Session 3: Response to Promts

A. Download the interactionsmatrix.dox 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 cells appropriate to the types of interactions each represents.

Learner-Content Learner-Instructor Learner-Learner
Video Presentation X
Lecture X
Chat X X
Discussion X X X
Podcast X
Literature Base X
Email X X
Blog X X
Synchronous Session X X X
Chats X X
Blackboard X X X

Topical Discussion of Interactions:

By listening to Dr. Newberry’s podcast we can understand the importance of Moore’s three types of interaction in any type of setting, especially in an online learning environment. When creating an online course the three interactions are much more complex to formulate, since creating the correct balance of the three can be quite difficult. As online instructors we must keep in mind our students’ personalities and capabilities, we must do such without having face-to-face interactions, which makes it an obstacle. It is evident that attention to detail must be taken into account when designing online courses.

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, they types of students and types of objectives with which you will be working.

Content: (same as previous blog) As a mathematics major with great interest in teaching the subject at a secondary school level, I will focus this course content on high school geometry.

Instructor(s): This course will be taught by one instructor, myself, who is very familiar with the content. The instructor acquires good tech skills, however has no prior online teaching experience nor taught this content before.

Students: (same as previous blog) All students are motivated freshman with good tech skills, but no prior experience with online classes.

Objective: Teach geometric concepts to high school students who will

-apply concepts and use inductive and deductive reasoning to solve conjectures

-apply and analyze transformations of figures

-justify and apply formulas for two- and three-dimensional shapes

-apply concepts and definitions to validate geometric theorems

who have prior knowledge of angles, shapes, graphing and basic algebra.

Types of Interactions:

My intention for this course that I am designing, is to utilize the three types of interactions in balance the best possible, without teaching with one particular interaction more than the others. As stated in Dr. Newberry’s podcast it is important not to overwhelm or intimidate learners with many different types of interactions.

Learner-Content: For this interaction, I will be developing video presentations with important definitions and key concepts, very similar to what is done in I will also utilize the needed tools to create the two-dimensional and three-dimensional figures that are difficult for some students to visualize. One helpful tool is, below I provided the link to the website when I searched the word pyramid. As a result, I was given different views of the pyramid and detail information regarding the pyramid. The video presentations will also include examples from problem sets that will be assigned. Weekly quizzes and end of the chapter tests will be similar to problems sets to encourage completion of problem sets.

Learner-Instructor: To ensure that I can communicate with my students I will have online office hours, where students can ask any questions or concerns they have regarding the content of the course. Along with office hours I will have my email available.

Learner-Learner: In a mathematics course, communicating with others in the course can be very important. One student may have difficulties at arriving to a solution, before asking the instructor, the learner can ask other students in the course, who may explain how they were able to compute the correct result. This can be done by requiring students to create a blog. I will be assigning group homework where they can share their ideas to solving problems. Another assignment that I will be assigning will be a final group project, where students will choose a chapter in the course to create a lesson plan as if they were teaching the course, by utilizing any tools they feel comfortable working with.

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. 

Online Class #1


Course Content: High school geometry course to learn about the properties and measurements of shapes, lines and planes and get an introduction to trigonometry concepts.

Intended Students/ Probable Students Characteristics: High school students who are taking geometry for the first time or students who are retaking the course.

Instructor Characteristics: Yuanxin (Amy) Yang Alcocer: Amy has a master’s degree in secondary education and has taught Math at a public charter high school.

Identify the Type of Activity: Absorb – Do – Connect:

Absorb- An absorb activity includes presentations in, “which learners watch or listen to a slide show, demonstration, podcast, or some other organized explanation” (Horton, pg. 67). This online course teach learners geometry through the use of video presentations and narration. Along with the video, the instructor provides a lesson transcript that makes it easier for students to follow the material as they watch the video.

Do- One of the common types of Do activities mentioned by Horton in page 129, is practice activities. It involves learners applying the knowledge that they acquired and demonstrating their competence in the subject. This course provides a quiz after every lesson and a chapter test at the end of every chapter, allowing students that are taking this course to apply the skills they learned and to receive immediate feedback.

Identify and Discuss the Interactions in the Activity:

The Absorb and Do activity would fall into the Learner-Content category since learners for this course are interacting with the material on their own. Learners are expected to watch every video and complete every quiz and test, without there being any Learner-Instructor or Learner-Learner interaction. Even though the instructor developed the video presentation, there is no Learner-Instructor interaction.

Online Class #2


Course Content: Start learning the skills you need to better manage your money with this tutorial, which covers topics like money management, banking, and retirement planning.

Intended Students/ Probable Students Characteristics: High school, college students and adults with jobs who are interested in properly managing money for a better secure future.

Instructor Characteristics: Instructor characteristics may include financial advisers, accountants and economists.

Identify the Type of Activity: Absorb – Do – Connect:

Absorb- In this course students are only given information in text for learners to read on their own at their own pace, which is a type of absorb activity.

Do- This course allows learners to participate in Do activities by providing providing practice activities. For example, in one lesson the course teaches learners how to fill out a check, and later allows the learners to fill out their own through an interactive check.

Connect- Connect activities stated by Horton on page 166, “make learners aware of how ideas and values apply in their lives”. For this course connect activities are present throughout the course, in one section it provided students with a goals worksheet and asked the following questions, “what is my goal?”,”what do I need to achieve this goal?” and “How long will it take me to achieve this goal?”.

Identify and Discuss the Interactions in the Activity:

All three activities are done individually by the learners, there is no Learner-Instructor or Leaner-Learner interactions. The only interaction present is, Learner-Content, when students read the lesson and participate in the activities provided in each lesson.


3 thoughts on “Session 3: Response to Promts

  1. Hi Jacqueline,

    I agree with you that it is very important when creating online class material to have a good understanding of the student to whom is going to be using the material. As we reviewed in the previous week’s assignment this is very important to constructing good course material.




  2. Hi Jacqueline,

    Great list of tools to use for all three types of interactions. I had similar ones in my list. I also agree that knowing who the target audience is is a key component in determining what tools and technology would be best for each individual course. Keep up the good work!


  3. Hi Jacqueline,

    You found some interesting online classes with great activities! I was having trouble figuring this one out but your examples and descriptions helped! Thanks!


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