l-tiol1 and. in somc cuses, knowledge-ur-rc~ults feedback) can ul~o berel;llcd directly 10 Rcigellllh's F.luhoralion Theory. Wllcreus Reigelulh.~11Ieury provides a .'hig riclUre" framework fllr cl1huncing the mc~ming-fulncs~ or information. the CUlllr()nent Display Tllcllry provide~hcliristic procedllres fur Ilcvcloping course-Icvcl illstruction thaI inCOIl'O-rilles media iI i a llcliign-dependenl culI:liderution. Thi1l thcllry ul:loellcollrugc1; illformaliornll and correclive confirmuliOllul feedbllck. aswt:11 l~ opporlllnilie i for rcIlears~11 und practicc; il i:l inlended to enhal1l.:cIhc meilnillgfllll1C1;1; IIf inlomlulion by ~mpllusizing eluboralivc und mul-liple prc~cl1tatiol1 fornls.Kcllcr's ARCS (AtICIItiol1. Relev:lnce, COIltidcnce. Sulisfactilm) The-ory ( 191 3) lIf il1~lrucliOltui de~ign 1(l()k~ beyond the spccilic concerns ofkltuwlcuge and skills ilC4lliliitiol1 loward ~l iylilcmalic framework forillcorporaling molivulionul slratcgieli ill instruclion. Kcllcr lIa1; suggestedIhallearllcr performance is cnllunced when inslruclilllllll design:l are con-ilrllCled to caplUrc ullelltion, to empha~i7.e the relevancc of theinfomlation \(1 lIe learned. 10 builu Icurl1er conlilJence wilh Ihe infoml~l-liOll. UI", III promote 1;lIli1;rUclion wilh perrurmallce as well as wilh theIcaming expericncc il1;elf. speciriclllly. Keller has shown 1lluI relalingin:;trllcliul1 tlircclly 10 importanllleeds, motive ;, arnl values will motivalcII slllllcnt to perfornl ml""e elTeclively, Kcller's per ;peclivc IIII motiva-liUllal instrllclionnl de:lign diffcr1; from Murtin anI Rrigg's view ; ordc:;il ning instroclion fllr tltc uffcctive dUOlUill; Keller focu ;c i 011 Ihecognitive tlllm~lill und de~lls wilh Iic1Iigns to uddres ; ;kills and knowledgederic:icllcics ruthcr lltan wit Ii llIe dcsign1l for chal1ging v:llues or IItliludescmpha~il.ed by Mllrlilland Brigg1; ( 1986). Nevertheless.thc motivalionulu ipecl~ of design have a ~Irong ilnpact on the affective domuin by allow-illg learners 10 ~hapc II e col1texl and rorm of instruction t() iui\ theirneeds, inlere~I1;. and vulue i.

Lcarl1ing theories anI ill~lruclional lheorics provide comprchcn iivefrumcworks thai ;upport ;I view of inlcruction a~ a fllnclion of learning

I()(0~

.

and in ilruction. Through Ihe ie di icu i iion i, Ihe rclllljon ihir t}CtWCCIIillleracli(\n anll ~lich Icltminl /in~lruclionnl C()n ilrUcl i U i fecdbuck, Clilbo.ration, locu i or conlrol, and I1Inlivuliml Ilrc t:luriricll. However, Ihc iedi iCll i iion i are no1 able 10 bretlk duwn Ihe ..big riclure'. c(}nccm iCllouglt 10 illllIW llcvc:ll)pmenl llf ipecific ilrulegie i for encour \ginginleraclion wilhin instruclion. Siluali(ln.11 irccifit:ily i i "ct:c i,'i.lry I()dcvclup mcllningrlll slrl\legic~o; by which u mcu iurc of inlcru(;lion (;all I)Coblained. "ce iiluuli()l1al vuriahlc1i II IVC ht:t:n illcl1lificd. rca1i(lnllble1ilralcgic i for improving in ilructj(lI1.11 jnlcr.lcli(ln C"11 hc dcvclclrl:d. ThcI1Iclh(),t i al\,1 Ict:ltl1i4ut: i ," in1ilrllcti()nul dcsign fucililalc Ihc llcvclor.menl or ilralegic1i for rcaliling inlcractiOlI ill "l1itructilll\"I1\cttillg1i.

I>c.'iigll 01\ llll~rUl1itlllhe Innucncc or Instructi()nulWi1SI\Cr al\\1 R\:d(l)' ( 1987) describc il1~lrl1l.li()nalllcsign as a ~)'slcmal-

ic melhod of llIiloring IhCOrC(jcul pre:;crirli


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(,0'-"

""i15~C

~

il1~lrllClionul dc~igl1 h,, i OCl:11~l:leCICd for illll ilrUlive pllrpo ie l (1il:C Fig-lire 2). Acl:ortlil1~ 10 Dick ;l11d ':lrcy. Ihc dc lignl:r. I ul:livilie1i commen


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TIIC fill"l levcl addre i ie~ the intelligence of 1Iic dc iigll illielr; IhiN levelrefcr~ to whclher or n1.1llhl: (lc~i 0 " i~ rramed, branched. or linked.

