The interactive video I have chosen is from the Youtube Channel, Cosmic Kids Yoga. The instructor, Jamie, leads the learner through a themed yoga story. These stories can include popular fairy tales and characters (i.e., Alice in Wonderland), social stories (i.e., personal hygiene), video games and characters (i.e., Minecraft), and themed settings to entice the learner to participate (i.e., underwater). Throughout the video, Jamie, uses positive, encouraging language and facial expressions to create a warm and comfortable environment. The videos range from five minutes up to thirty minutes in time. The activity can also be paused, rewind, and forwarded to fit the needs of the learner.
What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
The Cosmic Kids Yoga video pushes the learners to respond in a physical manner (Bates, 2019). The yoga instructor, Jamie, walks the learner through a yoga story step by step with constant encouragements. The goal of the active video is to have learners participating at their comfort level while practicing the self-regulatory, body awareness and mindfulness skills. Throughout the video, Jamie, is continuously aiming positive encouragements towards the learners, call and responses, and asking them questions.
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)?
The video is designed so the learner can complete the interactive activity with minimal teacher interaction. The role of the teacher is to setup the environment, and any technology such as a computer and projector, and provide extra encouragement if needed. The video can be performed individually, in small groups or as an entire class. The learner is likely to respond by following Jamie’s verbal and physical instructions. Some may be hesitant to participate but will likely join in after watching for a brief period and seeing their classmates model the given actions.
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?
An activity that learners could do after participating in the video could be a self-reflection and sharing about mindfulness skills that they already practice. This could be done as a whole class, in pairs or individually. The teacher could facilitate a group discussion with leading questions that include: “What mindfulness skills or strategies do you use at home?” “When do you think a good time to practice these skills would be?” “Did you have any thoughts during the video?” These questions could also be discussed in smaller groups or partners with some facilitation from the teacher and an opportunity share strategies, feelings, and thoughts to conclude. Learners could also take a moment after the video to self-reflect mentally or through a written component. Teacher facilitation and forms of reflection will be varying depending on the age and independence of the learner(s). After completing a single or series of videos, the learner hopefully has developed a sense of body awareness, self-regulatory skills, and mindfulness. This could also spark dialogue around mindfulness and other resources leaners use such as self-regulatory skills leaners can utilize when feeling frustrated, agitated, and other negative emotions. These skills can help refocus leaners and prepare them to continue to learn in their environment. The Cosmic Kids video has minimal preparation. You will need access to a device such a mobile phone, tablet, laptop or desktop computer, and a projector (for whole class participation).
How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?
I specially chose this interactive video as my resource do to its ability to reach all learners. If a learner(s) is hearing impaired, an English language learner, or has dyslexia, they are still able to participate. To help aid in their participation, subtitles can be enabled alongside the visual and physical cues provided by the instructor and the other active participants. If a learner(s) is physical impaired, multiple adaptions can be made. They can only do what feels comfortable for them, seek out a shelf or wall for extra support or partner with a classmate. If a learner(s) is sensitive to sounds, they can wear noise-cancelling headphones and follow the visual cues and subtitles. If a learner(s) is ADHD this resource allows them to develop self-regulatory skills and exercise their mind and body. The video frequently changes paces and positions (i.e., sitting to standing) and actively calls on participants to increase engagement. The teacher can also provide extra support to those that may need it.
Bates, A.W. (Tony). “9.6 Interaction.” Teaching in a Digital Age Second Edition, Tony Bates Associates Ltd., 10 Oct. 2019, pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/.