Blog Post #4:

EDCI 335 – Interaction

(2) In what way are the learners likely to respond to the video on their own 

  • Students will likely respond to the video by taking notes on key points. These notes could consist of self-reflections on personal experiences they may have related to the video while watching. The students may likely make connections between movement and cognitive functions. They may also be inspired to try out some of the suggested activities mentioned in the video or take forward some of the information that was presented about inclusion and physical activity.

(3) Suggested post-video activity 

  • One activity that could be completed after watching the YouTube video is “Creating a Personalized Physical Activity Plan.” This activity could help develop multiple skills, such as self-awareness and understanding the importance of physical activity for mental and cognitive health. Students could incorporate a medium/technology into this activity by creating a shared Google doc or an online discussion forum to share their plans and thoughts on each other’s plans. 

(4) Feedback Mechanism

  • The medium/ technology I discussed prior could also be incorporated to provide feedback. If students were to submit their activity plans as a Google Doc, the instructor could provide comments and feedback on this platform. The instructor could also incorporate resourceful links within their comments, such as directions to grading rubrics or additional assignment examples that may lead the student in the right direction. 

(6) How could the video have been designed to generate more or better activity from viewers or students? 

  • This video could have been designed slightly differently, incorporating additional interactive elements. These elements could include quizzes or prompts that require students to pause and reflect before continuing. This added interaction ensures that the student is paying attention and reels students back in with further engagement if they momentarily stop paying attention. Additionally, this component would ensure active participation. According to ​​(Anderson, 2003; Madland, 2014; Wagner, 1994), effective interaction is crucial for learning. Various types of interaction exist that are helpful to be aware of when designing meaningful learning experiences, including “learner-learner, learner-material, learner-instructor, and learner-self”. It also highlighted how crucial interactive learning can be, especially during scenarios such as the COVID-19 pandemic. 

(7) How will you address potential barriers for your learners when using this video to ensure an inclusive design? 

  • This video already offers the options of English and French, but to further inclusivity, additional languages could be added. Furthermore, subtitles should be an option, and the digital tools used to access the video should be accessible to all students, including those with disabilities. 

References

Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning, 4(2), 1–14.

Bates, T. (2019). Interaction. In Teaching in a digital age (2nd ed.). B.C. Open Textbook Project. https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/

Burns, M. (2020, May 26). Getting ready to teach next year. Edutopia. https://www.edutopia.org/article/getting-ready-teach-next-year

Casa-Todd, J. (2020, May 26). Synchronous vs asynchronous learning. https://jcasatodd.com/synchronous-vs-asynchronous-learning/

Ferguson, E. (2020, March 21). Schools, families grapple with enormous challenge of remote learning. Calgary Herald. https://calgaryherald.com/news/local-news/schools-struggle-with-enormous-challenge-of-remote-teaching-for-k-12-students

Google LLC. (2024). Exploring the importance of physical activity for brain health in children and youth. YouTube. https://www.youtube.com/watch?v=UzWd8ynGLEM

Hobbs, T. D., & Hawkins, L. (2020, June 5). The results are in for remote learning: It didn’t work. The Wall Street Journal. https://www.wsj.com/articles/schools-coronavirus-remote-learning-lockdown-tech-11591375078

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Juliani, A. J. (2020, April 15). Sharing more (and judging less) during emergency remote learning. http://ajjuliani.com/who-gets-to-decide-what-works-during-emergency-remote-learning/

Madland, C. (2014). Structured learner interactions in online distance learning: Exploring the study buddy activity (Master’s thesis, Athabasca University). http://hdl.handle.net/10791/47

O’Malley, S. (2017, July 26). Inside higher ed. https://www.insidehighered.com/digital-learning/article/2017/07/26/ideas-building-online-community

Smith, N. (2020, June 3). The pandemic has shown us where real learning happens. The Tyee. https://thetyee.ca/Analysis/2020/06/03/Pandemic-Where-Real-Learning-Happens/Wagner, E. D. (1994). In support of a functional definition of interaction. American Journal of Distance Education, 8(2), 6–26.