Contributions to Interactivity from Instructional Media

Instructional media has gone its merry way, finding applications for new communication technologies as soon as they are made available. I remember in high school we had the "videotape club" and the yearbook showed a picture of the advisor "taped in" with 3/4" videotape. (This is the same guy who told me not to take typing because I was a college prep student, advice that I still curse as I struggle to type with 4 fingers, up from two.)

The concept of interactivity in instructional media has been around for years, and the rest of the world can learn from intructional media. For example, from http://www.nwcg.gov/pms/pubs/glossary/I.htm (accessed 20 November 2006):
IMI Interactivity Levels

Standards to which IMI products are developed conforming to interactivity level(s) which are appropriate for the instructional design, strategy, media, content, and course specifications.
see also: Interactive Multimedia Instruction ; IMI Level 1 Interactivity ; IMI Level 2 Interactivity ; IMI Level 3 Interactivity

IMI Level 1 Interactivity

This is the lowest level of courseware development. It is normally a knowledge familiarity lesson, provided in a linear format (one idea after another). Use Level 1 to introduce an idea or concept, or to familiarize. Provide minimal interactivity by using selectable screen icons that are inserted into the linear, or almost linear, flow of the courseware. Allow the student little or no control of the sequence of instructional media presented, including: simple developed graphics, clip art, customer provided video and audio segments (clips). Make use of typical input/output peripherals throughout the lesson.
see also: Interactive Multimedia Instruction

IMI Level 2 Interactivity

This involves the recall of more information than a level 1 and allows the student more control over the lesson’s scenario through screen icons and other peripherals, such as light pens or touch screens. Typically level 2 is used for non-complex operations and maintenance lessons. Simple emulations or simulations are presented to the user. As an example, the user is requested to rotate switches, turn dials, make adjustments, or identify and replace a faulted component as part of a procedure. This also may include simple to standard developed graphics, and/or clip art, and video and audio clips.
see also: Interactive Multimedia Instruction

IMI Level 3 Interactivity

This involves the recall of more complex information (compared to levels 1 and 2) and allows the user an increased level of control over the lesson scenario through peripherals such as light pen, touch screen, track ball, or mouse. Video, graphics, or a combination of both is presented simulating the operation of a system, subsystem, or equipment to the user. The lesson scenario training material typically is complex and involves more frequent use of peripherals to affect a transfer of learning. Operation and maintenance procedures are normally practiced with level 3 scenarios and students may be required to alternate between multiple screens to keep pace with the lesson material. Multiple software branches (two to three levels) and rapid response are provided to support remediation. Emulations and simulations are an integral part of this presentation. This may also include complex developed graphics, and/or clip art, and video and audio clips.

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You may use this content (better still, argue with me!), but please cite my ideas as © 2006, Dr. Bruce Klopfenstein. Find any typos? Don't smite me, let me know!

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You may use this content (better still, argue with me!), but please cite my ideas as © 2006, Dr. Bruce Klopfenstein. Find any typos? Don't smite me, let me know!