Till: illll:r;IClivc ill:itruclionul de:iigns reponed in the profess.ion:lllitcr.ulure huve bcen developed fur u~e with inlcractivc i"Ntrucliollal syslems~ut:11 il~ c()mpulcr i. vi(lcodi:ic~. alld CD.ROM syslems and "re not.'flccitically oriented 1OWUrd Ihc rea1-1ime, Iwo.way inlcrllclivc ~y ;ICmNgellcrully u iet.l for leleconrcrcllcil\g. F~rl"ermore, Ihey uppeur 10 beint:rcilsillgly IIriclllcd toward prot.1ucl (c.g.. achievement score, pre-/po~l.Irc,ltmelll measure) rather thall process outt:(lml: I. prohably becauseprOtIL1ct Olllc()me~ 1'rc rar ca~icr I(J quunlify. The itlleractive lechnologie ililcmsclves iCell1 I() bc drivi"g the development of il1slrllctiunill :ilriltc-gics Il1ul ciln be u~ed 10 maximizc sy ;lcm illtcractivity IInd. secondarily,10 efrcl;l Icanlcr flcrrmmilllce. While teleconferencing iy~lems are inlcr-active :;y:;tell1 i. their illteructivity is morc It runl:ti(m (Jr Ihe :;yslell1:; .I'.~(.rs th;,n it i l of thc ~ysll:l111i 11Icm~lvc l. Itl other word:;, there 1ieems tohc le~N i",crc~t ill dc:;cribing interactive. interpersonuJ communicilliun~ilr:ltegie~ for u iing reu1-1ime Iclccont'erencing iy~lcm" Ihall in describing.C;lr"legieN :tlld dc iign i rllr wi'rkil'g wilh interactive syslems in which theICt:hlll1hlgic~ 11,em~elve~ mu~t be programmed to in(eract wilh Ihc u~cr.Comp:lred (0 mo it telcconfercncing prlllocol~. Ihe computer.based.:Idaplive iy ilem:; rcl\"ii"C ~igniricunl design el"t.orlto opernte at optimall\:v\:I~.

I\rc we dealing wilh iII ilrlll.:limlaJ- iy~lellls activity or instrllctionalilltcrilt:ti(I11. Ir o"e UCCepl i Moore.s (19R9) idea thaI inlcr"l;lirl" CIt"illtleetl occur betwccn itudem antllllalcrial~. Ihctl sy item l "ctivily milyCOllforll1to Ihi i c(mt:clllllali,.atio" of interaction. Jona~sen. i ( 1985) slipu.lillitllt 11':11 he appe:lrance of Iwo-way communit:utill" musl tuke plucer()r i"leraClion 10 occtlr fla i 111~fIhccl1 met in the jnteractive systemscx:lll1plc . Silllp iOII u"t.i Galbo .N ( 1986) description or inll:r"t:li()1l. how-cvcr. uglte1it1i Ihill we ure dj~cIIN iing :icJ111clhillg Illore cloNely ulignedwill1 c()mmuni\:",i(ln lIylulmic" thllll wilh technologically mediated inlcr-ilt:livjtY.Tlte Impflrta"cc ()f Instructional Design Con~ideralilll1s

At thi i p(liTlt il Tl\lly be li iefullo review why design con iit.lcrnli(m i arc1Iie focus of Ihis di"cu i iion. All in trut:liu"al cnlcrpri:;e:; a"empt 10 bring:tholll changes in Icllrnl.:d cuplthililics. Instruc(ionul designs serve a~mc(li:lltlr~ belween Ihe reulm i of lellming theury IIrnl illslrucli()nal prllc-licc. providillg a mc;I" I of dl:vci(,pi"g i"tervenlioll~ through which

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changes in learned cupnbilitics CI\II uccur. Whether desiglls are uhNtructeIllerpriNCN (Ir concrele strategies, Ihey pr(1vidc ~iluulionally ~pecificheuri ;lic ; to attaill dc ;irl:(ll)ulcome~.

