(D)evaluating Pedagogic Interactivity: The Case of ELSE
Abstract: This paper documents the design and development of an online tutorial instructing student and practicing teachers at York University, Canada in the ethical and legal aspects of the teaching practice. We focus on key design decisions, emphasizing that they were at the same time pedagogical considerations, including: 1) a modular menu and content structure which, in combination with a user-enabled progress tracking system, allows for non-linear, entirely student-directed progress through the site; 2) accessible and engaging, rather than dense and jargonistic content, re-designed it around the spatial economy of our site; and 3) a series animated legal case stories which moves content delivery from a narrowly propositional mode to one driven by narrative and play.