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Interactive Digital Content Designed to Develop Capability – Part 1

The old adage ‘content is king’ still rings true in 2016.  7 out of 10 digital learning experiences are driven by well-designed interactive digital content. However the traditional e-learning object is ‘not the only game in town’ any longer. Since 2012 we have seen the emergence of the MOOC (massive online open course), a structured learning environment. A more distributed, less rigid learning form than that of the traditional e-learning object.

blog_graphic_mooc_01

The MOOC is the theoretical chalk to the traditional learning objects cheese. It is the ‘poster-boy’ of the social learning movement (social constructivism) opposed to the traditional learning object that typically reflects the teaching and training principles of the behaviourist school of teaching and learning.

Yet despite their theoretical differences both the MOOC, and the traditional learning object utilises multimedia content, as an intrinsic approach to developing learners’ knowledge and understanding. Interactive content is the glue that binds the constituent elements of a digital experience together.

blog_graphic_mooc_02

However, digital content has changed significantly over the last 10 years. This is because the creation and distribution of interactive content no longer rests solely in the hands of the professional film-maker, the animator and sound engineer. User-generated content has transformed our attitudes and ideas around ownership, quality and price. Interactive content, that is ‘good enough’ can be curated, created and distributed by teachers and learners alike. As described above, teachers and trainers use interactive multimedia to create stimulus resource to initiate the learning and development process.

And those same technologies and techniques are used by learners to build and shape their thoughts and responses to their learning. ‘Flipping the classroom’ as it has become known, is a radical departure for many traditional learning environments but it is happening and is resulting in fascinating learning output and outcomes. YouTube, Vimeo, Captivate, Camtasia, ‘household’ brand names have all enabled teachers and learners alike to access, curate and generate content easily and simply.

Keep an eye out for part 2 of this blog post, where we will explore social collaborative learning and the different outcomes of learner response to interactive digital content.

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Authored by Dan Sivak, Managing Director, CDSM Interactive Solutions

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