Inlcruction Nhould be viewe(1 aN u silualiun-Npccific colllingcl1cy t(1 hcmanaged by mcalls of instruclional desi n melhOlIN (WClgncr 11)9()bJ.Having determined that illlcral: ion (whelher manjrested aN rcl:(lb:ll:k,elah()ration. locus of colllrol. self-rcgul:lliclll. or colllinucd in()ljvali


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I,'i~urc S. Thc ""hIlnnon-Schramm (:Cllnmllnicution Model Adaptedby Chutc

Thc commullicUliO" ml~'ilphor dcvel() pcd hy .')chrumm and Chule canhl: '1~1:(llo help dis':\11cc educalor~ (onceplualize Ihe ml:cll"nic ) or in'er-tlctive 'eICCll11l"lunic11'ion~. Rcgardlc~~ ur ,he ~ignals being u~cd,il1fi)rmmjol1 needs to Ix: tmllNmilled il1terQclively hclwccn Ihe NOUrce IIlldIhe ue~li""lill11-belwecn Icacher 11"d Nllldenls, S'lldcnl~ QIJd N(udcnl~ or,ir OIIC ...lfel(hcN till: p"r;lmcters or Ihe sourcc-desljnation constfuci.hl:IWCl:11 "fun11mio" to bc leaml:11 "IJd Ihe studcnt.o; (sec Figllrc 6).

'I'riln~mi~sill1\ is accommodaled hy u variety or 1'.{fI'.'iP(}'.I; coaxilll\:..hlc. 'wi~lcl.l copper wifc, fibcr optics, :;atellitc tran ;mission,mil:r()wilvt: Irl\ll.'imis ;i()", und broadcast a"d narrowca ;t televisio" IrHn ;-ll\i~~ion rcr>rc.'iC"1 Ihe ml'...1 commo" transpOrl mcdia curren tly in u ;e.The ,'('/I1'(lr~. Ji,(';I;I;('.\" pr()vi


11/12

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It)K6) COI1ICXIU('1malrix a.'i 11,1:ba ;is ror ongoing discussiolllllltl sl'ld)'.:; illlll\: rlllluwinl cx:lmple1i;

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.

Kl:llcr. J. 19H3. Mulivationul design und in:;lrllciion. In ','.flrl,(.'i(mtllTh(."ri(..\" "IIJ M,)J('/.\": A,I ()I.(.rl.i('H. (if ,h('i,. C,,'.r('111 .~lu'll.f. ed. C. M.1{~igt:llIlh. Ilill idalc. NJ: Lawrcnce Erlbuum A isociutcs. .

Killzie. M. B. 19l)(). Rclflliremel1l:; and bencfils of effeclive inleracliveil1slrllction: Leamer control. sclr-rcgul.lti()n IInd c(jntimling motiv...lilll\. f;(II1,.(I'i(",( (1 T(.("hl'()I(I,I,'.\.'('.\"(.tI'.("h & O('\.('I()I}m('I" 3R( 1):5-21.

Livengo()(l, M. D. I C)H7 II1l:r"clivily: Buzzword or inslruclion..1 tech-l1ilfue. r(',j()j."'tll'("(' (md "'.\"".,,("'im, (Oclober):28-29.

Milrtill. B., illlIl I.. Rri g,.'. 1986. J".\,I'.,,(",i()j'ul [)('.\"i.I,"' (/1/,1 ,h" ;1lte(1il'(,D/",,(/il'. EngJcwood Clilf i. NJ: Euucutillllal Technology PlIblieation l.

Ml.:rrill. M. D. J9 (). Lcllrner Conlr()1 in compuler-b:l lcd learl1ing. C(JlI/-1>"'(.'..\" /"J E(h,(.(llitJ//4:77-9.~.

Ml.:rrill. M. D. IYK.'1. Componcnt di lplt\y theory. 111111.\"lrll('l;/)/I(1t Th('(I-,.i(..\" (II'J M(IJ(1.\": A" O,.(.r\.i('I\. (~f Ih('ir C,lrr('I/' .S.""ll.f. ed. C. M.I{~igt:lulh. Hill idmc, N.J: L:lwrel1ce Erlhll\,"\ A i~oci:1\c i.

M(llIrC. M. G. 19 9. Thrcc modc i o f interuction. " pre ielllalion ()f thl:NlJCEA FI)I'lII11: J~1iI\I ~ IIlll~II11Cli()nallntcr:lclivily. Ntlliol1al Ul1ivcr-'iily C(ll1\jl1l1il1g Edlll:mioll "~~oci:1\ioll AllI\Uill Mcclin, April, SttltI..II;L: City. UT.Nilliol1:11 (ollnl.:il of Tcal:llcr~ 1>1.MmJIl:m:llic I. 1989. CIlrri(.I"'lm tll'JEI.(It""Ii(", S'(II"I,,'.J.\".f()/. .\(.",,/iI M(",,(.,II,,'i(..\.. RCSI0". VA: NCTM.

