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

This video provides 15 easy and fun questions and represents the classic learner-content interaction from Anderson’s (2003) Modes of Interaction in learning environments. After the video reads out the questions, students will have 10 seconds to choose or think about their answers. This video will not force students to respond to the question but the questions are somehow interesting and able to grab students’ attention.

In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, think about the topic (learner-generated)?

Students will think about the topic and criticize their answers or the questions. In addition to individual self-assessment, students can also have group discussions if the video is demonstrated in a live stream or classrooms and share their opinions.

  • 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 can write down their feeling after they finished the video, or even try to explain the phenomenon. For advance student, the medium source I suggest is ‘Science Direct’. This website provides reliable academic articles that students can refer to. For example, in ‘The effects of storage and processing complexity on comprehension repair in children and adults’ by Brian P.Ackerman, he compares young children (6 to 10 years of age) and college adults’ comprehension in problem solving. The results showed that children can repair a comprehension problem in situations of minimal information processing complexity, and can even that performs better than adults on increments in complexity effect. Beside using ‘Science Direct’, students can also create similar questions according to my video to convert higher level of understanding on my topic.

  • 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?

The video could have designed better to generate more atmosphere if the answer shown at the end of the video instead of right after each question. In this way, students will not change their mind site of how they normally comprehend while facing this type of question. Relatively, showing the answer by the end of the video can increase the accuracy of data collecting.