The video may require students to actively engage with the content by encouraging them to think critically, reflect, or answer questions posed within the video. This innate response could be in the form of mental processing or internalizing key concepts. After watching the video, students may make notes summarizing the main points, jot down questions for further exploration, or think about how the concepts discussed relate to real-world examples or their own experiences. One activity could be a follow-up discussion or reflection where students share their thoughts, insights, or questions related to the video. This activity would help develop critical thinking and communication skills. Students could use online discussion boards, collaborative documents, or video conferencing tools to engage in the activity. Feedback on the move could be provided through the same medium used for the activity, such as the online discussion board or collaborative document. The instructor could offer guidance, answer questions, provide additional resources, and give feedback on students’ contributions through written comments or video/audio responses.
The workload would depend on the number of students and the level of engagement required. If the activity involves facilitating and participating in discussions or reviewing and providing feedback on multiple students’ contributions, it may require more time and effort. However, proper planning and time management can make the action manageable and worthwhile. Scaling the movement for more significant numbers of students could be achieved by creating smaller discussion groups or assigning peer review responsibilities.
The video could have incorporated interactive elements, such as embedded quizzes or pauses for reflection, to prompt active engagement and check for understanding. It could have also encouraged viewers to participate in additional activities or discussions related to the video’s content. Considerations should be made for accessibility, such as providing closed captions or transcripts for the video content. Additionally, offering alternative formats for the video, such as audio-only versions or text-based summaries, can accommodate diverse learning preferences. Clear instructions and support should be provided to help all learners navigate the technology or platforms used to access the video content.