A narrow way to think of interactivity is to focus on the physical action being taken. This usually means clicking a mouse or typing on a computer, and sometimes even speech or gesture inputs. In contrast to a uni-directional approach of lectures, interactive activities require feedback and actions from the students, thus focusing their attention in addition to encouraging them to think and work through a problem.

Far more important than the mechanics of interaction is the experience and motivation of interacting. What action is the learner intending to take when they interact? What action is the learner is thinking in their mind as they click and type? How do those actions enhance learning? Is the learner motivated because the interaction will affect their grade? (extrinsic motivation) Is the learner motivated because they are trying to win a fun game? Or because they want to learn? (both intrinsic motivations)

There are various interactive styles, from a time-limited challenge requiring quick-trigger clicking and typing to more reflective and experimental explorations. The key learning goals of your topics will help decide which interactive activies to use to enhance these goals. Interaction can be between the learner and the software, between the learner and other learners, between the learner and the professor, or between the learner and a virtual actor.

Just as writing exams and quizzes, each outcome of a complex interactive activity must be carefully planned and programmed. Anticipating what might go wrong consumes more energy than just saying what is correct. So plan for these contingencies.

On a cursory glance, building an interactive activity on the computer might sound daunting -- requiring the help of an army of programmers and designers. But, there are many very simple interactive activites such as short question-and-answer sessions and quick re-cap of key points which can be very effective.

MSU Example
VM811 Elroy Klaviter uses a Streak Plate virtual lab to drill students on the steps involved in performing a successful streak plate in order to isolate bacteria.

MSU Example
MT830 professor John Gerlach uses a custom-made drawing tool to help students diagram a family tree. Later in the course he uses an interactive laboratory floor plan and custom drawing tool for students to design a laboratory.

MSU Example
GEO204 professor Antoinette WinklerPrins embeds questions within content. When students click to answer the questions, they are given immediate feedback.

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