Session 3 Response to Prompts

A. Download the interactionsmatrix.doc file. Note that this is a table listing the three types of interactions at the top, with some sample activities on the left. Place an X in the cells to indicate which activities correspond to which interactions. Add some additional activities of your own and mark the cells appropriate to the types of interactions each represents.

Session 3_Activities

B. Discuss of the types of interactions that are most often used in the content area for which you expect to design instruction. Be sure to explain the content area, the types of students and types of objectives with which you will be working.

Repsonse: This introduction to Information Technology course gives students a foundation regarding the different components and systems of a computer. Input output devices, peripherals, hardware, software, and operating systems are taught throughout the course. Students are generally highly motivated freshman that have all passed their technology orientation and also have past experience working with computers. By the end of the course students will be proficient in understanding the different components of the computer.

C. Chapters 2, 3 and 4 of the Horton text discuss three categories of activities: Absorb, Do, and Connect. After reading these chapters you are to locate one or more online classes and identify one Absorb, one Do and one Connect activity. Present your findings using this format:

Course Content:
Intended Students/Probable Student Characteristics:
Instructor Characteristics:
Identify the Type of Activity: Absorb – Do – Connect
Identify and Discuss the Interactions in the Activity:


Course Content: Introduction to Windows XP
Intended Students/Probable Student Characteristics: Freshman Students that have gone through a technology orientation course and with prior experience using technology
Instructor Characteristics: Instructor has a degree in Information Technology and is an experienced teacher on the subject matter
Identify the Type of Activity: Absorb – Do – Connect
Students will read the textbook in order to learn more about operating systems, watch videos and tutorials which will be reinforced by the “Do” activity
Students will develop key terminology and comprehension of operating systems with a focus on Windows XP
Students will conduct lab activities to further develop their skill set and understanding of Windows XP
Identify and Discuss the Interactions in the Activity: Learner-Content interaction is used in this exercise. Students directly interact with the course materials, textbook/ebook, online materials, video tutorials, and lab activities.

Course Content: Operating System Functions
Intended Students/Probable Student Characteristics: Students are familiar with operating systems, have used computers before, and have a general understanding of technology.
Instructor Characteristics: Instructor has a degree in Information Technology and is an experienced teacher on the subject matter
Identify the Type of Activity: Absorb – Do – Connect
Students watch video regarding the basics of Operating Systems
Do: Students will apply the information in graphic organizers and hands on tasks
Students will create a poster explaining how Operating Systems work and present to the class
Identify and Discuss the Interactions in the Activity:  Learner – Content interaction is used in this exercise as the students interact with a video tutorial but Learner – Learner is also used as students are presenting their findings to the class.


Session 2 Response to Prompts

1. Scenarios

To address these scenarios, identify the major characteristics or issues that would impact or influence the design of the described online class. Be sure to indicate which of the characteristics you identify would be your prime concern. Also be sure to indicate how each of the major issues you identify would influence your design of the online class.

You have been asked to lead the team that is developing a series of courses for an online University. Explain some design decisions or issues that you would have to deal with for each class given the characteristics of the content, instructors and students as presented. Note: Pick the most salient characteristics and issues and explain why the ones you have chosen are key. Don’t try to cover every possible issue in each scenario!

Course A

Content: This course will cover beginning college algebra.

Instructor(s): This course is taught by various adjunct and full time professors who are very familiar with the content who have differing degrees of tech skills and online teaching experience. The same class has to serve for all instructors.

Students: All students in this course are college freshman and sophomores with good technology skills and each has successfully taken an online orientation to online learning course.

Response: In accordance with Dr. Newberry’s lecture, this course is convergent in nature due to it revolving around content that requires a specific and correct answer. Given that there is no gray area for evaluation, a convergent course is easier to develop and navigate due to the direct nature that the subject matter encompasses. Being able to use a “logical progression of topics” in order to develop a “set of procedures, along with models or patterns” for students to be able to follow which in turn leads them to the right answer. Instructors will find that the sequential order of events for such a course will be somewhat easier to teach in comparison to a divergent course. The instructors familiarity with the technology and prior teaching experience will also aid in the development and delivery of the course. Students with existing technology skills and guidance provided for the course will quell any potential learning curves that could adversely affect them.

Course B

Content: The course is a philosophy of leadership class.

Instructor(s): The instructor is an experienced face-to-face instructor with good tech skills and prior online teaching experience. This instructor prefers lecture and discussion classes.

Students: Graduate students who are well motivated and with a broad range of technology skills, from average to very advanced.

Response: This course is a contrast from the other as the entire evaluation process requires an understanding that the answers are not as definitive as in an Algebra course. This course is divergent and requires further analysis in order to ascertain the current answer. With no specific answer being obvious it can become a task of sorts in creating this course and aligning it in such a way that neither instructor nor student becomes frustrated. Given the fact that this particular instructor has experience in the traditional classroom environment and online learning is beneficial. This aids the instructor as he/she would already have an idea of specific tools that would be used in building the course. In addition to the instructor being familiar with technology and online courses he/she can utilize specific online functions to translate his preference of lecture and discussion classes. Regardless of the level of technological skills a motivated student body is of utmost importance in the overall success of the actual course. This course relies heavily on cross collaboration and the interaction amongst teacher/student and student/student, the motivated student body will assist in ensuring the success of the course.

