Interaction Design

On-Site training is one of the face-to-face training modalities. Since it has been the dominant model of interaction in formal education - that of the face-to-face meeting where the teacher-instructor is the central interface of access to knowledge - this trend has been transferred to corporate training. In the LXD methodology, the live face-to-face meeting does not disappear but becomes an experience augmented by digital resources and thus is reduced in extension but not in depth.

Assisted learning has three modalities: a synchronous one, when the tutor and learner share life, either in-situ or by video conference; the second modality is non-synchronous assistance, which implies being able to follow the student's progress on the platform and give feedback; and the third is peer-to-peer assistance, characteristic of learning on communities of practice.

Independent work in the LXD methodology should not be confused with autonomous learning because although both modes of interaction share the self-directed modality, in this case, guides and orientations are followed that are more connected with phases of inquiry and production outside the platform. Thus, independent work is generally individual and deepens beyond the interactive didactic units on the forum.

Collaborative learning is a fundamental part of maintaining the socio-emotional interaction of practitioners in a training process. Collaborative practices activate zones of proximal knowledge that an individual would otherwise not be able to reach in time and qualities other than in the presence of peers. Collaborative environments provide personalized learning opportunities and enable trainees to achieve a higher rate of thinking and a more robust ownership capacity thanks to the positive reinforcement of their peers.

Self-determination theory (SDT - Ryan, R. M., & Deci, E. L.) represents a broad framework for studying human motivation that, in this case, we apply to learn. The experience of autonomous learning is a relational competence as it manifests itself to the extent that the interaction design stimulates the learner's high-quality forms of motivation and engagement for learning activities, including increased performance, persistence, and creativity.