Accelerated by the Covid-19 pandemic, the digital revolution has radically changed our living, professional, and teaching/learning environments. In the field of Interpreting Studies, technology-mediated resources are now widely used by educators and students. With specific reference to dialogue interpreter education, the focus has increasingly been on situated learning approaches based on the use of real-life data. Building on these premises, this paper reports on a preliminary qualitative investigation of educational resources available on YouTube in the fields of healthcare and media interpreting. Findings reveal the presence of simulation-based learning materials in the former versus an absence of pedagogically embedded resources in the latter. In light of this, a research-based proposal for a social constructivist learning model is put forward: designed for both in-class and self-study education, the On-the-Tube Role-play Method (OTRM) aims at enabling students of media dialogue interpreting to engage with authentic data through a guided and structured learning process inviting personal as well as shared reflection on the specific challenges posed by the broadcast entertainment.
