What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
In a previous Edtech course I took this summer I learned about a software called EdPuzzle where you could transform a regular video into an interactive video. I decided to take a video about AAC devices that I found on YouTube and turn it into an interactive learning resource, to help learners better understand and remember the concepts of AAC devices. Looking at the EdPuzzle video I have attached it would require students to watch/listen actively to the video while answering various types of questions throughout. The video encourages the learners to use the information being taught through the video to respond in various question types like open-ended, multiple choice and true or false, all of which allow for written or verbal answers. The questions are coming shortly after the information has been taught to allow students to check understanding.
I think that this video could be watched together as a class or individual allowing the students to use the method in interaction with materials. Looking at our reading from the last 2 weeks interaction with materials can be independent learning from videos or textbooks, and can be enhanced with technology through online tests, games or simulations, similar to the questions added to the video in EdPuzzle (Bates, 2019). This kind of interaction can also be something that is assessed or unassessed which in my case this interactive video is more for the learner to make connections rather than get graded (Bates, 2019). The interactive video forces them to respond to the questions using the information they learn through actively watching and listening to the video.
Click HERE to watch the EdPuzzle Interactive Version
Unfortunately, WordPress doesn’t take the format of the video from EdPuzzle to be uploaded into my post like the Youtube video, however, you can click on the hyperlink above to check out my interactive version.
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)?
Thinking about how they would respond on their own, with the questions throughout the video the students can think about the topic critically and connect to their own experiences. Additionally, I think after explaining the activity the students could use the video as some research and write notes about what they are learning in the video.
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?
After watching the video the learners could do an activity creating an AAC communication board. It would help learners develop an understanding of AAC devices and how personalized they can be for each person’s needs. The activity could include:
- Watching the interactive video.
- Continuing research and discussion, maybe look at example cases.
- Creating the the communication board, using a digital tool like Google Slides, PowerPoint or Canva. Using symbols, pictures or phrases to express needs, make choices or share thoughts.
- Present and Reflect, on design choices and how their board would assist communication.
- Feedback, ways to improve boards discuss pros and cons or adaptions.
Through the activity, the knowledge of understanding AAC devices will develop through the interactive video and hands-on experiences of creating a communication board. Learners will also enhance their creativity and customization by choosing their ideas to develop an effective communication device tailored to their individual needs. Lastly, through the reflection and feedback part of the activity, the students can engage in critical thinking evaluating their boards and reflecting on feedback and other classmates’ ideas.
To do this activity students would need to use computers or iPads to engage in the interactive video on EdPuzzle and continuing research. Along with using those devices on various digital designing tools like Google Slides, PowerPoint or Canva to create the board.
Photo by Mungfali on Pinterest
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 activity would cause little to no work for me as an educator as the students are using the interaction with materials method of learning. I would have to create the Edpuzzle interactive video, maybe provide some additional websites for research and be available for questions or extra support through the completion of the activity. I think that this activity would be both manageable and worthwhile if you have access to computers or iPads for the research and creation of communication boards. Another factor pointed out in our reading is that this idea of interaction with the materials is an effective design that can reduce teacher interaction time making it manageable and worthwhile for the teacher (Bates, 2019). Additionally, I think this activity could easily be scaled for a larger number of students if there was access to technology, if there was a limited amount of technology the activity could be adjusted to group projects, which would be just as effective for learning.
References:
Bates, A. W. (Tony). (2019). 9.6 Interaction. Pressbooks.bccampus.ca, 2nd Edition. https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/
Speech in a Sec. (2018, November 26). Introduction to Augmentative and Alternative Communication (AAC). YouTube. https://youtu.be/zmsdLzQW5G0?si=2PUCMQVtraSw3O9v
Hi Fran,
Thank you for sharing your findings on our group topic of AAC devices. The video you found and your addition of questions has become a great resource for out learning plan, thank you!
I had never heard of the EdPuzzle resource prior to your discussion. The site’s ability to create an interactive learning video is a great tool as it not only teaches a topic but also immediately test’s the learners recall and understanding. Truly a two in one! The ability to share the link is also an advantage as user’s can complete the activity individually and aren’t limited to a group viewing with the instructor present. Your examples of being able to use it both as a group and individually demonstrates the activity’s accessibility!