How do we develop such a learning experience in the model we discussed? It’s clear we need challenging environments in which learners have to make decisions. According to our model, these fall most neatly into the formative evaluation component. We propose to develop interactive learning scenarios that motivate the learner to search out the knowledge in the text. Our model then becomes:
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In the new model, the text remains the key information resource. (This makes sense since text, static graphics and images are a high-density communication medium, and paper rendering is higher quality than electronic representation.) Naturally, there are times when dynamic representations such as audio, animation, and video are of use, and the text can be augmented electronically to provide these resources. However, since learners should be active explorers in meaningful contexts, our formative assessment should move to interactive simulations or scenarios. With new online tools, we can place the learner in real-life situations where the learning materials are applied. We can task the learner with interesting problems to solve in an exploratory environment.
The instructor’s role then moves from being another information resource to a facilitator of discussion around how the activities relate to the information resources. The instructor also interprets the text in context, and can elaborate to assist learner comprehension.
Finally, summative assessment can incorporate portfolios, or collections of a scenario-based work, in addition to more traditional knowledge assessment; thus providing a more holistic summary of how learners perform in context and discussion.
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