Reigellllh. C. M.. i'"(1 F. .C)lcin. 19H3. Thc elaboralion theory. In 11/.\"1'.11("-'i/II'('1 r,,(.()/.;I'.\" {IIIJ M(I(II'I.\": ;\,' ()\.{.'.1'i{.". /)r ,h{)i,. C,I'.'.(.II' S'(IIII.f. ed.r. M. I{ci~cltllh. Hill~diIJc. NJ: L:lwrcl1t"e ErJbaul11 "s iOciale i.

S:I~lller. P. If Ihe N"liol11ll.'i('t:iL:ly fllr Ihc St"dy of Eulll..mion. Purl 2. Chicugo: Univcr lily ofl.hil::1 , o Prc~ i.

.)chwicr. 1{. A. 1991. Clln.cl1\ iS~lIC:; in il1\cructivc de lign. Inll'.\fr/1l'li()/,-/,1 .'(.I")/()I/,.I,'.r: P{I.~'. P'.{..\{.(lf (111(1 "",r('. cd. G. J. Anglin. 195-201.l~illll'lon. CO: Libr.lric~ Ulllimilcd.

Sl1aII11\1n. C. E., &11111 . Wc:,vcr. 1949. Th(' M(f'h('II/(I'i('lil Thl.(}r.v Ilf(.(',)/m"lIi("/I'i()/,. l'11ampi'i n. IIJ: Univcrsily or 1IIi,llli..,.

SIIl:II. ('. W. Il}91. The cffcct~ \1f t:tlptiol1ing 011 i~tcnil1g comprehen iion\1f En , lish u~ t, ~cl:olld lunl lIugc i() a l:111\'pIlICr-h;, ;ed inleral.:livevil.lcodi~c ~y ;tcm. l) I)1;. (Ii~~.. Univel' iity or Northcrn Colorudll.

Sil1\J1 ;OII. R. J., UllIl J. J. GIlII}(). 11)H6. Il1\erllClion alld learning: Theoriz-jllg on Ihc tlrt 0( leaching. 111'('Il.h(/I'.I1(' 17(4 ):.17-51.

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Wagner. E. (). 1989. Inler~lclion: An allribule or good in~lructi(Jn or ~IcharaCleri \tic or in ilrucliullal Icchn(Jlogy. Pa(1cr (1rC iCfllccl .iI IIICAllllual Meclillg of the Nuliol\~1I Ul\ivcr iily Conlil\uil\g EdllcUli()1\A i iocj~ltion, April, Sail Lakc Cily, UT.

Wagner, E. 0. 199()u. Inlcruclit)1I ill di~lulll;c CJUI;;llitln: Rcl:llirlg pr:ll;lil;c10 theory 10 jmprove practice. A papt:r prc iclllctl allhc Annual Mccl.ing or the Nalional Univer iity Conlinuillg Etlucmiol1 A~ ;()l;iali()l1,April. Ncw Oflc:lI1~. LA.

W.'gl1cr. E. (). 1990h. 111 ilrUClional tlc~ign and tlcvcl(JpmcllI: Colllillgcn.cy mall.lgcml:nl rur tli~lal\cc ctlucmi(l1l. III C(III/(.m,,(I'.((I..\. h.\",(..\, i,lAm,.r;c.,,11 Oi.\'f"I'c.,. I:..,lt,(.uli(ln. ed. M. U. M()()rc, 29K-312. Ol\li)rd:Perg.lmrnl Pre i \.

Wugllef, E. D., i111d A. G. Cl1ulc. I ().) I. Dc:;jJ::n:; li)r Iclclcui;l1ing. Pi'lX:rprc ienled UI Ihe Al1nllill mccljn or Ihc ~miornll S()cicly r()r Pcrr()r-mi\llCC i\l"lln1ilrlll:litlll. Apfil.I.(I~ Aligl;lc..., CA.

Wilgner. E. J)., and K. Maxwell. IlJX6. J)cvcl()pcr~ by clc~ign. IJ(.1iJr.m"llc.e (11'd 1".~I/'Il("fi(l1l, 25(H): 11-15.

Wagncr, E. D.. al1d N. L. Reddy. I )H7 .Dcsil: l1 col\sidcrali()n~ rtlrin~lrllclional telcconrcrencing. TltC' AII/C'ri(.(111 .1(II'rll(11 ( r /J;.\"(,,,(.('Ed,,("alhI11 1(3):49-56.

We ;lern Inlcr ;lule Commi ; ;ion ror Iligher Educalion. IlJlJ2. Ili.~hl'rEd,I('(lti/JI/ (11/(1 Ile E('/JI/(lnly (if' ,II{' W(.,~,. Rrnllllcr, CO: WICIIE,

We:.IOll, C., IIllcJ P. A. Crllllton, IlJH6. Sclccling il1~lruclirnlal :.Iralcgic:.,j/lll/"nal /~r 11;,~h('/" Ed 11{'{/(;{11/ 57(3 ):259-2HH,

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wagner interaction

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