Design Interactive Learning: A Pedagogy-First Approach for Teachers

Outline

Part 1: The Paradox & The Research (5 mins)
Interactive pulse-check on energy levels and classroom hurdles.
We validate these challenges using research-backed data: game-based motivation (Squire), visible learning effect sizes (Hattie), and engagement-linked learning gains (Chen.

Part 2: Learning the A-C-T Blueprint (10 mins)
Introduction to the A-C-T Instructional Framework: capturing curiosity (Activate), facilitating inquiry (Construct), and applying knowledge (Transition). We align this process with ISTE standards for Coaches (Learning Designers), Educators (Designers), and Students (Creative Communicators).

Part 3: UDL & Visual Models (5 mins)
A "Quick Challenge" on UDL principles (Action & Expression). We explore the "pedagogical why" through visual interactive models, including the "Brilliant & Flawed Engine" of photosynthesis.

Part 4: Hands-On Creation Lab (20 mins)
The core building block. Attendees put the A-C-T blueprint into action, following a Creation Lab Protocol to design their own interactive learning artifact together.

Part 5: Interactive Testing & Roadmap (10 mins)
Demonstration of the Plant Metabolism Quiz as a model for transition-phase assessment. The session concludes by finalizing a 2-week routine to scale these successes and polish the design workflow in the classroom

Outcomes

Summary
Move beyond basic tool navigation to master the A-C-T Framework (Activate, Construct, Transition), a systematic blueprint for designing high-impact learning experiences. We begin by addressing the "Engagement vs. Time Paradox"—the struggle to balance high-impact interactivity with a lack of scalable time. Drawing on research from Hattie, Squire, and Chen, attendees will shift from being "Content Deliverers" to intentional "Experience Designers". This session features a Hands-On Creation Lab where we apply Universal Design for Learning (UDL) principles and interactive models (such as plant metabolism and photosynthesis) to build a ready-to-use digital resource.

Outcomes
Attendees will leave with two concrete deliverables:
1. Completed Interactive Learning Artifact: A fully designed digital resource (e.g., an interactive map, vocab drag-and-drop, or learning game) built during the session to foster genuine student agency
2. Two-Week "Time Paradox" Roadmap: A specific action plan to test-drive an A-C-T lesson in week one and refine the routine through peer feedback in week two.

Supporting research

1. CAST: Universal Design for Learning Guidelines (Framework for inclusive design).
2. Rose, D. H., & Meyer, A.: Universal Design for Learning: Theory and Practice (Foundational text on UDL).
3. ISTE: ISTE Standards for Educators (Focus on the Designer and Creative Communicator roles).
4. Hattie, J.: Visible Learning (Research on factors that drive student learning outcomes).
5. Clark, R. E., & Mayer, R. E.: e-Learning and the Science of Instruction (Cognitive principles for multimedia design).
6. Ericsson, K.A. & Pool, R.: Peak: Secrets from the New Science of Expertise (Supporting the need for deliberate practice in new skills).
7. Squire, K.: Video Game-Based Learning: An Emerging Paradigm (Research on interactive/gamified engagement and motivation).
8. Chen, Lambert, and Guidy (2010): Research linking student engagement factors to learning gains (supporting the session's core problem).
9. Journal of Information Systems Engineering and Management: Studies on the effectiveness of interactive learning methods in boosting engagement and comprehension.
10. Trilling, B., & Fadel, C.: 21st Century Skills: Learning for Life in Our Times (Context for why the shift to creative communication and design skills is necessary).