The video I selected can be viewed at the following link:
Q1: What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
This video is a passive resource based on the YouTube video platform. Students can get the information that the video is expected to convey by watching the it. This teaching method does not require students to respond to any interaction, but students can actively express their ideas through the message board under the video, and the video publisher (instuctor) or other students can respond to these messages that students can reflect on their thoughts or mistakes and ask more questions to the poster or other students through the responses to these messages, which is the “Most forms of student-content interaction can be recorded and displayed asynchronously to substitute for student-student interaction by time or technology bound students”[1].
Q2: In what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?
As mentioned in the previous question, students can leave comments to express their own questions or answer other viewers’ questions. But at the same time, students can also make their own notes to record the key points mentioned in the video. One of the advantages of learning through videos is that if you don’t understand something, you can always go back and watch it again. I also think that a student watching a video repeatedly is also a kind of interaction with the student himself, and it is a way to construct relevant knowledge through repeated learning[1].
Q3: 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?
This video is an introduction to the basic concepts of the Internet, which is to help students determine the first learning outcome: “The history of the development of the Internet and its different basic types”.
I think the following methods can be used to make students reflect their learning
- We can ask students to write down their understanding of the video and the parts they don’t understand about the content mentioned in the video, and then post it on the learning blog to discuss with other students
- Make a quiz based on the video content and ask students to answer relevant questions
Q4: How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?
- Discussion and interaction between students: Each student’s opinions and questions can be shared through blog posts, and then the professor can make an overall evaluation at the end and answer most of the questions raised by students (if students are unable to answer their questions themselves at the end)
- Quiz – You can use an instant feedback system. When students answer incorrectly, the system will tell them immediately and provide a learning content so that they can correct their misunderstandings. And we can set a limit. When the student’s score is lower than this limit, they cannot learn the next learning module.
Q5: 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?
Discussion and interaction – This needs to be supervised by the lecturer, and the discussion should be corrected in time and maintained in a friendly manner.
Quizzes – For teachers, the workload of making quizzes will be huge, but after the quizzes are made, they can be reused for a long time. However, the quiz content should also keep pace with the times and update the latest knowledge to keep up with the needs of the times. However, students may only remember the correct options instead of the knowledge they should learn because the questions are not changed over time.
Q6: How could the video have been designed to generate more or better activity from viewers or students?
The video is short and has some humour in the explanations, which means it keeps students’ attention. The information is broken down into small sections, which means it’s easy to understand. The video also has subtitles in different languages, which can be used by different native speakers. This is a great introductory video to give students more information before an activity or assessment task.
Q7: How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?
I will do a survey at the beginning of the course to determine how many students in the class speak different languages, and then make corresponding subtitles for the videos. At the same time, for students with hearing and visual impairments, I will make audio versions or text versions of the videos. And I will put these learning materials on a public website and open all permissions so that most students can access them instead of being blocked.
Reference
[1] “View of getting The mix right again: An updated and theoretical rationale for interaction: The International Review of Research in open and distributed learning,” View of Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction | The International Review of Research in Open and Distributed Learning, https://www.irrodl.org/index.php/irrodl/article/view/149/230 (accessed Jun. 16, 2024).
[2] “Computer Networks: Crash course computer science #28,” YouTube, https://www.youtube.com/watch?v=3QhU9jd03a0 (accessed Jun. 16, 2024).