Linear vs. Nonlinear Flow Will you expect students to go through…

Linear vs. Nonlinear Flow
Will you expect students to go through the content in a particular sequence in a step-by-step linear manner? Or can students pick and choose the material they find most interesting in a nonlinear flow?

Linear Flow
For those that are seasoned traditional teachers, teaching in a linear fashion is most comfortable. Possibly it is more comfortable because we have more control over the learning environment. And, it appears necessary when teaching something that requires one component to be completed before the next component. Something akin to following a recipe.
If you expect the student to learn topic A before learning about B, C, and D and the sequence of the content is important, you need to ensure the content is organized appropriately and include instructions to the students on how they need to go through the course.

Linear design can be important for keeping students on the same topic at the same time. This helps foster discussion.
Nonlinear Flow
If the content organization does not require a particular structure, consider including references or links between different sections or modules that allow the student to go through the course by following the relationships between the content sections. It is this type of flow that most designers have the most difficulty in thinking about, because it requires thinking in a nonlinear fashion where information can appear random rather than sequential. And, it “feels” as if there is less control over the learning environment.
A nonlinear flow also avoids the “electronic page-turner” feel of a course. The online course format is naturally conducive to a nonlinear flow because of the use of links. Rather than providing all of the content in a long linear stream, you can permit learners to direct their own learning. This can be done by using menus that allow learners to select the order in which to consider topics. A simple design decision like numbering the modules suggests to users that 1 must be completed before 2, and 2 before 3, and so on. By simply leaving off the numbering system, participants are allowed to pick the components they find most necessary or interesting. A nonlinear flow might be appropriate in teaching something like the Constellations. Can you think of other subject matters that lend itself well to nonlinear design?
On your Wiki:
1. make an example of a linear learning module.
Make a new page- Name it Linear Learning Module.
Design an activity with steps that students need to complete in a particular order.

2. make an example of a non-linear module.
Make a new page- Name it Non-Linear Learning Module.
One example would be to create an activity where students use links to resources and handouts that don’t need to be used in any particular order to accomplish a task- you decide the task.
The Course is Intro to Business Management.