The theme of our discussion is affordable housing. This video can be used in the college students. Because it can cover some concepts about economy, but use animation to show it, it can make students understand some concepts and BC housing problems more directly and clearly. This is a video that introduce the background information about why the houses are unaffordable, and Lead to learning topics-affordable housing.

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

This video contains designed interaction. In fact, some media or technologies are not interactive in themselves, but they can be explicitly designed to encourage interaction with learners. This video contains designed interaction. “In many cases, though, a medium will require the intervention of a teacher or instructor both to set activities around the learning materials and to provide appropriate feedback, thus adding to rather than reducing the workload of instructors. Thus where instructors have to intervene either to design activities or to provide feedback, the cost or time demands on the instructor are likely to be greater than if the other two kinds of interaction are used”(Bates,2019).

  • 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)?

This video plays fast, so it may be difficult for students to keep up with the speed of the video to take notes. However, due to the teacher’s intervention in the explanation of the video, when it comes to the content related to the theme, the teacher can press the pause button to put forward the content related to the theme for explanation. At this time, students will think and react. So that students understand why the house is so difficult to afford, as a good background information introduction.

  • 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 may use the method of group discussion to ask students to think about how to solve the housing problem according to the known background and common sense given in the video. At the same time, we should think about the characteristics of affordable housing and how to solve the housing problem. Group discussion can make students more integrated into classroom learning and knowledge understanding. At the same time, it can improve students’ self-thinking ability and team cooperation ability.

  • 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?

Because it is in the form of class group discussion, it is easy for students to get feedback on the spot. The teacher can ask the students in the group to send representatives to express the views of the group, and give suggestions and feedback to the students immediately. This is a very common learning method. When the students have any more difficult questions that are difficult to explain in class for a short time, they can ask the teacher questions through office hours. One on one or group work together to solve the problem. For example, some ideas about low rent housing provided by the government to solve housing problems are discussed and asked in depth.

  • How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?

This video import requires teachers to be familiar with the background information and conduct investigation to find the appropriate video. Group discussion is a way for students to learn, which is easy to organize. However, if feedback is to be given to each student or group, the class size may be as small as possible. Because this can make every member of the group get good and timely feedback.


Bates, A. W. (T. (2019, October 10). 9.6 Interaction. Teaching in a Digital Age Second Edition.