The story board includes a constructivist food technology digital learning task, whereby students are asked to research and make a multimodal presentation on a dietary related disorder in a group setting. Students are collaborating on the research component of the task as well as creating and designing a presentation and speech to accompany their findings. The learning is student centred as each student is working individually on one aspect of the task and then combining information to gain a deeper understanding of the research. Each student is aware of their role and assists one another in meeting learning objectives through verbal communication and the contributions made on the shared presentation. Students evaluate and reflect on their work as well as their peers’ ideas (Bower, M .2017), emphasising the constructivist pedagogical style embedded in the comic strip. The teacher’s main role in this learning activity is to guide collaborative discussions amongst students and ensure they are all contributing positively. The learning activity allows students to apply previous knowledge and real-world experiences to their research allowing for greater inquiry-based learning as evidence supports students’ broad ideas. The use of technology assists in creating an interactive learning environment as students undergo the collective process of acquiring information and then presenting it in an interactive way.