What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
The video itself doesn’t force the learner to respond in any way. The format is purely a direct mode of instruction with no real response needed.
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)?
Based on the video, I would think that learners would respond by jotting the main ideas. The information in the video is presented in a way that illustrates overarching ideas and main descriptions of each stage in team development. With that being said, I am confident that the video would not invoke any additional activities as the information is quite straight forward and doesn’t require much analysis. Furthermore, the video could spark additional thoughts and ideas regarding team development and the steps required.
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?
As discussed in Colin’s post, regardless of the mode of interaction, it’s important to ensure the outcomes of the video align with the task. I believe an activity such as providing real examples that correlate to the video to be very useful. I would instruct the learners to apply the ideas discussed in the video into real-life events or hypothetical situations. This allows learners to not only retain the fundamentals of team development, but more importantly the application of the material.
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?
I feel that students could provide feedback on platforms such as Brightspace, Mattermost, or Discord. Any type of platform that allows for collaborative discussion and individual delivery of feedback on activities would be ideal. This also allows for discussion amongst learners on the material and activities provided. As discussed in Colin’s post on “What is Interaction”, interaction must contain personality and identity in order for learners to retain the information fully. Thoughtful conversation and sharing of ideas on platforms mentioned above allow for learners to further analyze learnable material.
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?
I feel that the activity would cause minimal work at a smaller scale. It would simply be providing feedback and encouraging discussion on the material. This would definitely be worthwhile for students, as well as myself. This activity could be scaled for a larger number of students, but with a different approach to feedback. The discussions could serve to be feedback for students as more students begin to partake in the activity. Instead of the instructor providing feedback for each student which would be quite tedious. Students can immerse themselves in the instructor role by providing feedback for fellow students which creates an effective learning environment.
References
Madland, C. (2021 May 5). Assessing Interaction. Blog. https://edtechuvic.ca/edci335/assessing-interaction/
Madland, C. (2021 May 5). What is Interaction? Blog. https://edtechuvic.ca/edci335/interaction/
Madland, C. (2021 May 5). Our Need to Interact. Blog. https://edtechuvic.ca/edci335/our-need-to-interact/
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