I believe that Rod provides some focal points for discussion--and I would be interested in who agrees or disagrees...
1. Is there a role for tutorial CBI that is engaging and transactive? (I of course argue that there is--but what is that role?)
2. Is it worth the risk to develop it, if there is a chance that we might fail?
3. Is learner control as Rod was defining it at the lowest end of the transaction continuum, with electronic page turning on the negative side of that same continuum--and unacceptable to be classified as a transaction?
4. How do we find out if someone is mentally engaged covertly? Does it matter that we know?
5. I'd be interested in hearing more about the APITITE '94 paper--and maybe even getting a copy!
6. If branching happens in between transactions, what does the computer do or how does it respond within a transaction?
7. I am sure that Merrill would heartily agree that his criteria for creating instruction was very narrowly (too narrowly) defined and applied in TICCIT. I also heartily agree!
8. If a transaction is under instructional control, how can learner control play such an important role? I am not sure I follow you there.
9. I agree that navigational controls are independent of a transaction--and function outside of them.
10. Whoa! I like the idea behind a virtual reality transaction!