Week 4
Week 3
Week 2
Week 1
Month: August 2024
- What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
The video would require cognitive engagement from the students. Even though the video does not need a direct response from the students, it requires of them to listen attentively to comprehend what it is about. The video seeks to develop comprehension and understanding of motivation as a concept, so if students do not pay critical attention or engage in a different thing than focusing solely on the video, such goal might not be achieved.
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)?
Students are likely to respond to the video on their own by taking notes. By this, students would have a book and pen by them as they engage with the video to create their own notes out of it so they could go over later. Students might also pause and repeat part of the video to make sure the grasp important points. Some students might also reflect on the two types of motivation. For example, a student might relate extrinsic motivation to a scenario at home where a sibling either tidy up the living room simply because their father promised the sibling a new shoe (the shoe becomes the external factor or reason for his action), or to an intrinsic motivation to a day he decided to wash daddy’s car for no reward but just for the fun aspect of it (he did not wash the car to drive it, but his action was purely the fun or joy in doing that for his dad).
3. How could the video have been designed to generate more or better activity from viewers or students?
I think the video should have been designed to include interactive activities or features such as integrated quizzes in-between, which would pause the video after the definition of the motivation and talking about the two types for students to answer a few questions based on what was covered before proceeding to talk about other things in the video. This I think will promote greater engagement from the students to stay focused and interested in completing the video. This should also go with prompt feedback on the quizzes for students to know their progress.
4. How will you address any potential barriers for your students in the use of this video to ensure an inclusive design?
To address any potential barriers for the learners in the use of this video, I will give transcripts and subtitles of the video to students with hearing difficulties and provide substitute text-based resources which cover the same topic to learners who might have difficulty in accessing the video content. I think taking and putting in place these measures and/or alternatives will ensure an inclusive design.
Conclusion
I will use this video’s in-depth content to assist the students to actively and interactively study and promote a deeper understanding of motivation as a concept, its types and relevance to learning by including it into a structured learning activity.
References
Means, B. et al. (2009) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies Washington, DC: US Department of Education
Assignment #1: Learning Design Blueprint (Group work), https://motivationsanditsimportancesofteachingandlearning.opened.ca/
YouTube Video on Motivation and Its Importance. Retrieved from https://www.youtube.com/watch?v=rc-WTgbjJ6c
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