Fo this weeks blog post, I chose to answer the prompts with a YouTube video on poetic devices in writing! I have attached the video below:

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

The video as is right now, would only require the student’s direct attention. It is up to the student to engage and reflect on the content and the video explains the concepts and examples. Without adding any elements to this video, the teacher could create an activity to work alongside the video to help generate a reflective response!

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)?

Depending on the student or the pre instructions from the teacher, students don’t necessarily have to respond to the video in any way. Although there may not be a specified outcome to the video, students can learn lots of vocabulary and how to use the poetic devices in their writing.

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?

I believe that the lesson that my group and I created on poetic devices would be a perfect activity for students to complete after watching this video. The video would set them up well identify the devices in poems and expand by writing their own!

How could the video have been designed to generate more or better activity from viewers or students?

This video could have been designed so that the audience/ students could interact with the video itself. In EDCI 337 I learned how to embed interactive elements into videos, and this would be a perfect example of where interactive elements would benefit the students learning! Interactive elements that could be added include multiple choice and open-ended questions along with fun facts or discussion prompts!

How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

A potential barrier that could arise for my learners could be a student with hearing impairment. Although there are words and examples shown throughout this video, I would also apply closed captioning on so that students could also read along during the video.

Another potential barrier for my learners could be the assessment throughout the lesson/video. If at any point, I wanted to pause the video and ask for my students to answer a question or reflect on their learning, I would make this task more accessible. I would allow students to choose how they want to express their ideas. Students could demonstrate their learning through written notes, parented discussion, oral sharing etc. This way, all students can do what feels comfortable to them while all completing the same reflection!