As well as the design of the project content itself the design of the interface that surrounds this content is also of importance. The concept of learner-interface interaction demands instructional design strategies that will facilitate students' acquisition of the skills needed to participate effectively in our project workspace. In this context it is important to take into account issues such as appropriate layout, including the positioning of different elements on the screen, for instance, accessibility issues, and what tools and resources are available. In a typical online workspace, like twinspace, there are a number of ways to foster active engagement with material and encourage collaborative learning, creating an active, dynamic class structure. The design of the environment is important since it affects the ease with which different activities can be carried out.

Through my experience the majority of the students across all projects perceived a marked improvement in their interaction with he instructor after having used the technology but only a slight improvement in their interactions with other students (except emails and chats). So we need to choose a workspace with activities that require students to work in groups or on sequential aspects of real-world situations that feed one student's output as an input to another student's work.

We also have to bear in mind that our students enter our projects with a wide range of skills, learning styles, and expectations, so the workspace needs to be designed to appeal to a broad collection of learners. In order to engage students and improve retention and perception rates, it is imperative to find innovative ways to offer workspaces and tools that meet students' diverse needs and adapt to the evolving nature of the project.