The document presents an analysis of applying an Interactive Learning Taxonomy (ILT) framework in an online course. The ILT aims to promote interactivity through student-content, student-teacher, and student-student interactions. The study examines an online teaching course where students designed blog lessons applying the ILT stages of invitation, involvement, investigation, insight, and implementation. Preliminary data found the ILT supported reflection, thinking, discourse, and transforming learning when interactivity replaced passivity.

1. Online Learning is NOT FLAT:
An Analysis of Online Learning
That Promotes Interactivity
Presented by
Cynthia Sistek-Chandler, Ed D.
cchandler@nu.edu
& Valerie Amber, Ed D.
vamber@nu.edu
Denise Tolbert, Ph D.
dtolbert@nu.edu
National University

2. Interactive Learning Taxonomy
Applied in an Online Course
• Introduction and Overview
• Background of Taxonomy
• Key Points
• Structure of Taxonomy
• EDT 610 Course Description
• Study Design
• Analysis of Interactive Taxonomy for Learning
• Preliminary Data
• References

3. Introduction and Overview
The overarching goal of this study is to
examine the application of a theoretical
taxonomy for learning in an online
environment.

4. Quickwrite
Identify strategies you use to
promote interactivity in your
teaching environment.

5. What is the ILT?
The ILT is a dynamic relationship between
teacher and students, between students
and resources, and among students.

6. Key Points of the ILT
• Interactive Learning = F-2-F & online
classes
• Encompasses all content areas and all
dimensions of learning.
• Interactive learning can be used at any age
level from infancy to maturity, and
throughout life.

7. Key Points
• Online interactive learning, by its nature
includes the learner in the process of
learning and requires interactivity, not
passivity.
• Without interactivity, students are not
engaged and are not learners.
Spring Symosium, National University

8. Background of Taxonomy
• The Interactive Learning Taxonomy (ILT)
was first published in Steinaker and Leavitt
(2008).
▫ Steinaker, N. & Leavitt, L. (2008). Interactive
Learning: The Art and Science of Teaching.
Kendall Hunt Publishing: Iowa (page XV).

9. What is Interactivity?
Student to
Content
Student to
Teacher
Student to
Student
Student to
Community

10. Structure of Taxonomy
Interactive TaxonomyInvitation
Involvement
Investigation
Insight
Implementation

11. Engaging
Framing
Reframing
Invitation
“The instructor has obviously
taken a great deal of time to
find eye catching and topic
appropriate graphics, a
pleasing layout as well as
exceptional sites that will be of
interest to her students. She
also provides an invitation to
her students in her welcome.”

12.  Chosen learning experience
Dialogue and discussion
Refraining
Involvement
How does the lesson involve the learner with the content?
“The lesson involves the learner by allowing the learner to interact
with the technology. The learner can move through the presentation
of the cell cycle at his/her own pace. Students can navigate forward
and back in order to master concepts presented in the lesson.”

13. Direct instruction
Group work
Moderator and resolver
Leadership
Investigation
“In the investigation phase, students have already participated in the
lesson; they must then branch out and explore other avenues of the given
topic.”
“At the end of the “Mitosis and The Cell Cycle” lesson, in the “Post” section,
Lee (2008) allows her students to investigate.”

14.  Goals
 Challenges
Insight
“Students gain insight when they are able to comprehend and complete the
goals and objectives that the teacher detailed at the start of the lesson. Lee’s
students demonstrate their insight of the material in the “Questions &
Assignment” section of the lesson.”

15. Dissemination
Critique and consult
Students are self-motivated
Implementation
“Students are encouraged to identify trends and to forecast possibilities.
Students are invited to apply their existing knowledge in the generation
of new ideas and processes.”
“The students are tasked to use simulations and models to explore.”

16. EDT 610 Course
Description
• Teaching Online (EDT 610) Teaching
Teachers how to teach in an Online
Environment
• National University, Masters of Arts in
Teaching, 5-course Specialization in
Educational Technology
• ILT allows students to contextualize many
aspects of teaching and learning that are
often missing from teacher education
programs.
Spring Symosium, National University

17. Study Design
• Action Research
• Students build an online Blog lesson
• Application of taxonomy by students in EDT
610
• Data Collection- 4 classes
• Analysis of their application and reflections

18. Interactive Lesson EDT 610
http://cindiklee.blogspot.com/
Developed by Cindi K. Lee
Spring Symosium, National University

19. Research
Application and analysis levels are critical to
cognition (Bloom, 1956).
Discourse and discussion are central to
investigation.
▫ Group interaction among peers online
▫ Practice and apply analysis through synchronous
discussion
Spring Symosium, National University

20. Preliminary Data
• Theoretical construct applied
• Reflection, thinking, and
cognition
▫ Analysis and reflection
▫ Metacognitive
• Data collection is ongoing

21. Interactive Learning
As human learners, we need dialogue and
written communication to process ideas
and to exchange perspectives.
Discourse and discussion (both synchronous
and asynchronous) in an online
environment transforms learning.

22. Interactivity not passivity
Without interactivity there is no
engagement
Instructional Design can drive the level
of interactivity

23. References
Baldwin, L., & Sabry, K. (2003, November). Learning styles for interactive
learning systems. Innovations in Education & Teaching International, 40(4),
325-340. Retrieved January 22, 2009, doi:10.1080/1470329032000128369
Cassarino, C. (2003, Winter2003). INSTRUCTIONAL DESIGN PRINCIPLES
FOR AN eLEARNING ENVIRONMENT. Quarterly Review of Distance
Education, 4(4), 455-461. Retrieved January 22, 2009, from Academic
Search Premier database.
Davies, P. & Dunnill, R. (2008). 'Learning Study' as a model of collaborative
practice in initial teacher education. Journal of Education for Teaching,
34(1), 3. Retrieved March 22, 2009, from ProQuest Education Journals
database. (Document ID: 1467191401).
Ma, Y., Lai, G. Williams, D., Prejean, L. Ford, M. (2008). Exploring the
Effectiveness of a Field Experience Program in a Pedagogical Laboratory:
The Experience of Teacher Candidates. Journal of Technology and Teacher
Education, 16(4), 411-431. Retrieved March 22, 2009, from ProQuest
Education Journals database. (Document ID: 1653161271).

24. References
Mitsuhara, H., Kanenishi, K., & Yano, Y. (2006, May). Adaptive link generation
for multiperspective thinking on the Web: an approach to motivate learners
to think. Innovations in Education & Teaching International, 43(2), 137-149.
Retrieved January 22, 2009, doi:10.1080/14703290600650434
Sims, R. (2003b) ‘Promises of interactivity: aligning learner perceptions and
expectations with strategies for open and flexible learning’, Distance
Education, 24(1), 87–103.
Steinaker, N. & Leavitt, L. (2008). Interactive Learning: The Art and Science of
Teaching. Kendall Hunt Publishing: Iowa.
Xin, C. & Feenberg, A. (2006). Pedagogy in Cyberspace: The Dynamics of
Online Discourse. Journal of Distance Education, 21(2), 1-25. Retrieved
March 22, 2009, from Education Module database. (Document ID:
1255253831).