“A goal of any ILM is to increase learner engagement with the content by having them interact with the content as it is presented and practiced, thereby increasing the “time on task” with the instructor’s student learning objectives and course concepts.”³

Learning Intention

Using Interactive Learning Materials (ILMs) like simulations, games, learning modules, and apps allows for higher learner engagement.

Overview

An ILM is a “discrete digital, interactive, instruction resource used to teach a specific learning objective in a course or curriculum.”⁴ Using interactive learning materials encourages students to actively participate so they are more engaged in their learning, versus passively receiving information.

Criteria⁴

• Goal-oriented: ILMs should be designed to meet a specific learning objective.

• Short Time Frame: ILMs should take more than a few minutes, but not several hours, to complete. Too short lacks complexity and deep learning; too long risks losing student motivation.

• Responsive: ILMs should provide students with feedback, ideally in real-time, so that students can reflect on the experience and draw conclusions or insights about the content.

• Practical: ILMs should include some kind of decision-making from the student, often in groups, to engage students in critical thinking about the content and practice or to apply what they are learning.

Selections⁴

• Identify learning objectives or student learning gaps as they relate to course objectives using formative assessment.

• Determine learning activity, simulation, game, learning module, etc. “Different types of ILMs tend to focus on different cognitive dimensions of learning.” Tutorials: Allow students to understand and apply concepts. Good for presenting facts, rules, problem-solving. Games: Reinforce learning, memorization. Higher-order games ask students to apply, analyze, and create. Simulations: Ask students to apply, analyze, evaluate.

• Evaluate the ILM before using to make sure content aligns with learning objectives.

Considerations

• Can use ILMs in situations where “it is not practical or safe for students to learn a process by actually performing it.” ^2,4

• Consider adding interactive elements to ILMs like: hot spots, discussions, or assessments. Free online products that let you add interactive elements when creating videos include EdPuzzle, PlayPosit, and Vialogues¹.

• Using ILMs can enhance student performance.³ “ILMs can be used to show students that you have high expectations of them.”⁴ Increased engagement with material almost always leads to greater success in achieving learning outcomes.

References

1. Baker, A. (2016). Active Learning with Interactive Videos: Creating Student-Guided Learning Materials. Journal of Library & Information Services in Distance Learning, 10(3-4), 79-8. doi:10.1080/1533290X.2016.1206776

2. Hertel, J. P., and Barbara, J.M. (2002). Using Simulations to Promote Learning in Higher Education: An Introduction. Sterling, VA: Stylus Pub.

3. MacKenzie, L., and Ballard, K. (2015). Can Using Individual Online Interactive Activities Enhance Exam Results? MERLOT Journal of Online Learning and Teaching, 11(2), 262-266. Available at: http://jolt.merlot.org/Vol11no2/Ballard_0615.pdf

4. Shank, J. D. (2013). Interactive Open Educational Resources A Guide to Finding, Choosing, and Using What’s Out There to Transform College Teaching. San Francisco, CA: Jossey-Bass.