Interaction
Video content is everywhere in education and is very beneficial to our learning design of programming. To guarantee learning and to make videos truly effective, they need to be integrated into a structured learning experience that encourages interaction. The video I came across provides a great overview of the entire field of computer science. It explains intricate topics in a way that is easy to follow making it a great video for introducing learners to programming. To turn the video into an interactive learning opportunity, I would incorporate some intentional engagement strategies.
Connecting Interaction to Learning
According to Anderson’s Modes of Interaction, effective learning happens when students engage in learner-content, learner-learner, and learner-instructor interactions. Videos usually only serve as a way to deliver information rather than interaction. To include more interaction, incorporating strategies that require learners to think critically, collaborate, and receive feedback.
How does the Video Encourage Interaction?
The video does a great job of breaking down the foundations of computer science, but learners may not involve direct interaction. To make sure they engage with the content behind the video and to include interaction strategies these are some things that can be done:
- Promoting learner-learner interaction by asking the learners to post their thoughts through a discussion, comparing what they learned and discussing which fields of computer science they want to explore.
- Strengthening the learner-instructor interaction by allowing time after watching the video for the learners to ask instructors any questions they might have.
Students Predicted Responses
When watching a video learners may take notes or mentally process the information or some may not pay attention. To create learner engagement i would prompt them to dig deeper by guiding them to
- Learners will engage in a personal reflection after watching, they will write down two key takeaways and one question they still have about the topic.
- To Collaborate with peers, learners can get into small groups and brainstorm how different branches of computer science are interconnected and work to create a simple mind map to visualize their ideas.
Post-Video Activity: Exploring Computer Science Hands-On
By following Madland’s Structured Student Interactions Model, I would suggest a collaborative research activity where learners will pick one branch of computer science that was discussed in the video. They will then find a real-world application of that field and create a short presentation, infographic, or video summarizing their findings to then share with the other learners.
This activity will allow learners to see the real-world impact of computer science, work on developing research and critical thinking skills and will engage in peer interaction through discussions and group work.
Feedback for Students
To make sure every learner understands the information it’s important to provide feedback to help develop and grow their ideas. Some forms of feedback would be:
- Peer reviews by sharing their research projects and receiving constructive feedback.
- Instructor feedback is extremely important, helping highlight strong research points and suggest areas for improvement.
- Providing rubrics for self-assessment to visually see if they meet the criteria before submitting their work.
Keeping It Manageable & Scalable
To keep this activity manageable it’s important for it to be engaging but without becoming overwhelming, to make it scalable providing templates for students to follow will help with the creation of research or projects easier. As well as allowing group work during class allowing them to collaborate on projects and divide their work.
Teaching in a Digital Age emphasizes that video alone isn’t enough, it’s the pedagogical design that surrounds the video that motivates learning. To create opportunities for interaction, structured activities, and feedback mechanisms, learners can actively engage with the video.
References Bates, A. W. (2019) 9.6 interaction. Teaching in a Digital Age Second Edition. https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/
