- What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
The interaction required of the student in watching the video above is interaction with the learning in the material. The video can be viewed on YouTube, so it is an instruction that utilizes media and technology. YouTube has a comment section and a like function, so depending on how it is used, it can design to be intractable (Bates, 2019).
- 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)?
There are several possible ways to react to the above video. The first is for the students themselves to take notes on the content of the video. Then, they can make a summary note to organize their knowledge. Also, since there are many human body terminologies, it is necessary to write them down. Then, to memorize the terms, they can make flashcards of all the terms that describe in the video.
- 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, a quiz about Parkinson’s disease is suggested as an activity. Both quizzes are website quizzes, so they can be done with any device in an environment with an Internet connection. The quizzes are an effective way to help retain the terms and information that appear in the videos (R.I.C. Publications, 2016). Also, since all of the questions have answers and explanations, they can be instantly memorized while capturing the knowledge and explanations that students are missing.
Quiz 2:https://www.merckmanuals.com/professional/multimedia/quiz/parkinson-disease-pd
- 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?
The work we do for that activity, as our learning providers do, is to send the URLs of those two sites to the students. We can scale it up for more students because they only need to have a computer or device to do that quiz. However, this activity does present a problem for student management. In this case, a third quiz can be created using Google Forms, which immediately reflects the results of the quiz as data. Therefore, it is possible to visualize and manage the number of questions students get wrong and their tendency.
References
Bates, A. W. (T. (2019, October 10). 9.6 interaction. Teaching in a Digital Age Second Edition. Retrieved November 5, 2022, from https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/
R.I.C. Publications. (2016). The benefits of quizzes in the classroom. R.I.C. Publications. Retrieved November 5, 2022, from https://www.ricpublications.com.au/blog/post/the-benefits-of-quizzes-in-the-classroom/
Hi Rikuto,
Thank you for sharing your weekly blog post. I really liked your answers for each questions, specifically your second answer where students can use any form of responding activity to the video. As you mentioned, students can write down notes and terms then use flashcards to study. Have you possibly thought about using Quizlet as a learning activity for your resource? After reading your blog post I have gained insight on what kind of activities I can plan for future topics.
Hi Riki,
I appreciated reading your interaction-related blog content. I like the manner you offered clear answers to the questions as well as the quiz link. But because I cannot view the video here, I’m not sure which one you’re referring to.
Thanks,
Abdul