Course C

Content: This course is an introduction to college success. It teaches study skills, communication skills, and tries to help students learn how to fit into the college community.

Instructor(s): This course will be taught by various instructors all with good tech skills and prior online teaching experience but who have never taught this content before.

Students: Students are incoming freshman who have been identified by advisors as high risk for drop out.

Response: This course would be the most difficult of the three to develop, teach, and keep students engaged in. The course does not have any direction and even though it has both convergent and divergent elements the lack of experience with instructors who have not taught the course before, an entirely new student body who are identified as high risk for dropping out, and the course revolving around what essentially is a freshman college student orientation that is trying to be taught online will be incredibly difficult to instruct. This course is best taught in a face to face environment where communication and study skills can be better relayed and demonstrated in person. With this course being taught for the first time amongst students who are freshman in the college environment. It certainly will result in much difficulty and strife along the way.

2. Now, think about an online learning experience that you might someday create. Describe in detail the content, instructor and student characteristics. What are the design issues or features that these suggest? Explain your answers.

Content: This course is an introduction into Microsoft Word and the basics of formatting a Word document. It is meant to add students in efficiently creating Word documents for their various college courses.

Instructor(s): This course will be taught by one instructor who has experience in teaching Information Technology and the Microsoft Office Suite in a classroom face to face setting. Teaching this specific course online is new to the instructor but when teaching the course face to face much of what is taught is through trial and error in addition to projecting the content of the instructors computer screen to the entire class.

Students: Students will consist mostly of freshman but are motivated as this class is of interest to them and the process of word processing is already familiar. The students come from novice to advanced levels in using word processors.

Response: This online course had to reflect my prior experience from the classroom in teaching Microsoft Office but Microsoft Word primarily. In my experience, due to the hands on nature and being able to show rather instantaneous progress, students are engaged and enjoy the activity. Allowing students to customize their documents content but follow strict guidelines as to how it is formatted, allows the student a flexibility to be able to make their assignments personal but within specific guidelines. For students that were not familiar with the process, being able to try different approaches without being fully committed to an answer is also beneficial. This can easily be relayed by utilizing Microsoft Word simulators online or even other Word processing programs.

3. List the 11 instructional design steps presented in chapter 1 of the text (Design Quickly and Reliably).

  1. Identify your underline goals
  2. Analyze learner’ needs and abilities
  3. Identity what to teach
  4. Set learning objective
  5. Identify prerequisites
  6. Pick the approach to meet each objective
  7. Decide the teaching sequence of your objectives
  8. Create objects to accomplish objectives
  9. Create tests
  10. Select learning activities
  11. Choose media

Session 1 Response to Prompts

1. Explain the relationship between distance learning and online learning.

Distance learning served as a prequel to online learning. As technologies improved it naturally gravitated to online learning. Prior to the internet distance learning consisted of curriculum that was taught through a multitude of media.

2. Discuss the main difference between distance learning and online learning.

The main difference between distance learning and online learning is based in how the student is given the ability to provide feedback to the instructor with the same efficiency that the instructor was able to give to the student.

3. List the three types of interaction proposed by Moore (1989) and explain each type of interaction in your own words.

Learner Content Interaction – A students interaction with the courses content
Learner Instructor Interaction – The interaction between student and instructor
Learner Learner Interaction – The interaction between the student and fellow classmates
*Learner Interface – method and experience the user has with the technologies used in the course

4. Discuss some of the differences between the early days of online learning and today. Then make some predictions about the future of elearning. Please include at least one good article/website/citation for this item. For example:

Early methods of online learning utilized multimedia to relay course information. Through the use of early technology such as video cassettes, audio tapes, and then progressing to online medium via bulletin boards and emails, to it’s current day usage through the internet. Online learning today has taken on an entirely new form. The future of online learning appears to be headed towards curriculum that seamlessly incorporates the community classroom and collaboration with the actual course. By utilizing immediate feedback through video chats and online chats students can conduct themselves in similar fashion as to how they would in a classroom environment. As already seen now, a much larger amount of students will be able to learn through online courses and eventually these courses may even be offered for free.


Amirault, R. J. (2012). DISTANCE LEARNING IN THE 21ST CENTURY UNIVERSITY Key Issues for Leaders and Faculty.
Quarterly Review Of Distance Education, 13(4), 253-265.

Session 1 Introduction

Hello classmates, my name is K. Wilson. The majority of courses I’ve taken here at Cal State University San Bernardino have been either online or hybrid classes. For the most part, my experience has been pleasant but I do notice the courses that require consistent participation tend to be very trying given my hectic work schedule. I do hope to learn more about Online Learning in this course and discover more information that I can apply to creating my own course. I wish you all the best, good luck!