1. In the educational context where you teach or support learning, what outcomes and associated content could be supported by interactive media?

I teach pre-service teachers about inclusion in a post-secondary setting, with a focus on understanding the need for interventions and how to implement them based on students’ strengths. While reading Exploring the Use of Interactive Digital Storytelling in a University Course, I recognized the potential of integrating this technology into my course. Since this is a first-year course, many of my students are recent high school graduates with limited in-depth knowledge of diverse student needs. The ability to provide them with “vicarious experiences that exceed the range of their experiences” (Shelton et al., 2016, p. 446) through student profiles and scenario-based learning is an exciting opportunity to enhance their understanding and application of inclusive practices.

 

  1. What challenges would you or your institution face in developing interactive media and integrating it into your courses?

I can not think of limitations for the development for these materials except being provided the time to create them as well as the knowledge of how to use the technology to ensure they are professional. However, a challenge I do see is that I find that engagement outside of the face-to-face environment can definitely be a challenge, especially when students don’t complete readings ahead of time. Relying on them to fully engage with digital scenarios before class could be difficult if they aren’t coming prepared. However, I really like the idea of using these scenarios in class instead. It would allow for guided exploration, discussion, and immediate feedback, making the experience more meaningful. Maybe incorporating brief pre-class prompts or reflections—rather than full engagement beforehand—could help ease them into the material and make the in-class experience even more effective. Definitely something to consider. 

 

References

Shelton, C., Warren, A., & Archambault, L. (2016). Exploring the Use of Interactive Digital Storytelling Video: Promoting Student Engagement and Learning in a University Hybrid Course. TechTrends: Linking Research & Practice to Improve Learning, 60(5), 465–474. https://doi-org.ezproxy.tru.ca/10.1007/s11528-016-0082-z