- What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
This video would require students to proceed with two kinds of interactions, including the interaction with learning materials and student interaction. Students need to watch the video and post their feelings, observations, comments, and other related materials they have found on the student forum to discuss with others. Students wouldn’t be forced to respond to the video, which means they don’t need to finish the forum to go on to the next stage (Bates, 2019). However, the forum participation would be counted in the final grade. - 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)?
Learner-generated interaction can be defined as “some media may not have explicit interaction built in, but end users may still voluntarily interact with the medium, either cognitively and/or through some physical response” (Bates, 2019). After watching the video, I myself was impulsed to find out more about the video, for example, the complete court video about the American missionary. I believe students would be motivated to dig out more about what the witnesses of the Nanjing Massacre have to say about Japanese violence and crimes. - 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?
The assigned activity after watching the video is to post a comment on the campus discussion website. More specifically, the students are supposed to express their feelings or opinions about the video itself, and then they need to share what they have found about the topic with their classmates (diverse forms in the video, academic article, and so on, but must be fact-based), and finally they will have to remark on the other students’ posts. Through the activity the students would learn how to search for related information concerning the learning content and with the sharing of information, they will have a deeper understanding of the Nanjing Massacre. The students would have to use some online websites such as Youtube to find related videos, or library to find academic articles, and most importantly, the campus website to post their comments. - 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?
Students can get feedback from other students’ comments. The feedback from students can be one important approach to assessment, as we have learned, “Common learner-to-learner assessments include peer reviews, group reflective processes or group products with a self-evaluation component”. There would be no more technologies involved. The campus website is enough because the students keep complaining about a “confusing plethora of communication and instructional channels (Google Classroom, Zoom, YouTube, email, and various apps)” (Our Need to Interact – EDCI 335, n.d.).
References
Our Need to Interact – EDCI 335. (n.d.). Retrieved October 25, 2022, from https://edtechuvic.ca/edci335/our-need-to-interact/
Bates, A. W. (2019, October 10). 9.6 Interaction – Teaching in a Digital Age – Second Edition. Pressbooks. https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/
Hi there, you have done a wonderful job writing about interaction in learning resource. The best part of your interacting design is the dual interaction. Interaction with source material and students as well. The students will first see the video and then share their views about it on a discussion forum. It is a good approach indeed.