Blog #4

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Video

What kind of interaction would the video require from your students? Does it force them to respond in some way?

For one the resources in our learning design we have selected this video: Write an Equation for a Real World Situation from the Magic of Math youtube channel. It teaches students how to translate a word problem into an equation by prompting reflection.

Early in the lesson, the instructor explicitly asks viewers to pause the video, solve the problem independently, and then return to compare their work with the solution. That is a form of inherent interaction. Learners can actively engage with the content, and although it doesn’t force students to complete the task, the pause and solve approach encourages participation before the answer is shown.

In what way are they likely to respond to the video/H5P on their own, e.g., make notes, do an activity, or think about the topic?

While this video is short, it also promotes user-generated interaction. Students looking to learn about this topic are likely to write down key points of the word problem, create their own visual interpretations, and work through the equation on paper. It supports deeper engagement with the mathematical concepts, while being relatively low cognitive load.

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

In order to make this video more interactive the instructor could have added one more problem at the end to make the students work from scratch to solidify what they have learned. And there could also be a link to a quiz below with more problems to solve for real time feedback.

How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

To address some barriers to ensure an inclusive design we can provide a written version of the worked example to support learners who need additional time to process information. We can also offer downloadable notes or practice questions to allow learners with limited internet access to continue learning offline.

Resources:

Bates, A. W. (2022). Chapter 7: Understanding technology in education. In Teaching in a digital age (3rd ed.). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3/part/chapter-8-understanding-technology/