Instructions from Instructor: Go to YouTube, Vimeo, Youku, Tencent Video or hosted video service provider of your choice, and type in your Interactive Learning Design subject area into the ‘search’ box. Choose a video from the list that comes up that you might use with your learners and write a post that addresses 4-5  of the prompts below.

The Youtube video is linked here

Prompt 1) What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?

This video would require three types of interactions from the students: student-content interaction, student-teacher interaction, and student-student interaction (Anderson, 2003). However, unless the teacher poses activities and questions based on the video, there is no inherent or required response from the students to the video directly. The teacher-student interaction would be required to create that inherent response from students (Bates, 2019). Active participation is not guaranteed with just the video alone, so the teacher-student and student-student interactions would push for that participation and inherent response. Students would be talking to each other to generate ideas, and the teacher would supply the prompts for the students based on the video.

Prompt 2) In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, think about the topic (learner-generated)?

On their own, the students will have a little-to-no response to it. It is not a great strategy to put on the video and just walk away. However, if an activity is created and given to the students to do either alongside the video or after watching it, the response and learning from students will increase drastically. Even if the video is paused throughout to give students time to think, reflect, and talk to an elbow partner about what has just happened in the video, their overall engagement and response to the video will definitely increase. I know this from personal experience, and it is a strategy that works any almost any age. However, because it would be a good choice to have the teacher be involved in the student engagement with the video, the response to the video would not be learner-generated (Bates, 2019).

Prompt 3) 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?

An activity that I would use for my students to create positive engagement with the video would be something relatively simple in terms of preparation for the teacher. The activity I thought would be an activity where students get into groups (3-4 students per group), and work together to draw and create a mindmap to summarize what they learned from the video. Each group would get a handful of markers and a big piece of paper. After 25-30 minutes, groups would present and show their mindmap to the rest of the class. This is a great activity for students to engage in cooperative and collaborative group work. Practicing fair work distribution, communication (taking turns to talk, listening to others, respecting all ideas), staying on task and on topic, and other practices involved in group work is a very necessary group of skills in every student’s life, so it is handy to have students collaborate frequently. Every student needs to make sure that they contributed to the mindmap in some way to ensure equal participation and fairness.

Prompt 4) How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?

As I mentioned above, the activity involves minimal preparation from the teacher, and minimal materials as well. It is nothing revolutionary or special, but these kinds of collaborative activities are extremely effective for interaction and learning for the students. Both of these aspects make this activity very manageable, and worthwhile. This activity could be done with as many students as you want. The group sizes would stay the same, there would just be more groups in total, which is fine. It would result in more posters and mindmaps, but I do not see that being an issue at all.

Prompt 5) How could the video have been designed to generate more or better activity from viewers or students?

This video is strictly for informative purposes. However, a relatively easy way to increase engagement and participation from students would be to turn the youtube video into an EdPuzzle Resource. EdPuzzle is a software that allows the creator to have a video play, and then it pauses after some time and quizzes the viewer on what they have just watched. Typically the questions are not skippable until answered, so it would become an activity that creates inherent responses and engagement from the viewer (Bates, 2019).

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.

Bates, A. W. (2019, October 10). Chapter 9.6: Interaction. Teaching in a Digital Age Second Edition. Retrieved October 26, 2022, from https://pressbooks.bccampus.ca/teachinginadigitalagev2/part/9-pedagogical-differences-between-media/