Hello, and welcome to Module 5!

This module will focus on your Interactive Learning Resource assignment, ensuring that you follow the sections in the rubric to guide your assignment and include the different pieces you will be assessed on.

Reminder: Your Interactive Learning Resource assignment is due on Friday, November 28th at 11:59 p.m. (PST). Please ensure that you connect with your PodGroup members quickly and efficiently, as I can provide more support sooner rather than later.

Here is the schedule for each module

  • Module 1: September 3 to September 16 (2 weeks)
  • Module 2: September 17 to September 29 (2 weeks)
  • Module 3: October 1 to October 14 (2 weeks)
  • Module 4: October 15 to October 28 (2 weeks)
  • Module 5: October 29 to November 18 (3 weeks)
  • Module 6: November 19 to December 3 (2 weeks)

I will also be available on Zoom on Thursday, November 6th from 4:00 – 5:00 p.m. for optional drop-in office hours. This is a chance to ask questions, get support, or check in. If this time doesn’t work for you, you are always welcome to book a meeting, phone call, or text with me throughout the semester.

Please let me know if I can support you in any way!

Module 5 Topics

Designing for Interaction and Technology Use

Educational technology is often described as interactive, but not every digital activity provides meaningful interaction. Clicking through a quiz or receiving automated feedback may look interactive, yet it can still feel impersonal. True interaction involves a sense of mutual influence and engagement. Merriam-Webster defines interaction as a mutual or reciprocal action or influence. Ellen Wagner (1994) described interaction in education as “reciprocal events that require at least two objects and two actions, where these objects and events mutually influence one another.” This means that interaction does not have to happen at the same time. For example, when you write a blog post and your peers respond later in the week, you are engaging in a form of interaction that shapes understanding through exchange and reflection.

Terry Anderson’s model of learning interaction describes several relationships that support learning: learner with teacher, learner with content, and teacher with content. Later versions of this model add the important connection between learners. Learning also happens internally when we connect new information to what we already know. As you plan your Interactive Learning Resource, think about which types of interaction you want to include and how they will help learners meet the intended outcomes.

Synchronous and Asynchronous Learning

The pandemic brought attention to the difference between emergency remote teaching and courses that are intentionally designed for online or blended learning. Many teachers and students found that learning online can be flexible but also isolating when it lacks connection. Synchronous learning happens in real time, such as during a live video discussion, while asynchronous learning happens at different times, such as in discussion forums or recorded presentations.

A good online design blends both. Synchronous moments help learners feel connected and supported, while asynchronous opportunities allow time for deeper thought and personal pacing. Jennifer Casa-Todd (2020) reminds us to ask how we can help learners feel connected in their learning and in their well-being. When designing your own activities, try to include moments for both flexibility and human connection.

Assessing Interaction

When designing learning experiences, consider which interactions you will assess and why. Each type of interaction provides different insights into learning progress.

  • Learner with learner: Peer review, group discussions, and shared reflections encourage accountability and active participation. Activities such as Socratic Seminars invite equal voices and build shared understanding.
  • Learner with material: Engagement data from online tools may show how long a learner worked with the materials or where they needed support, but time spent is not always a fair measure of learning. Offering choice (when appropriate) in how students show their learning provides better evidence of understanding.
  • Learner with instructor: Attendance does not necessarily show engagement. More meaningful indicators include communication, self-directed questions, and feedback exchanges that guide improvement.
  • Learner with self: Reflection helps learners think about how their understanding grows over time. Regular journaling or blog posts allow learners to recognize progress and make new connections.

Whichever type of interaction you choose to include, make sure it connects clearly to your outcomes and assessment criteria.

Educational Technology in Practice

Technology has long been expected to transform education. Over a century ago, Thomas Edison believed motion pictures would replace textbooks. In the 1950s, B. F. Skinner created a “teaching machine” designed to individualize learning. Today’s online quizzes and adaptive software reflect similar ideas, but the promise of easy learning through automation has not always matched reality.

Roy Amara’s Law states that we often overestimate the short-term impact of technology and underestimate its long-term effects. This is worth remembering when we evaluate new tools. Some technologies can make learning more inclusive and accessible, such as screen readers, translation software, or voice-to-text programs. At the same time, technology is not neutral. It reflects the values and intentions of its designers. Some tools, like plagiarism-detection services, send messages about trust and ownership that can affect how learners see themselves and their work. When choosing tools, always consider both the benefits and the ethical implications.

Social Media in Learning

Social media can expand the boundaries of the classroom and give learners opportunities to share their work with authentic audiences (depending on context). In EDCI 335, we use tools like Mattermost and OpenETC WordPress to build community and support collaboration. Some instructors and learners also use platforms such as X (formerly Twitter), Instagram, or Threads to connect with educators and professionals around the world (discussed more in EDCI 338: Social Media and Personalized Learning).

Using social media in education should be done thoughtfully. It is important to understand privacy settings, data ownership, and how your content is used. For instance, materials created in G Suite for Education may belong to the school district rather than the creator. Always know what rights you are giving up when using a platform for learning.

Despite the challenges, social media supports global learning and community building. Projects like the Global Read Aloud connect classrooms around the world through shared reading experiences. Social media can also amplify social justice movements by giving voice to learners and educators who want to promote equity and inclusion.

However, social media can create challenges. Content spreads quickly, and misinformation or bias can be difficult to recognize. Learners need support to think critically about what they share and consume. As educators, it is our job to help them engage responsibly and reflectively.

Designing Accessible and Ethical Learning Environments

Accessibility should be a key part of every design decision. Universal Design for Learning principles encourage us to provide multiple ways for learners to engage with materials, demonstrate understanding, and participate. Examples include captioned videos, transcripts, alternative text for images, and flexible submission options. Designing with accessibility in mind ensures that every learner can participate fully.

Emerging tools like generative artificial intelligence are creating new opportunities and challenges for educators. Programs such as ChatGPT and AI-based art generators can support creativity and exploration, but they also raise questions about originality, authorship, and fairness. Using AI in education responsibly means being transparent, teaching ethical use, and encouraging critical thinking about the technology itself.

Technology will continue to evolve, and it is up to us as designers to make thoughtful choices about how to use it. Our goal is to design experiences that are interactive, inclusive, and ethical while keeping the human connections at the center of learning.

Readings/Videos/Podcasts

Tasks/Activities: You are expected to complete all the tasks below by Tuesday, November 18th (unless otherwise specified)

Review the Interactive Learning Resource assignment criteria and rubric. It is beneficial to always go back and re-look at the different pieces that you are required to have in your assignment. 10 minutes (approximately)
Meet with your Pod Group over Zoom (or another video conferencing tool) to discuss the next steps in the Interactive Learning Resource assignment. Depends…(However, I would recommend at least meeting for an hour a couple times throughout this module)

If you have any troubles with the content of this module, please connect with me, and we can find ways to troubleshoot together! I am always more than happy to help support your learning as we continue our learning through our EDCI 335 course.