Skip to content
The Design of the Interaction Model (DMI) module of the teaching-learning process involves recognizing the set of flows, relationships, and encounters generated by the participants of the training program supported by digital platforms in such a way as to ensure their proactive appropriation. If Digital Platforms ought to support the training program participants, so a proactive appropriation is to be guaranteed. In order to do so, it will be necessary to combine the following moments of interaction:
Interaction Design Components
Learning Interaction
Description
On-Site Training
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.
Web Conference Training
Synchronous transmission via video conferencing is the second form of face-to-face training. Many of the characteristics of On-Site Training are replicated in this interaction model since the transmission is usually unidirectional. The methodology proposes the design of Active Synchronicity in which the interaction alternates from one to many with autonomous or collaborative production space in real-time, adding to interactive multimedia units on the platform.
Assisted Learning
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
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
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.
Autonomous Learning
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.
There are no rows in this table
Learning Interaction Design
Search
Testing Course
Link to a Course
Testing Course
Choose an Interaction
Collaborative Learning
Share a brief narrative description
Choose an Interaction 2
Web Conference Training
Share a brief narrative description 2
Choose an Interaction 3
Independent Work
Share a brief narrative description 3
Choose an Interaction 4
Autonomous Learning
Share a brief narrative description 4
Choose an Interaction 5
Share a brief narrative description 5
Choose an Interaction 6
Share a brief narrative description 6
File
Want to print your doc?
This is not the way.
This is not the way.
Try clicking the ··· in the right corner or using a keyboard shortcut (
CtrlP
) instead.