I invited my peer and my tutor to observe an induction session, that I delivered for a cohort of LCC students studying a BA in Publishing. The delivery took place online and was the same content but at different times. The consciousness of the feedback received, from both individuals, revolved around interaction and the use of the available technologies that I could have used to provide more interaction and accessibility to the resources, that I referred to.
This enabled me to reflect on the different types of interactions within the classroom environment. According to Moore (1989), there are 3 types of interaction that take place: Learner-content interaction, Learner-instructor interaction and Learner-learner interaction. During my observation of my peer, I focused on Learner-content interaction and Learner-learner interaction, to establish best practices and inspiration to develop my delivery/practice.
As a result of the observation, I have a rejuvenated outlook on the activities that encompass the subject matter, learner–content interaction and promote “show and tell”: UKPSF (2011), to embrace “Learner-instructor interaction”: Moore (1989) and provide “Learning Guidance (Semantic Encoding)”: Gagne (1965).
- Learner-content interaction
This interaction enables students to interact with the resources and content, during and post learning. An example of how I could implement this on a digital platform would be to provide access to the links in the chat function, for students to access throughout the delivery. Then walk through the link/resources that I have provided access to, live on screen, enabling a demonstration (show), whilst providing the relevant information and guidance (tell).
Post observation, I also reflected on peer-to-peer interaction and the types of interventions that I could utilise to encompass “Learner-learner interaction”: Moore (1989) and “Eliciting Performance (Responding)”: Gagnoe (1965), to demonstrate their knowledge and competence in the subject or topic.
- Learner-learner interaction
Planned opportunities that are created for learners to interact with other learners. An example of how I could incorporate this, in person, is by using the classroom space; setting an activity for students to collaborate/work in groups, in different areas of the classroom on rotation. This would ensure the class is not static and promote the principles of having dialogic spaces to create collective learning, whilst supporting physical well-being. This could also be stimulated online, with the use of breakout spaces, for groups to collaborate.
Another tool for online and in-person interaction which combines both peer and content interaction, is the use of a polling system, to generate collaboration and health competition, whilst providing data for the teacher to assess knowledge.
References
Three types of interaction. The American Journal of Distance Education 1989 – Moore.
The Conditions of Learning and Theory of Instruction, (1st edition) 1965 – Robert Gagné
UK Professional Standards Framework, 2011 – The Higher Education Academy, Guild HE, Universities UK.
https://www.advance-he.ac.uk/knowledge-hub/ukpsf-2011-summary-document