Our interactive learning design topic is inflation. I chose the youtube video below.
What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
The video has no explicit interaction requirements, nor does it force students to respond. Therefore, students are free to watch videos and choose the time and frequency according to their own needs and interests. Although there is no direct interaction requirement, many people may comment on the video below, through which students can learn the feedback and opinions of other viewers, so as to better understand and master the knowledge points introduced in the video. The main purpose of the video is to teach inflation in economics. Inflation is a complex economic concept that can be difficult for beginners. Therefore, the video content uses easy to understand language and examples, so that the audience can better understand and grasp these knowledge points. The video may introduce the causes, effects, and coping strategies of inflation to help students better understand the impact of inflation on the economy and how to deal with it.
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)?
Since the video covers some knowledge points related to inflation, students may choose to take notes to record and organize the key points and key information in the video. In this way, they can better understand and master the knowledge points introduced in the video and easily review and review when needed.In addition, some students may conduct further thinking and exploration, such as conducting independent research or discussion on some concepts or problems in the video. In general, the way viewers respond to videos on their own may vary from person to person, depending on their learning style and personal preferences
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?
I suggest dividing the students watching the video into groups of four to discuss. Give students a certain amount of time to discuss and prepare, and encourage them to bring their own ideas to the discussion. Students’ ideas can be the same or different. At the end of the discussion, let each group send a representative to express the group’s views, and exchange and share with other groups.
Through such group activities, students can have a deeper understanding of the knowledge points introduced in the video, and get more inspiration and ideas in the discussion with their peers.At the same time, such activities can also develop students’ teamwork and leadership skills, as well as expression and communication skills, which are important skills they will need in their future work and life.
If students conduct group discussions offline, they do not need to use any technology or medium to conduct the activity. Teachers can simply let students choose their own teammates to discuss. If students have group discussions online, they can use online meeting software such as Zoom, Microsoft Teams, Google Meet, etc. Teachers can divide students into groups beforehand and assign each group to a different online meeting room. During the event, students can use online conferencing software to make voice or video calls and share screens or documents to better present and discuss their ideas and perspectives. These online tools can help students overcome space and time constraints, better group discussions, and facilitate their interaction and collaboration.
How could the video have been designed to generate more or better activity from viewers or students?
The system supervises each student’s learning behavior and progress and determines a more targeted learning plan for each student’s progress in the future. To be specific, interactive modules and some test questions are inserted into the system’s online education video. Using this form, the system can stipulate that learners must learn the current module before proceeding to the next module. We can add a choice quiz to each knowledge point. This quiz requires learners to take the initiative to answer or operate so that they can watch the next step.
YouTube. (2015). YouTube. Retrieved March 12, 2023, from https://www.youtube.com/watch?v=UMAELCrJxt0.
March 12, 2023 at 8:39 pm
Hi Junyi! Thank you for sharing a series of thoughts on interactive learning. I would have thought that interactive videos interactive videos simply required students to actively participate while watching the video, interacting with the video by selecting different options. However, the interactive video you mentioned in your blog is for learners to discuss and interact with others in the comment area after watching the video, and communicate and learn together. This gave me a deeper understanding of interactive learning.
March 16, 2023 at 1:24 pm
Hi Junyi! Great video! It provides simple and real-life examples of complex problems. This video is a bit of a long one – 8 min. To keep students engaged, 5 min videos are usually recommended. You could also make this video interactive (e.g., using the h5p interactive video plugin in WordPress and embedding quizzes into the video itself – https://wordpress.org/plugins/h5p/).
March 21, 2023 at 1:20 am
Hello Junyi,
I agree with you that group discussions could be held to promote interaction. By reading your post, I realized and added that the subject of materials does matter in deciding the form of interaction. Social science courses, whose materials are often subjective, fit nicely with group discussion. As some business courses need to simulate real business environment, they also include the section of group discussion. For the natural science courses, where materials are rather objective, the extent to which students learn from normal group discussions may not that high. Admittedly, for these natural science courses, instructors or experienced students may hold tutorial or Q&A sessions as another way of interaction to help new students to learn.