What are some best practices for using multimedia and interactivity in adult instruction?

One method I found useful to learn a complex topic was to find a related step-by-step video on YouTube or an article online. Then used that as a guide for what I was trying to learn and create. For example, when I was learning to create WordPress websites, I found a step-by-step video which I followed. I just added my own goals following the steps. The video was about creating a Resturant website, but I was doing a time management site. So while I was following the steps, I added time management content instead for food content. I spent many hours practicing and over the years this helped me increase my skills significantly.

Make sure that the lessons are enhanced by the multimedia or interactive elements. Don't just work them in because they're cool. Your audience will know. This is what I mean: 1. There is a time and place for multimedia and interactive elements. Make sure this specific time is appropriate. 2. Keep in mind that interactive instruction (whether it's a game, simulation, or something else) can actually be very taxing on a learner. So, use it selectively.

Dealing with adult learners is much easier when you use interactive activities and multimedia in your instructional designer. As much as you want to use multimedia mediums, you must ensure your use is aligned with the learning goals. The goals are crucial when picking or selecting multimedia tools to use.

A rule of thumb I generally use is to not let more than a few minutes pass without the learner having to do more than click next. A quick activity or knowledge check question keeps the learner engaged with the content, but not overwhelmed by the number of tasks they have to complete to progress.

I recommend multimedia for - bringing human warmth and rapport to eLearning - contextualized storytelling - depicting relationships in complex content through animations - demonstrating best practices - reinforcing how concepts presented all come together in the context of practice. The superpowers interactivity brings to online learning include - maintaining focus and attention - offering autonomy in discovery based learning - formative assessment to see whether learners are picking up what you're putting down - choice-based interactives to practice applying concepts - exercises that ask learners to switch from the info-receiving part of their brain to the how-will-I-use-this part of their brain which increases the likelihood of transfer.

Find ways to disrupt and switch up the flow of the course, from time to time. Predictability is great, sometimes. But it can also kill a course. It's a noble goal to limit cognitive load when possible. But amping it up from time to time (as long as it's well-intentioned and done appropriately) with re-enliven your course. Instead of asking the learner to just hit the "Next" button again and again, switch things up in a way that's intuitive yet re-engages the learner.

One of my most important rules is to know your audience. Some cute interaction that has work with some people might not be the right choice for another audience. Interest, level of literacy (especially technical literacy) should be taken into account when deciding what and how much interactivity is appropriate for a particular piece of learning. Another rule I live by is don't overdo it. Too much interactivity can be quite annoying an distracting.

However, relaying information in multiple ways can ensure that the content is accessible to a wide range of learners. A quick overview and orientation of a course can help the learner decide what to focus on and what to ignore in the case of duplication. Give learners options to enhance their learning experience.

Most people associate interactivity with gamification. When applying games for learning theory, the narratives, UX/UI and instructional design of the piece of learning can also address the same attention, relevance, confidence, and satisfaction that the ARCS model does. In addition, gamification theory also has the bonus of integrating diversity and equity in access, representation, action and expression of the interactive design.

The key to this step is iterating often, based on learner feedback. Relevance doesn't exist on a vacuum. Make sure your constantly getting information from your learners about what they consider "relevant" and why. Doing this allows you to avoid basing everything on your assumptions. And doing it is often as simple as asking your learners a question.

Maybe add to your C or S: "Also give opportunity to adapt skill guidelines to their own work/personal style." Even models based on what top performers do can be adapted to fit each person's unique challenges. This would acknowledge learners experience, encourage thinking and sense of ownership. I invited Pharma managers to add to guidelines for building multi-cultural awareness in global tech teams -one added a powerful tool: "When our people travel they are very careful to return home on Sat so they are ready to work and not jet lagged Monday -- what if we give them 2-3 extra days of T&E budget to stay Fri-Sun in order to get to know the culture of their clients better?... Then give them Monday off for jet lag,"

Accessibility and usability can be applied in diverse aspects throughout adult education. If you're in a live format, it can be helpful to share activity instructions and information in multiple formats (projector, hand-outs, and verbal). Accessibility and usability can be applied to the different ways that we process information, and having more materials and ways to interact and engage benefits everyone. Periodic check-ins can also provide insights on how to improve your design. In an online format, including multiple formats such as captioned videos along with stand-alone text can identify what to look for, where to focus, and provide another way to process information.

When you consider diversity and inclusion as part of the design from the get go, there isn't an expectation of later having to alter or apply add-ons to accommodate for accessibility. The best way of integrating accessibility into the interaction design is by: 1. ensuring that the interaction provides the necessary accessibility for your specific audience 2. know ahead of time what interactions are not appropriate for accessibility (i.e., drag and drop exercises can be a nightmare for some people with certain accessibility requirements).

In addition to these guidelines, incorporate interactive elements that suit various learning styles. Videos, quizzes, and drag-and-drop activities boost engagement for adult learners with different preferences. Ensure content works for both synchronous and asynchronous learning. This flexibility lets learners access materials at their own pace, ideal for busy adults. Regularly seek user feedback to enhance accessibility and usability. Understanding how users interact with your materials helps make informed improvements for a better learning experience.

When my clients ask me what forms of evaluation they should implement or best questions to use in their evals, I always ask: What do you want to learn from these instruments? Start by identifying what data you need to assess whether learning is effective (+ for whom) and where improvements can be made to increase the course's value, completion rates, and transfer -- these insights will naturally guide your choice making selecting the best eval tools, timing, and questions.

Data collection, surveys and analytics don't do anything if they are not used or integrated in future projects. Not only we can evaluate the effectiveness of a course and specific features using data (qualitative and quantitative), but we can also make sure that we can continue refining the designs of our courses by consistently integrating such data, even when the story it tells us is not one we'd like to hear.

I find building a course around a classic story helps the learner relate. I’m trying to use the Tortoise & the hair in sales pricess course to highlight the need to be methodical and follow the steps versus rushing . Will see if the ski slope analogy fits with this metaphor.

Interactive math-type exercises can create a false sense of mastery. Learners still need the opportunity to practice applying the skills in problems that require some critical thinking, for example. This can also be the case for topics in the natural sciences and humanities subjects such as language learning. The application piece should help make skills transferable to new situations and aid retention.