When I put my learning resource topic on YouTube search box, I discovered this video “At the Restaurant (ordering food) – English Conversation Practice – Improve Speaking Skills”, which will help assist learners:

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

The video does not require much interactive responses from students. The video shows a structured conversation/role-play, where students can observe and listen to an example of ordering food at restaurant in English. However, students will naturally engage with the content by: a) listening actively to understand the vocabulary and phrases used b) noting down useful phrases or vocabulary to practice later c) rehearsing responses for similar situations.

After watching the video, students will be forced to: a) make notes on new vocabulary and phrases b) reflect on their own experiences of ordering food and compare them with the video’s conversation.

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)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

Students can respond to the video by making an post-video activity:

Pair Activity: Students can pair up and take turns role-playing a restaurant scenario. One students acts as the customer and the other student acts as the waiter. This activity will allow students to use phrases and vocabulary from the video. The students can also record their conversation for feedback purposes.

Type of skills or knowledge pair activity will help develop:

Speaking and listening skills: Practicing conversation from the video will help the students with fluency and comprehension.

The medium or technology students can use to do the activity:

  1. Online platforms like Zoom, Google Meet where students can pair up for the activity.
  2. Recording Apps: Students can use their smartphones to record, or audio recording features in apps like Zoom, Microsoft Teams, Google Meet, etc,.

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?

Students can get feedback on the pair activity by:

  1. Peer Review: Students can exchange recordings with classmates for peer feedback.
  2. Feedback from Teacher: Students can send the recording to the professor which can review recordings and provide feedback.

The medium or technology students can use for getting and giving feedback on the activity:

  1. Platforms designed by their institutions to upload audio or video recordings. For example: Bright space for University of Victoria.
  2. Video Conferencing Tools: Zoom, Teams for live feedback sessions, usually instructor are present during the meetings of students and which can help the instructor provide live feedback.

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?

I think conducting the pair activity can be challenging:

  1. Pair meetings: Setting up students with each other for activity by giving them the platform where they can found each other contact’s and meet by themselves.
  2. Managing and reviewing recordings: This could be time-consuming, but manageable with clear rubrics and expectations.
  3. Feedback: Providing feedback on recordings requires time but can be easily done with clear guidelines and rubrics.

For the large number of students, the activity can be scaled by using a peer review system. With larger number of students, students can review each other’s recordings in groups, and we can focus on providing feedback to a subset of recordings. This will reduce work load and simultaneously help students get correct and more detailed feedback.

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

To generate more or better active engagement from the students, the video could include Interactive elements – such as quizzes or prompts that encourage students to pause, answer and practice specific phrases.

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

Addressing any potential barriers for the students in the use of this video:

  1. Technical Issues: We can ensure that the video is accessible on various platforms ( if YouTube is not working or installed).
  2. Provide transcripts for those students who may need extra support.

References:

Jess, M. (July 29-August 11, 2024).EDCI 335 module,University of Victoria.