What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
The video does not require any direct interaction from our students, but is used as a motivational tool. By the time they watch this video, students will have already engaged with the course introduction, they will have watched the animated time presentation and engaged in discussion with class members to stimulate their interest in order to get a primer on what they will learn later. I think it will lead them to some inherent responses such as I learned! However, nothing forced students to participate, it was entirely up to the students to engage with the content
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)?
Students may watch the video and take their own notes, and they may also do some research or use their experience to answer the questions in the video. Also the introduction in the video will make them curious and more excited about the next lesson.
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?
Students could be asked to use the basic concepts of networking discussed in the video to analyze how they send information over the network on a daily basis, and when the network gets lagged, the group could discuss amongst themselves guessing at what step in the network is causing the lag. This activity will develop students’ self-learning skills, and research skills. In addition, this activity will help students to better understand the basic concepts in networking, which can help them understand networking more effectively and build a solid foundation for future learning. At the end of the chapter we will use a quiz created by google from to test students’ understanding of the video.
How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?
Because this video is part of our learning activity for the day, but this video is viewed by the students themselves, the lesson time can be adjusted to include different techniques that are less color-focused to meet the needs of any colorblind student. This video is also flexible in the way it can be used and learners can use a variety of responses to complete the learning activity. However, for learners with visual impairments, auditory recordings can be used.
Comment:
I enjoy your blog! You do a great job showing how to use video as a motivational tool in an educational setting. You also share detailed student reactions and activity examples. Your discussion at the end about accessibility and inclusion to ensure all students can benefit from the content is also commendable.