According to Ellen Wagner’s (1994) definition, Interaction is the “reciprocal events that require at least two objects and two actions. Interactions occur when these objects and events mutually influence one another” (p. 8). I will be focusing on a type of interaction where students engage in computer technology and a type of learner-self interaction approach. This interaction video allows students to watch it on their own time, reflect on the material, and take notes on what they have learnt. This interactive learning approach works for my learning and I find it beneficial especially when I am watching videos or doing readings for my classes. This approach allows for students to think independently on what they want to write down and decide what stands out to them.
What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
The kind of interaction this video requires from the students is for them to interact with Computer technology, as well as themselves. This video is designed for the learner to learner approach. This is an interaction approach where learners can be interactive through reflection or observation instead of through action. It forces students to be inherent through MOOCs. Having the video be linked to YouTube allows for students to have an endless opportunity to watch similar and recommended videos
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).
For this interactive approach students would respond to this video on their own by writing down notes. While students watch this video they will interact by taking notes on the subject of sociology. This interactive video provides students a question that they can take away. They can reflect on the question “how will you change society?”
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?
At the end of the video students can reflect on this question by writing down many ways they feel like they can help impact/change society. Students can write down 4 ways they feel they can change society. Once they have written down 4 different ways they will choose one of those examples to research more about. After learning more about their idea of change they will write a 150 word reflection on how society would be better with this change and how this change can be made. This activity will build students skills to engage in behaviourist computer-based learning by creating an activity that requires students to write a reflection.Â
How would students get feedback on the activity that you set? What medium or technology would they and/or use for getting and giving feedback on their activity?
Students will use their laptop to watch the required video, type 4 different ways they can change society, and then open up a word document to take notes and provide an in-depth approach to one of the changes suggested. Students will receive feedback on their reflection from the teacher and/or teaching assistant.
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?
The workload and marking load would be very manageable. A 150 word reflection is a very realistic goal for this activity and would take very little time to mark. This activity would be very manageable for a class size of 80 and below. With a larger class size, the teacher would need extra support by having a teaching assistant to help mark.  I think it is very important and beneficial for teachers to provide students with feedback. With this activity it gives students the chance to not only be provided feedback but also be engaging with the material by reflecting on their own thoughts and beliefs.Â
This week I engaged with James Park’s & Xiangbo Wang’s Blog:
James’ blog:
Xiangbo’s Blog:
Reference:
A.W. (Tony Bates). (2019). Teaching in a Digital Age. Chapter 9: Choosing and using media in education: the SECTIONS model. https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/
Birmingham City. (2019, April 30). Why study Sociology?- School of Social Sciences.
