Our group’s interactive resource is exploring measurement and perimeter. It was surprisingly tough to find a half decent video on the subject on YouTube, but this video covers the concept of perimeter well and presents it in a relatable way.
What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
While this video is interactive in that it asks questions for students to think about (how to find the perimeter of the examples), it is not inherently active. Seconds after the problem is introduced, which I believe would be designed interactivity, the video begins solving the problem. This does not leave a real need (or much time!) for students to do it themselves unless the teacher were to pause it.
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?
The video above acts as an introduction to perimeter, which would fit into the third lesson in the Interactive Learning Design best. The lesson introducing perimeter, accompanied by this video, could lead into an activity where students begin by finding the perimeter of measured or partially measured shapes. Then, using prior knowledge from the last couple lessons on measurement, they couple use their rulers to find the perimeters of objects around the classroom. The first part of this activity would be a way to check that students are understanding how to calculate perimeter. The second portion would be them applying it with their own measuring skills.
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 activities?
The two parts of the activity mentioned above would be assessed formatively. Both being through learner/instructor, probably a worksheet or something similar, would help see if students are on the right track as far as their understanding with the material goes. Feedback would be given verbally in order to prompt and discuss new thinking if needed.
How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?
The video already includes subtitles, which is a nice addition for the students who benefit from reading what is being presented. The nature of it being an online video means that it can be paused at any time, which could be beneficial to use if we’re watching as a class, leaving time to pause, clarify, and discuss after certain parts. If students are watching it individually on Chrome Books, for example, then they have the option to pause or rewatch in order to get a better understanding of the concepts being covered.
References
Bates, A. W. (2019, October 10). 9.6 Interaction. Teaching in a digital age (2nd ed.). https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/
Yin, O. Y. [Ong Yie Yin]. (2020, April 14). BrainpopJr: Perimeter [Video]. YouTube. https://www.youtube.com/watch?v=hzV-tUnqbFM