Interactive Learning Design Prompt 4 Assignment

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Readings:

https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/

This is your fourth (and FINAL) blog prompt for course and it may be the one you choose to be assessed for your final grade (15%)

After reading the posts in this unit, please complete the following task:

  • Create a post on your own blog and address 4 – 5 of the prompts below.
  • Make sure you do not simply restate the views of the authors of the readings, but try to write about how you would apply what you read about to your own context.
  • Aim for 300-400 words in your post.

Prompt 4:

(Based on Reading: Chapter 9.6 of Teaching in a Digital Age)

https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/

Go to YouTube, Vimeo, Youku, Tencent Video or hosted video service provider of your choice, and type in your Interactive Learning Design subject area into the ‘search’ box. Choose a video from the list that comes up that you might use with your learners and write a post that addresses 4-5 of the prompts below.

  1. What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
  2. 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)?
  3. 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?
  4. 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?
  5. 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?
  6. How could the video have been designed to generate more or better activity from viewers or students?
  7. How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

[Prompt Ⅳ] Interaction Example

This YouTube video describes six tips for developing French oral, which is beneficial for students to follow. Watching video is an excellent example of learning interaction between learner and content. Without the intervention from instructors and other students, computer technology -based teaching connects well with students learning interaction and performance.

This activity aims to develop student’s ability and interest of self-study. K-12 students can find a learning way which benefits themselves and update this learning method in the future study. Students can achieve the knowledge from the video which chose by their instructors and can understand the multiple channels to acquire knowledge. In this activity, the instructor gives the video, and after that, students can search for useful videos online to improve their study. Correctly using a technology device and an electronic device is advantageous to students.

This video watching activity is inserted in part one “basic instruction”. Students will not get grades on this activity because this is not a mandatory exercise. Instructors provide extra learning tips to students, and it might be useful in the next part. They will not force students to watch videos and grade on their academic performance, which may not decrease their learning interest. Students can choose to watch or have a snap during this activity. For students who have a great interest in learning French, Instructors could create similar conversations as the given video to help students better understand learning tips and avoid to make mistakes.

Students are encouraged to make notes and imitate the guest’s conversation while watching videos. Instructors will follow the learner-centric theory to promote students more engaged in the class. Followed by cooperative learning, students can exchange their notes or communicate with each other to share their opinions and learning points. The interaction between students and students is essential for learning design.

We try to mix different types of interaction during the class to help the student achieve the desired learning outcomes. Technology-based learning design obtains three kinds of learning interactions. Caroline’s post also introduces a video about teaching Japanese., which uses harmonies and associations with other words to help students memorize Japanese. The basic theory of language learning is the same. Small quizzes at the end of video help students to better recognize vocabulary. This kind of self-feedback quiz develops comprehension and understanding of concepts, which is a practical tool for us to apply.

(Answering questions 1, 2, 3, 4 of prompt-interaction)

Prompt example 2

Taking into consideration of the pandemic that we are getting through, I was aiming to search for resources that are helpful under the current situation. So, the video I picked introduced a list of recommended activities for ESL learners to participate which can be completed online.

Rather than instructor directly assign certain activities for learners, I think it’s better if learners can pick activities base on their own interests. This approach can not only make our learners be more passionate in the learning process but also will enhance student-teacher interaction and student-learning material interaction for learners after watching this video. After watching the video, learners will need to consider precisely what activities can trigger their passion the most according to our learning concept. Then they will need to complete a mandatory online quiz to pick two activities that they are most interested in. The instructor will decide two proper activities for learners and add them into the course content and learners need to have accessible devices for online meetings (by using apps like Zoom). During this process, learners will be able to improve their English skills from multi-dimension by completing peer-to-peer interaction and student-teacher interaction. Meanwhile, feedback is needed for being an important element of interaction. The instructor will make a commentary summary after each activity completed and list out suggestions that will help learners have more efficient and high-quality learning activities next time.

As an instructor, what I need to prepare for the decided activities is to figure out how to organize students during games and assign tasks efficiently. Also, I have to do my best to make every student engage in this activity. Under the consideration that this is an online activity and to make sure the efficient engagement of all learners, a large scale of participants will not be suitable.

Addressed Prompts:

  1. What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
  2. 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)?
  3. 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?
  4. 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?
  5. 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?

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Last Updated on September 3, 2020 by Essay Pro