I chose the video: “How Coronavirus is Killing You in Your Sleep” from YouTube as a starting video for our interactive resource project.

This video is closely related to our resource topic: Sleep Guide During COVID-19. In this video the author uses vivid automated design to tell the story where currently a lot of people are having nightmares during COVID-19 pandemic time. As the introduction video they will see in our project, the purpose of using this video is to help learners understand the topic. Also help learners start thinking about what information they might want to get from reading our interactive learning resource. Based on the reading “Interaction” from this week, here is the analyst about this youtube video:

 

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

 

Based on the reading, video as a Learner-generated Learner to material interaction multimedia usually doesn’t require the learner to have immediate response. However, the automation video using story telling method tells stories where people having difficult time sleep during COVID-19 time. Learners can easily tie their experience to the video. Therefore, when they are watching the video, the user would want to learn more about what’s going on next.

 

  • 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 learners watch the video, we will suggest learners write some reflection related to their thoughts about how bad sleep experience influenced them during this special time and encourage them to respond to other learner’s posts in forums. Multiple reflection perspectives will be provided to learners if they don’t want to share their personal experience.For example, posting a similar resource that related to bad sleep influences human life when under stress. We will also encourage learners to share their positive experience about some good lifestyle they keep during this time and how that can be related to this video they just saw.

 

  • 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 the course designer, we will be reading over all learner’s posts and provide our review under their post to increase the Learner-teacher interaction. This action will also allow more learners to participate in discussion online. We will use the forum function within the blog platform we choose so users won’t be introduced to too much place to tools during their learning process.

 

  • 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?

 

This work will fit for a regular class size where there are 30-40 students. We will read through student’s posts.It is manageable and is a great way for teachers to learn and understand their learners. If we increase the learning group numbers over a hundred, new methods need to be considered.

 

  • How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

 

Video is a great way to include students who might have reading disorders or who have ESL(English as Second Language) students who might be afraid to read long wordings. Besides reading, we will also include a similar working introduction in our blog post to ensure people won’t have much access to wifi(e.g. Using data to view resources on the phone) or other people who might have hearing problems.

Photo by Logan Nolin on Unsplash

Reference

Teaching in a Digital Age. Interaction. Retrieved from: https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/