Interactive videos require students to actively participate while watching the video, such as interacting with the video by selecting different options, dragging and dropping elements, answering questions, or completing quizzes. Students must actively interact with the video to continue watching or completing the task. “Students cannot progress to the next level of learning without interacting with a test that determines whether they have learned enough to move on to the next level, or if they still need to do corrective learning. The nature of computer-based behaviorist learning is interactive because it forces the learner to respond(Bates, 2019).”
After viewing a video, effective activity for learners may be to reflect on the content and apply it to their own life or experience. For example, learners could be asked to write a short reflection or journal entry about how the concepts or ideas presented in the video relate to their personal or professional goals. This activity will help learners develop critical thinking and self-awareness skills and deepen their understanding of the video content.
To complete the reflection activities, learners can use various media or technologies such as word processors, blogging platforms or forums. Based on the learning objectives and target audience, designers and developers can choose the most appropriate medium or technology to best support learning outcomes as well as learner preferences and abilities.
To provide feedback on reflective activities, designers and developers can use various mediums or techniques, such as automated quizzes, peer reviews, or teacher feedback. Depending on the level of feedback required and the number of learners, designers and developers can choose the most appropriate medium or technology to best balance effort and quality of feedback.
Reference
Bates, A. W. (2019). 9.6 interaction. Teaching in a Digital Age Second Edition. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/
Hi Haoran! It’s a great idea to use a self-reflection journal after watching a video. Reflecting on personal experiences helps strengthen metacognitive awareness. Ellen Rose (2013) also argues, “The essence of reflection is synthesis: the creation of new ideas, perspectives, and possibilities” (p. 8), which requires quietude, slowness, and solitude. It is some sort of thinking meditation. Thinking through the pieces and returning to their reflective writing can spark many ‘aha!’ moments.
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References
Rose, E. (2013). On reflection: An essay on technology, education, and the status of thought in the 21st century. Canadian Scholars’ Press.
Hello Haoran,
You did an amazing job describing how interaction is applied in an institutional setting. Some of your points remind me of some assignments that involve a high degree of interaction. For instance, some professors, especially commerce and English professors, are more than happy to give feedback on the first attempt of one assignment or project. The blueprint section of our project not only facilitates the interaction between the instructor and we students, it but also facilitates the interaction among we students. In my own understanding, such these interactions acknowledge that students improve learning via step-by-step.