I chose a short and informative video about stress, as my resource topic is stress and it is intended for intermediate aged children. At the end of the video, it asks the audience to figure out which stress management method works best for them. It also mentions activity sheets that go along with the video. Students will be inclined to respond on their own in various different ways. Many students will figure out the stress management method that suits them best, and others will think about what they learned and may discuss it with their peers. These will be voluntary ways in which the students will respond to the video, which is considered learner-generated interaction (Bates, 2019). The video does not force the students to respond, as there is nothing required for the students to do before moving on. Media that forces students to respond is known as inherent activity, which is not present in the video (Bates, 2019). Therefore, the video is not inherently interactive, but does prompt learner-generated interaction.

To improve student activity, the video could have had an interactive portion that better defines the different stress management methods. This would further encourage the students to identify which methods work for them. It also could have asked students different questions, which would have allowed the students to further discuss their ideas and to interact more with the video. 

In order to reduce learning barriers involving this video, I will be sure to turn on subtitles for any students who may have difficulty hearing or understanding spoken English. Unfortunately, this video only has auto-generated subtitles, which are not the most reliable, so I would also create a note sheet that contains all of the important information from the video. This step would work towards making this video accessible to all students and allowing all students to learn from it.

Overall, this video could take many steps towards improving both its interaction and its inclusive design, but it remains an informative resource for students about their stress.

References

Bates, A.W. (2019). Teaching in a Digital Age – Second Edition. Vancouver, B.C. Tony Bates Associates Ltd. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/