What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
The video I selected for this project provides an in-depth explanation of what Alzheimer’s disease is and its profound impact on affected individuals. By watching this video, students engage with learning materials in a meaningful way, allowing them to absorb information independently of an instructor’s presence. Interaction with learning materials can be diverse, including printed textbooks, online resources, videos, and various educational software programs (Bates, 2019). In this specific case, the video about Alzheimer’s disease acts as a technological tool that integrates both auditory and visual elements to effectively convey information about Alzheimer’s disease. This approach helps cater to different learning styles, making the content more accessible and engaging for students.
Research, such as that presented in Bates (2019) textbook, highlights the benefits of technology-based instruction. It shows that such methods increase the time students spend actively learning, leading to improved understanding and retention of information. Additionally, technology-based resources can reduce the time teachers need to spend on direct instruction, allowing them to focus on other important aspects of teaching (Bates, 2019). Although the YouTube video does not inherently require students to respond in a specific manner, it does promote user-generated interaction.
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)?
Students are most likely to respond to the video by engaging in learner-generated activities. Since YouTube doesn’t allow direct responses on the video itself, users will respond independently. The most common method is taking notes on the key points (Bates, 2019). This practice helps in retaining the information by physically writing or typing it out, which reinforces learning and aids memory retention. For instance, they might jot down important concepts, terms, or data presented in the video, organizing this information in a way that makes sense to them. Another likely response is reflective writing. After watching the video, users might write about their thoughts and feelings, analyzing how the content impacts them personally. They could reflect on their emotional responses, especially if the video relates to personal experiences, such as having a family member affected by the topic discussed. This reflective writing allows them to process and internalize the content more deeply. Additionally, some users might engage in activities inspired by the video. This could include further research on the topic, discussing the video with peers or family members, or even creating projects or presentations based on the video’s content.
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, I suggest students write a personal reflection discussion post and share it on the class Brightspace platform, then respond to at least two other students’ posts. This activity not only encourages individual reflection but also promotes interaction among students, which is crucial in an online learning environment which can often increase feelings of isolation. In their personal reflection, students can address how the video made them feel, what core concepts they grasped from the video, and what strategies they think are most effective for supporting a family member with the disease discussed.
This activity helps develop several types of knowledge and skills. Reflecting on their feelings and the impact of the video enhances students’ emotional intelligence. Analyzing the core concepts and formulating strategies for supporting someone with the disease encourages critical thinking. Writing clearly and responding thoughtfully to peers’ posts fosters effective written communication. Additionally, engaging with peers’ reflections allows students to understand different perspectives and build a sense of community. The medium for this activity is the Brightspace platform, which is designed to facilitate online learning and interaction. Brightspace enables easy access to discussion posts, creating a collaborative learning environment. Students can read, comment on, and discuss each other’s reflections, without needing to navigate multiple websites.
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?
Teachers can give feedback on the activity by directly responding to the discussion posts on Brightspace, either publicly or privately. If the teacher chooses to respond publicly, they can ask more conversational questions and engage with students. Public feedback encourages conversation and allows students to benefit from the insights shared with their peers. For private feedback, teachers can use the assignment feature on Brightspace to attach personalized comments and grades to each student’s submission. This method allows for detailed and individualized feedback, addressing specific strengths and areas for improvement without the pressure of public scrutiny. Brightspace provides an efficient and user-friendly platform for both public and private feedback. The discussion boards facilitate public interactions, while the assignments feature supports private feedback, ensuring that students receive constructive input in a format that best supports their learning.
References
Alzheimers Society. (2017). What is Alzheimers Disease? Retrieved from www.youtube.com website: https://www.youtube.com/watch?v=38JeYKqOZ_g
Bates, A.W. (2019). Teaching in a Digital Age – Second Edition.Vancouver, B.C.: Tony Bates Associates Ltd. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/