In the description designed framework, there are state descriptions and responsive descriptions. You're now familiar with the state descriptions which provide the learner with the current state of the interactive available at any time. Now we're going to focus on the responsive descriptions, which prepared the learner for interaction as they navigate to interactive objects. And update the learner about changes to the state during interaction. Learners encounter responsive descriptions when navigating to an interactive object, when interacting with an object. And anytime the interactive state changes, the responsive descriptions are heard in the moment. They are real time descriptions of where I'm at right now and what's happening right now. Our goal when designing responsive descriptions is to provide the learner with the information they need. To understand the changes they're making and the most relevant impacts of these changes in the interactive as a whole. Designing responses requires a change in perspective from that of designing the state descriptions. Responses or descriptions provided in response to a learner's action with respect to a specific interactive object. Or in response to changes occurring right now to the interactive state. We aim to do this in a way that keeps the learner in the action and minimizes the need to return to the state descriptions. Learner interaction makes changes happen and drives exploration and story forward. And it's the response of descriptions that convey these real time changes, let's consider responsive descriptions in the simulation Ohms law. As I navigate to the voltage slider, the voltage slider has focused. >> 4.5V, the voltage vertical slider. >> On focus, I hear the current state or value of the slider, the object name and what kind of object it is. In this case it is a slider, let's navigate to the resistance slider. >> 500 Ohms are resistance, vertical slider. Again on focus, I hear the current state of the slider, the object name and kind of object it is, now let's move the resistance slider. >> 520 Ohms, as letter R grows, letter I shrinks, current now 8.7 million, 540 Ohms, as letter R grows letter, I shrinks, current now 8.3 millions. >> As I'm moving the resistance slider, I'm hearing the new value of the slider. And I'm also hearing how increasing of resistance is impacting the size of the letters and the Ohms law equation. As letter R grows, letter I shrinks, in other words, as resistance increases current decreases, next, I'll navigate to the units. >> Milliamps ma, selected radio button, one of 2 units radio group, amps A, selected radio button two of 2. >> This interactive object is a radio button within a radio group. On focus, I hear the name of the selected radio button and information about the radio group. If I select the other radio button, I just hear the name of the newly selected radio button and number of items to up 2. Navigating to the reset all button. >> Reset all but an article. On focus, I hear the button's name and that it is a button, and I'm going to press the button. >> Sim screen restarted, everything reset. >> And I learned that the sim screen is restarted and that everything is reset, everything we've just heard a responsive descriptions. As interactive objects received focus, the responsive descriptions provide information about their current state and what kind of object they are. When I interact, the responsive descriptions provide information about the state change. And when changes occur elsewhere in the sim, they tell me about those changes as well. The response and descriptions we just heard consisted of two types of responses, object responses and context responses. Object responses typically provide the name, current state, and role of interactive objects. As a learner navigates interactive objects, the object responses prepare the learner for interaction. Letting them know what object there on the name of the object, important information about the current state of the object, and what kind of object it is. For example, a button, a slider, or a checkbox, which indicates how to interact with him. As one object has changed, other objects or representations may be impacted. Context responses update the learner about changes occurring right now in the interactive beyond the current interactive object they are on. So context responses inform the learner about changes to the context. Together, the object and context responses are where the action is, where the dynamic aspects of the interactive are conveyed. Just like with state descriptions, when designing responsive descriptions. We consider how they can implicitly scaffold the learner's exploration and understanding of the sound. As a learner navigates to and takes action with an interactive object, we rely upon interaction semantics associated with each type of interactive object. For example, buttons, sliders, and checkboxes, as well as knowledge of the learning goals of the interactive and carefully chosen words, word order, and timing. To provide meaningful object responses and implicitly scaffold learning with the interactive. As the interactive state changes, we rely upon knowledge of the learning goals of the interactive and carefully chosen words, word order, and timing. To provide meaningful context responses and implicitly scaffold learning with the interactive. In the next video, we're going to start diving into object responses. And start creating descriptions that will provide learners what they need as they navigate to and interact with objects.
