Blog Post #4: Interaction

What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?

The videos we chose would have questions that allow the students to think and reflect. They would ask the students to pause the video and work out the answer before releasing the answers in the video but they do not force the students to answer them. However, we do find online tools that could make these videos into interactive videos that would force the students to answer the questions before the students could move on with the video. We think it can be helpful for the students to be more engaged and we could also see the students’ interactions with the questions by looking at them answers.

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)?

Taking notes and discussing notes with each other later in a forum would be a good way for the students to respond to the video. The online tool that our group found and mentioned in the last section of this blog is another way for the students to actively respond to the video contents. We would set questions that ask the students to reflect on a certain point and them could enter their answers in this online tool, as well as taking the points down to reflect and discuss later in the forum we set for them.

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?

We would ask the students to reflect on the content of the video by combining the content with their own experience in life. Since our topic is on personal financing, the video would be a good topic to reflect for everyone. It would be a Learner/Material and Learner/Self interaction where the students integrate the knowledge they learned from the video and use it in their own cases. The students could post their reflections on blogs, discussion forums or make it into videos. These media forms are all good for sharing and peer interaction which would be a Learner/Teacher and Learner/Learner interaction.

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?

As was mentioned in the last section, students could get feedback through sharing their blogs, videos or discussion posts and get feedback from both the teachers and peer students. This would also be a second learning opportunity for the students when they send and receive feedback from the peers and the teachers.

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?

Presumably the preparing and task-assigning would not take much work because one task would be assigned to every student. The sharing and giving feedback activity would take much work since the teachers are expected to read everyone’s post and give feedback. However, since the students are also asked to give feedback to their peers, the teachers work load would be reduced. Teachers would also be monitoring the students interactions and giving advice on the feedback.

The work would be manageable as the teachers would be expected to go through the students assignments nevertheless. Giving feedback to students work and their interactions would be manageable if the students number is within a reasonable range but the workload would increase as the students number grow. It would be worthwhile because the students tasks and the interaction patterns would require the students to learn not only from the materials but also their own experience, the teachers and the other students.

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