So before we put the resilient design for learning principles to work, let's take some time to consider the interactions that you desire to support in your course. Now, I know that you're already very familiar with the interactions triangle that we've discussed so far in the course, and I wonder if you could help us think a little bit about why this is a useful frame as we consider moving away from the emergency remote teaching phase towards resilient design. Sure, I think it's a useful frame because it forces us to think about activity, the types of activity that we're trying to support in our classrooms. That's important because it's the activity, it's the interactions between students, teachers, and resources that really lead to learning in a classroom setting. I've talked about this before at the university when I'd like to talk about the differences between nouns and verbs in learning environments, and I do that because it's very easy to focus on the tools, on the nouns, those are the things we can see in use, and I think people tend to think that that's the most important part of a learning environment. But it's also important to think about the activity, the verbs that we're trying to foster and we're trying to sustain in a classroom, and to think about how the tools we use help foster those types of activities. Because again, it's all of these interactions that together will lead to learning. So the interactions triangle helps make those points visible and explicit to us. It helps us look at the activity and the resources together, and to look at the relationship between the two in the classroom. So doing this, we can start to think about what we want students to do, how we might use different resources to get them to do those things, and how we can continue to make these interactions explicit as we're trying to design our courses. So as we work our way through the interactions triangle, let's start with the instructors interactions with their students, and in this case, your interactions with your students. What is your current thinking about how you will facilitate this type of an interaction? Perhaps you might be thinking about the ways that you'll be scaffolding your students, perhaps you've done that in a previous version of the course. How are you thinking about doing that now? So in terms of interactions, we certainly have the student-instructor interactions, and that comes through lecture presentations, feedback that I give students in assignments, question and answer periods with students, and so those are all very important types of feedback that I want to continue to give, so I want to maintain those types of activities because the feedback that students get in their assignments and the conversations that we have in class are very important for scaffolding their learning. It's a way that I can provide advice, and coaching, and other types of guidance to the students. Some of those interactions actually come from off-the-cuff conversations that arise in class, things that were never planned by me. A lot of times this is in a very serendipitous manner, so we can certainly still do things like schedule meetings for office hours, have a formal question and answer period. We can do these things in an online setting. But the challenge now is how to maintain some of these conversations that arise in the moment, conversations that lead to useful feedback from me, and how to try to keep and foster these side conversations is something I'm still really trying to think about. Great. So as we move along with sides of the triangle, let's now think about how students interact with content and tools within your course. What is your current thinking about how that interaction is supported or will be supported, and what might you be most concerned about at this point? So thinking about the student content interactions, it's really thinking about the issues and the questions that might arise during lecture, during the readings that students are assigned to read, and the ways that we try and integrate all of that material into their assignments. Students also get to play games, and that's really the fun interaction with content that students have in these classes, and it's not just fun, but playing different types of games is actually an important part of the course. Because that's the part of the course where we get to dive deeper into educational theory and look at the theory that we might see in games and how games could be used as learning tools. So the concern right now is how can I continue these types of activities, especially if we go to an online setting? Students certainly might be able to play their games online, especially if they're playing video games. How they may play some of the board games we're using class could be a bit of a challenge, and there are sites that are trying to support digitized board games, but we still don't know how well all of those things can work. So how to maintain these gaming examples, which are really crucial part of the class as we move online as another piece of the course in terms of student content interactions that I'm still trying to figure out. Thank you. So another type of interaction that we work very hard to support is the interaction that students have with other students. I am wondering if you can talk us through how you have facilitated that interaction in the past, and what types of things are you concerned about in the next iteration of the course with regard to student-to-student interaction. So we try to set up the student-to-student interaction opportunities in different ways. Now examples include in-class group discussions, and sometimes we'll have short group discussions in the middle of lecture where I will prompt them with a question to discuss for a few minutes as we continue with the lecture. Sometimes we'll have longer in-class group conversations and assignments where I will pose questions, and the students meet for a good portion of the class discussing these questions, after which, they can report out lead to larger class discussions around that content. We also have other formal assignments such as the game design critiques, where students have to critique a game in terms of how it can impact learning, and then present it to the class to get peer feedback from their presentations. So those types of presentations are a form of student-to-student interactions. Finally there's a group game design project toward the end of the course, where students can work together in groups to design a game that is supposed to support learning in some way. So all of these opportunities are there for students to talk with each other, give each other feedback, give each other guidance and coaching themselves, and I think some of the challenges here now involve how we can continue to have these types of engaging discussions, where students can feel comfortable presenting material, making comments, and asking questions when we're in an online setting. The group game design project is also an interesting thing that we're thinking about because that will potentially have to become an online project for the groups have to meet each other online. So how they can continue to do a design project online is something that we'll have to carefully think about in terms of scaffolding those assignments. So how we support all of these different types of interactions are another important piece of the revision of the course for an online setting. Thank you. So finally, when we're considering the interactions triangle, we think about how the instructor interacts with content, and previously in this course, we have described that as how the instructor goes about assembling course elements, how they think about selecting course content or authoring course content as well as selecting and implementing various tools within the course. How are you currently thinking about that interaction? So I think the main thing in my actual course design is in terms of me interacting with the content, is having to revise and rethink this course to fit this range of contexts that we're being told we have to start to address. So again, it's thinking about how we will support all of these interactions, the interactions that I'm used to supporting in our physical classroom, and how are we going to incorporate perhaps a range of different tools in order to support similar interactions in an online setting. So one thing to think about is, how can different tools help support these interactions? So for example, one tool that I might start to use more in class will be social annotation tools, something like perusal for the course readings. Because when students use perusal, it allows for some of those student-to-student interactions to happen during the reading process, where they can leave each other comments or they can leave each other questions. So at that point of the reading, these are all asynchronous questions, asynchronous comments, but it helps start that discussion and help start those student-to-student interactions while they're reading. I can then look at all of those comments and questions, and think about how to develop some broader discussion points for class when we all get back together, and then we can have asynchronous discussion around that. So that's one example of how I'm starting to look at different types of tools to try and support these interactions in a way that I'd like to support. I think the caution that we're trying to get in is trying to do everything exactly the way we do it in the physical classroom, because that's not going to be possible. But what I want to look at are the types of interactions, the flavors of interactions we have, and can I create a toolset or can I develop a tool set along with other resources, tweaking the assignments, tweaking the lecture, can I make these changes to help support similar interactions? Thanks Chris for sharing with us how you're thinking about designing for interactions within your video games and board games for learning course. Now let's turn to the first guiding principle which is designing for extensibility.
