1. What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
The video relies on viewers listening, making it a passive resource. While it does not require active participation, it will most likely prompt viewers to reflect on the topic of movement in classrooms, as it did for me.
2. In what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?
Viewers are likely to respond to the video by thinking about the role of physical activity in classrooms. They may also think further about how this applies to their own classrooms. In addition to thinking about the topic, viewers may also choose to make notes, especially if it is a new topic for them.
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?
I would definitely suggest that learners do some sort of activity following this video, as the pandemic led us to learn that technology alone cannot make learning engaging (Burns, 2020). It needs to be backed up by some sort of interactive element. Furthermore, since our audience is teachers and this video serves as a glimpse into how a teacher integrates physical movement in their classroom, I thought it would prompt a lot of reflective thinking. Furthermore, I thought it would be appropriate to have learners do a reflection, in a shared space, such as WordPress, answering the following questions:
- What did you learn?
- How do you currently incorporate physical activity in your classroom?
- Going forward, will you change anything to ensure you incorporate enough meaningful physical activity in your classroom?
This would help learners connect what they have learned to their own practices. As this reflection would be in a shared space, they would also get to read what their peers have written and learn more strategies to incorporate physical activity, as everyone has their own creative strategies. Lastly, as the teacher, I would go over everyone’s work. Effective course design involves selecting the right mix of interactions, and here I am utilizing multiple modes (Anderson, 2003).
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?
Feedback is an essential aspect of integration, which is why I believe learners should be receiving it from multiple sources (Bates, 2019). Firstly, learners will receive feedback from their peers in the shared space. Each learner will have to comment on 1-2 of their peer’s posts. I would then still assess learners’ reflections, using a rubric, which they would receive, to ensure they are answering the prompt questions with some level of depth. Additionally, students, specifically students studying online, tend to focus more on assessed activities (Bates, 2019). Therefore, if learners know they are being assessed, they will try harder.
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?
Having to read through several learners’ reflections will definitely take some time, but I believe it is worthwhile, as having learners do a reflection provides much deeper thinking than having them take a quiz, which would be easier to assess. As it may take a while to go over every learner’s reflection, especially if the activity was scaled for a larger number of students, I could give them a word limit to keep it more manageable.
Resources
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, A.W. (2019). Teaching in a Digital Age – Second Edition. Vancouver, B.C.: Tony Bates Associates Ltd. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/
Burns, M. (2020, May 26). Getting Ready to Teach Next Year. Retrieved from Edutopia website: https://www.edutopia.org/article/getting-ready-teach-next-year
Edutopia. (2023). Using Movement to Teach Vocabulary. Retrieved from www.youtube.com website: https://www.youtube.com/watch?v=38JeYKqOZ_g
Hi Abby!
Lovely video, and a great link to our learning resource!
I agree with you that teachers’ reflections on this would be a valuable way to respond to the video, thinking about how they might use it with a different text/grade/subject. Sharing is so important, especially in the teaching community, as there are often such great ideas out there to share!
I guess the only thing about these forms of responses and question design would be that it is hard to scale up. One instructor could only be expected to take on a certain number of students, which might limit the number of people who could participate. However, I agree that as teacher professional development, these sorts of tasks and assessments serve as most useful for both the learner and instructor.
Sophie
Hello Emma,
I was really intrigued by your insights on learning vocabulary through movement and play. It was a concept that hadn’t crossed my mind before, but it is such a innovative approach to engaging young learners and helping them not just memorize words but truly understand them. I completely agree with your suggestion of incorporating interactive activities after watching the video. These activities not only allow us to share our findings with peers but also encourage deeper reflection and discussion, which is often more challenging in traditional classroom settings.
In online discussions, there’s a unique opportunity to articulate thoughts more thoughtfully compared to face-to-face interactions. It gives us the chance to think about, refine our ideas, and respond with more depth. This aspect of asynchronous communication can really enrich the learning experience, as it encourages a more thoughtful exchange of ideas and feedback that is truthful.
As you rightly pointed out, feedback is essential for growth, both personally and academically. It challenges us to rethink our perspectives and strive for improvement. It’s through constructive feedback that we refine our understanding and skills, pushing ourselves to become better learners and contributors.
Given the potential of these interactive online activities, I’m curious: How can we further integrate real-world applications into these learning experiences to make them more practical and applicable to everyday situations?
Looking forward to your thoughts,
Jade
Hi Abby!
I do agree with the answers to these questions. Especially in the midst of question three, you point out that technology alone can’t make learning fun. Allowing learners to use a variety of shared spaces to answer questions after watching a video also allows for discussion among learners. This way you can cement most of the knowledge in your mind. Once everyone has their own creative strategies, it’s best to start by having the group compare them directly with each other, using peer review, which reduces the amount of time the teacher has to spend revising the work. Also I do recognize that feedback is an important aspect, when students know that they are being assessed they will work harder, of course assessment scores should not be used to put pressure on students. It would be better to put most of the marks on the usual interactions.