Month: August 2025

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Blog Post 4: Interaction

Introduction to Storytelling YouTube Video

Interactive Learning Design Subject: Visual Storytelling

Importance of Interaction

Interaction is a key element of meaningful learning. It ensures that students are not just passively receiving information but actively engaging with it in a way that shapes their understanding of the content. As Wagner describes, interaction involves reciprocal events that influence both learner and content (1994). Without interaction, learning risks becoming passive; with it, students are more likely to connect to ideas, build deeper understanding and stay engaged.  

What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)? 

The interaction this video would require from students is active listening. Since it features a Pixar director from Monsters Inc., it naturally draws students’ attention and encourages them to think about how stories are created. While the video itself does not force students to respond in an inherent way, its engaging content makes it easy for grade 4 students to connect with, reflect on, and discuss storytelling concepts afterwards. This represents learner-content interaction (Anderson, 2003). Students engage with the director’s storytelling, but the exchange is one-directional rather than reciprocal. It doesn’t meet Wagner’s definition only partially, since the learners do not directly influence the content (1994).

What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity? 

The activity I would suggest is a visual storytelling exercise. Students are given a photo and asked to create a story inspired by it. While telling the story, they are encouraged to draw on the emotions the image conveys and connect it to something from their own lives. This helps them learn to craft stories that are more engaging and appealing to the reader’s emotions. The skill they develop through this activity is story writing and emotional expression through visual storytelling. Students would use Google Forms to type and submit their stories. 

How could the video have been designed to generate more or better activity from viewers or students? 

The video could have generated more student activity by including embedded open-ended questions for viewers to pause and answer, keeping them engaged. For example, it could ask, “What is your favourite story and why?” It could also include short slips from Monsters Inc., or other Pixar films, to illustrate how strong storytelling works in action. 

How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design? 

A potential barrier is that some students may need closed captions or transcripts to support comprehension, so I would ensure they know how to access these features. Another barrier could be attention span, as longer videos can lose engagement for grade 4 learners. I would ask students to take at least two notes during the video to address this. One about something they learned and one about something that surprised them. This helps keep them engaged and ensures they actively process the content. 

References

Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning, 4(2), 1–14
Wagner, E. D. (1994). In support of a functional definition of interaction. American Journal of Distance Education, 8(2), 6–26.

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Blog Post 3: Inclusive Design

Storytelling by CDC on Unsplash

Universal Design for Learning (UDL)

Universal Design for Learning (UDL) is a learning design created to include everyone. It focuses on addressing learning limitations by both supporting and challenging students. UDL is built around three core categories: multiple means of representation, multiple means of action or expression, and multiple means of engagement. To learn more about these, you can click the bolded link below the picture.

Universal Design for Learning by East Coast Carolina University

Meeting the Needs of All Learners

For my group’s learning design on storytelling, the multiple means of representation we are offering include visual supports, where students view a series of pictures and then write about them. We provide clear instructions in both written form and through step-by-step processes. We also include sample story structures such as first, then, finally to guide students who may need extra support.

The multiple means of action or expression include giving students the choice to answer questions using Google Docs of by handwriting their responses and uploading a photo. This flexibility supports those who may struggle with technology. We also include a peer commenting activity, where students read classmates’ stories and leave comments to connect with others and see different perspectives on the same set of images.

The multiple means of engagement included allowing students to complete the module at their own pace. They can choose how to tell their story (typed or handwritten) and they will have opportunities to interact with peers during the commenting stage. Motivation is built into the activity because students can use the pictures to connect with their own interests, drawing their own conclusions about the story rather than being told the answers by the teacher.

Identifying and Reducing Barriers

Some potential barriers and limitations our group needs to consider include the possibility that reading through the entire module could be challenging for some students. To address this, we could provide a video link with instructions or add a voice button that reads the instructions aloud. Research on online learning has shown that lengthy text-only instructions can be a barrier to engagement and understanding and that alternative formats can help improve accessibility (Yeh & Tsai, 2022).

Another limitation is that some students may be stronger at storytelling through speaking rather than writing. To support these learners, we could offer an alternative option to submit work orally, either as a video or voice recording.

Finally Yeh and Tsai also note that distractions in the home learning environment can significantly impact focus and productivity in online learning (2022). For younger students they could have interuptions like loud home environments that can make it hard to complete assignments. To address this barrier, the module could be broken up more into more clear segments that allow for students to easily pick up where they left off without losing track of where they were.

Conclusion

Learning more about UDL in this unit has helped me improve the storytelling learning design and shown me that there are many ways to make lessons includes. It is important to think beyond your own perspective when creating lesson plans and to consider the diverse needs of different learners. Always allowing students to communicate their learning needs is essential, as is finding creative ways to support each learner so they can reach their full potential.

References

Yeh, C., & Tsai, C. (2022). Massive Distance education: Barriers and challenges in shifting to a complete online learning environment. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.928717