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- Interactive and fun activities template
As already seen in the article Tailored asynchronous interactive and fun activities - PGE Advanced Management Semester in distance learning, As of September 2022, Audencia offered students who wanted to follow their PGE Advanced Management Semester in distance learning.
In total, there are 11 courses in English are involved, with a module dedicated to distance learning.
In the continuity of this project and to enrich the proposed course panel, faculty memebers in collaboration with members of the LQD – They also designed three electives taking into account the specific constraints and opportunities of the distance learning:
- Digital marketing ;
- Managing across culture ;
- Measuring environmental and social impact.
Initially delivered face to face, these courses were thus entirely transformed into a blended course, with a variety of educational resources such as videos, quizzes, virtual classes, interactive and fun activities, etc. made available on the Blackboard platform.
USEFUL LINKS
The designed interactive and fun activities
While we have experimented with the design of multiple tailor-made activities during this semester, as described in the article "Asynchronous interactive and fun tailor-made activities", we wanted to go further…
... by experimenting with educational mechanismes that are replicable in all classes and can then be used for fun activities.
Our intentions:
- Replicating – across disciplines – similar business models (simple applications of theories);
- Saving time in design.
We set up a working group with the teachers who were going to teach electives.
Ideas for this project:
- develop several templates ;
- work on the multidisciplinary learning
- , allowing to think really in depth about this notion of replicability.
Our reflection led us to retain the first 4 levels of Bloom’s taxonomy :
For each level, the teachers first made these first components of learning actions emerge: a concept, a process. Then, again for each level – from storage to analysis – we identified the game mechanics enabled by the technology (in this case: Articulate Storyline 360).
Potential learning actions at the intersection of taxonomy and technology
| A notion | A methodology | A tool | A process | |
| I discover I understand I know |
In presentation video / By interactive notional input / Analogy / Step by step | |||
| I apply I put into practice/ in application |
Scenario / Drag and drop (scheduling, matching, categorization) / Immersive scenario / | |||
| I validate I memorize I correct |
MCQ / UCQ / Reflection exercise (debrief in person but carried out remotely) | |||
| I criticize I question |
Develop critical thinking / Make students think/ Reflexivity question (open questions) | |||
We found that the templates of activities would reside mainly in the first 3 levels: knowledge, understanding and application, because analysis or creative thinking are more difficult to materialize easily and replicable from Articulate Storyline.
After the various workshops, we determined the 6 templates à développer avec le prestataire :
Below are templates for interactive and fun activities that can be adapted and replicated in other courses and learning contexts.
Explore the interactive activities by clicking on the link behind each course name.
A Template type Deminer/Morpion
Course: Digital Marketing
Duration: 5 min
Particularity:
The learner discovers the headings in the order he or she wishes. He looks (the video, the diagram, images, text, etc.) and then decides whether the notion presented is true or false.
Character attitudes, visual feedback immediately following choices made, the gamification of certain activities (timer and scores, etc.) contribute greatly to the learner’s sense of “fun”.
At the end of the exercise, the learner receives feedback on his or her attempt based on the number of points earned (score x/9).
Some examples
A quiz template with different levels
Course: Measuring environmental and social impact
Duration: 5 min
Particularity:
Un Template quiz, type QCM, comprenant différents niveaux (difficultés / progression). The learner solves the challenge posed by a simple interaction mechanism. Character attitudes, visual feedback immediately following choices made, the gamification of certain activities (timer and scores, etc.) contribute greatly to the learner’s sense of “fun”.
At the end of each level, the learner receives feedback on his or her attempt. Then access to correction at the end of the exercise.
Some examples
A “Tooltip” Template
Course: Measuring environmental and social impact
Duration: 5 min
Particularity:
The learner discovers the topics in a sequential order, each open element unlocks access to the next.
He looks at (videos, diagrams, concepts, images, text, etc.) and finally does the work that is asked of him at the end of the exercise.
Some examples
A categorization template
Course: Managing Across Culture
Duration: 5 min
Particularity:
The learner discovers the object and then associates it (drag-and-drop) with the correspondent category.
At the end of the exercise, the learner receives feedback on his or her attempt and then access to correction.
Some examples
A Template for scenario/dialogue
Course: Digital Marketing
Duration: 5 min
Particularity:
The learner discovers the sections in the order he or she wants. This triggers several sequences of notional dialogues/exchanges between two or more characters.
The scenario varies depending on the choice made by the learner.
A recipe/formula template
Course: Digital Marketing
Duration: 5 min
Particularity:
The learner solves the challenge posed by means of a simple interaction mechanism. He tries to choose the best ingredients to compose the real recipe/formula.
The learner validates his or her choice to receive a feedback message on his or her phone. A counter for the number of attempts made is incremented until it finds the correct formula for the heading.
At the end of the exercise, the learner has access to the overall correction.
Some examples
