I really like the video that you chose and I similarly I wrote that I imagined my learners would take notes as a response to watching the video that I chose. I can see that your post-video activity incorporates authentic assessment by utilizing a constructivist approach that relates to higher-order thinking skills of problem solving. Giving students the opportunity to connect to past experiences also goes back to the cognitivists and provides an excellent space for self-reflection. I also liked your array of feedback with self-assessment, instructor comments, and quizzes. This gave me some ideas for ways to broaden my feedback opportunities as mine was more related to instructor feedback. You also did an excellent job by incorporating the notes on accessibility and reducing barriers. Overall really solid response, I think you answered the prompts really well and I don’t have any major suggestions!
Month: March 2025
- 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)? Learners watching this video are most likely to take notes because the video presents lots of facts pertaining to the topic. The facts presented in the video would also cause the learners to write a self-reflection of their own sleep patterns, based upon the sleep patterns they heard in the video. These self-reflections are an example of User-generated interactivity (Bates, 2019), where the video could naturally invoke learners to reflect on the hours of sleep they get every night, how often they dream, or how tired they feel after waking up, etc.
- 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? After watching the video, learners could be asked to participate in an online discussion forum that promotes learner/learner and learner/instructor interactivity (“Assessing Interaction”, 2023). Open-ended prompts will be set such as this example question, “After watching this video, think about your own peers. Do you think that all teenagers reach full sleep cycles every night?” These prompts can allow learners to incorporate self-reflections of their own sleep and the new facts that they learned in the video I provided, as well as have an idea of what the instructor wants the learner to get out of watching the video. Online discussion forums are an example of designed interactivity, where instructor intervention is necessary for interaction to occur (Bates, 2019). Interaction between learners and instructors promotes higher-order cognitive skills like critical thinking.
- 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? Students would receive individual feedback from the instructor on the quality of their individual response, as well as responses to peers and their overall interaction with the material presented in the video. Since the discussion took place in an online forum, the feedback would be sent to the learner directly from the instructor in the same online space that the forum took place in.
- 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 forums are perfect for small or large group discussions because no matter what there will be some sort of activity and participants. However, designed interactivity often causes more work for the instructor because of the time creating the activity and distributing feedback (Bates, 2019). By setting prompts and word counts for responses, the work could be lessened. This work is completely worthwhile because it allows the instructor to receive direct feedback from students on their interaction with the material, as well as allowing the student to improve upon their work by receiving feedback from their instructor.
Reference
Bates, W. A. (2019). 9.6 Interaction, Teaching in a Digital Age – Second Edition, https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/.
Recent Comments