BOOK REVIEW # 1: Katheleen M. Iverson, E-Learning Games Interactive Learning Strategies for Digital Delivery (NJ: Pearson Prentice Hall, 2005)

This book is about (main discussion)

• Classes of interaction: learner-interface interaction, learner-content interaction, learner-facilitator interaction, learner-learner interactions.

• Constructivist E-learning design steps: (1) identify course goals and objectives, (2) assess learner pre-knowledge and characteristics (use the appropriate language, consider learner preparation, adjust course pace, provide additional support, assess pre-training environment and learner motivation, assess available technology, consider learner’s capability of working in virtual teams or groups), (3) build motivational elements, (4) select a grounded instructional strategy (Gagne’s nine events of instruction), (5) define events, (6) select appropriate technological delivery tools (asynchronous delivery, synchronous delivery, delivery media) and interactive approach(es).

• Use of e-learning “session openers” to make a positive first impression and set course expectations, and to facilitate confidence in using new technology. Examples of icebreakers: the use of the personal blog, talk about each learner’s particular area of expertise or about favourite picture, sports, songs, movies, etc.

• Use of “scenario-based” e-learning that consists of highly engaging, authentic learning environment that allows trainees to solve authentic, work-based problems collaboratively anytime, anywhere. It involves key role play, including case studies, problem-based learning and goal-based scenarios; i.e., our course 874

• Use of “peer learning” support: belonging to a network, or community of learners is vital in a virtual environment. Opportunities for connection must be embedded in the course design to overcome the feelings of loneliness, i.e., working in pairs.

• Use of “content review and practice” to engage learners in higher order thinking tasks or in doing things and thinking about what they are doing, such as analysis, synthesis and evaluation, interpretation, problem solving, enhancing affective area, i.e., multimedia scrapbook, virtual field trip, webquests, and blog.

• Use of “group discussions” to explore issues and topics relating to the course content, express opinions, draw upon prior knowledge and construct a new one, i.e., jigsaw (online chat, e-mail, board), the projector and screen, the fishbowl, etc

• Use of “idea generation” or brainstorming to quickly develop and communicate new ideas for problem development, process revision, and problem resolution; i.e., the tope ten lists, defining excellence as it relates to the topic under study, etc.
• Use of “closers” which is a bit of ceremony at the end that allow learners to revisit the course, record their ideas, and provide a link to the workplace; i.e., websites or webpages with guest book, E-mail check up, virtual reunion, etc.

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The author argues that:

• Key words for successful learning includes: enjoyment and engaging, positive and supportive, active, collaborative, contextual (realistic).

• Until recently, most interaction in web-based training environments was technologically driven. Intelligent tutors, video, audio, and animated graphics were the accepted vehicles for adding interest and excitement to otherwise bland and boring script-based training. Although these advances are valuable, they come with a price in both development time and dollars.

• E-Learning Games contains ideas and practices that will add excitement to courseware without considerable expenditure of resources. Relying primarily on low-tech vehicles such as synchronous and asynchronous chat, e-mail, and instant messaging, the activities described in this textbook can be implemented in web-based training and educational courses alike.

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The author makes the following statements or sites the following references on support of his/her argument (provide 2-3 quotes):

• What exactly is interaction in e-learning? Interaction is an interplay and exchange in which individuals and groups influence each other. Thus, “interaction is when there are reciprocal events requiring two objects and two actions.” (G. Moore, “Three Types of Interaction,” The American Journal of Distance Education 3 (1989):6)

• Our role as instructional designer is to move from merely sequencing material to creating highly interactive online environments in which constructivist learning may occur by creating rich contexts, authentic tasks, collaboration and abundance of tools to enhance communication and access to real world examples and problem solving, and mentoring relationships to guide learning. (T. Duffy & D. Jonassen, Constructives and Technology of Instruction: A Conversation (Hilldale: NJ: Lawrence Erlbaum Associates, 1996) p. 67

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The author concludes that:

• It is much more effective to place learners in groups where they receive guidance on how to use web resources to explore the topic, discuss their findings with others, work together to locate answers, create their own model of motivation, and receive feedback and further guidance from facilitator. “Building ties to highly connected, central other is more efficient than links to peripheral others who are not well connected” (Iverson, 2005, p. 187)

• The author includes a long list of software resources facilitate the delivery of some activities included in the book for virtual greeting cards, webloghosting desktop collaboration, MOOs, visual diagramming, digital photo album, storyboarding, multimedia scrapbooks, virtual field trips, guest books, virtual meetings, and miscellaneous free software trials” (Iverson, 2005, p. 175-178).

• The following strategies are useful in e-learning for digital delivery (1) use e-learning design checklist (in p.179-180) (2) use a checklist to adapt and create e-learning games that fit the needs of learners (model in p. 181-183) and (3) use a variety of examples of learning activities (such as the ones that are provided in the book and in addendum D (pages185-188).

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