Blog 4: Interaction

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

This video doesn’t inherently force students to respond. I would describe this video as informational as it goes through the circle of courage of its principles yet, it doesn’t provide any opportunities for students to interact with it in any specific ways. As far as the video is laid out, all that would be needed from a student is to have them view the video.

2. 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)?

I think that this video is strong because it provides students with real life examples and an indigenous perspective (Dr Martin Brokenleg) on the Circle of Courage and what it looks like for children. There are titles, text and graphics that appear throughout the video that would help students engage with the video which invites learners to take notes. Otherwise, all activities would need to be teacher-generated. 

3. 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 the video I think it would be valuable to have students reflect on the video and discuss what they connected with. I would say that this video would be good as either an introduction or summary of the Circle of Courage. If I were to use it as an introduction, I would have students take notes on the video and have a discussion about their main takeaways. I would prompt discussion by asking students to share a time when their needs weren’t met and then decide ways that the situation could have been handled with the Circle of Courage in mind. If I were to have students watch this in summary, I would have them watch the video to review the concept of the circle of courage as a whole and have them share what the Circle of Courage means to them moving forward. By having my students making personal connections and sharing their plans to connect with the content in the future, my students will be able to decide what this course meant to them and apply it to their lives directly. Both of these discussions could happen in person or virtually through Zoom.

4. 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?

These activities would not require too much feedback as it would be intended to be a quick introduction and/or summary of the course, however it would be a great opportunity for verbal feedback. With the introduction activity, I would gauge prior knowledge through discussion and check for understanding based on the points/connections they make through discussion and either correct them or validate them verbally. As for using the video in summary, I would incorporate this discussion in a greater reflection upon the whole course where students can choose what resonated with them and explain their main takeaways from the course, either in the form of a written reflection or audio recording. In response to their reflections I would provide written feedback, most likely digitally by email or other preferred contact method providing suggestions on how to further apply their learning.