Interactive Media & Collaborative Learning

Module 5: Interactive Media & Collaborative Learning

People learn by doing—and by talking about what they’re doing. 

In this module, we explored when to use video, audio, and interactive media to spark engagement, then built our own prototype and a forum prompt to get peers talking. 

In this assignment, we analyzed media affordances, built a prototype, designed a community prompt, and embedded our work in our portfolios. 

This branching scenario on proper basketball shooting fosters collaborative learning by guiding learners through realistic decision points where teamwork enhances understanding. At each branch, learners must discuss and justify correct fundemental choices—such as keeping the elbow in an “L” shape, using fingertips instead of the palm, squaring to the basket for the shot, and executing the bend-raise-shoot motion. Collaborative dialogue allows learners to analyze why each option impacts shooting and to co-construct explanations that deepen comprehension. Reflection after each decision invites peer feedback, reinforcing shared problem solving.

Aligned with UDL Checkpoint 8.3 (fostering collaboration and community), the scenario encourages active peer discussion and shared reasoning. It also aligns with Checkpoint 6.3 (facilitating strategy development), as learners work together to perfect their shooting forms. By offering multiple representations of technique and promoting group interaction, the branching design transforms an individual skill into a socially constructed learning experience where knowledge emerges through teamwork and collective analysis.

References

References

CAST. (2018). Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.org

Ferguson, R. (2019). Ethical challenges of learning analytics: Privacy, consent, and transparency. Journal of Learning Analytics, 6(3), 25–42. https://doi.org/10.18608/jla.2019.63.2

Pardo, A., & Siemens, G. (2014). Ethical and privacy principles for learning analytics. British Journal of Educational Technology, 45(3), 438–450. https://doi.org/10.1111/bjet.12152

Roberts, L. D., Howell, J. A., Seaman, K., & Gibson, D. C. (2016). Student attitudes toward learning analytics in higher education: “The Fitbit version of the learning world.” Frontiers in Psychology, 7, 1959. https://doi.org/10.3389/fpsyg.2016.01959

Trust, T., & Pektas, E. (2018). Using universal design for learning to support digital equity. TechTrends, 62(4), 413–421. https://doi.org/10.1007/s11528-018-0281-4