The video I choose to analyze for a possible activity is: 

are you okay? | Award-Winning Short Film –  https://www.youtube.com/watch?v=tJsGGsPNakw 

Question 1: What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?

The video has more of a passive structure, meaning there is no inherent response required from learners who are watching (i.e., there are no quizzes or discussions that ask the student to stop the video and do something). However, because of the video’s emotional nature, it will likely evoke an emotional response/engagement (see more on this in the next question). 

Question 2: 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)? 

Once again, because of this video’s emotional nature, there is a high probability learners will want to engage/respond further on their own. The following are some possible ways a learner may do this: 

  • Reflect on themselves: Have they ever felt this way? Have they seen others feel this way? 
  • Their emotional connection may be strong enough for them to become more proactive on the topic. For example, it could inspire a desire to help others. 
  • The learner may feel compelled to make notes on the video that they could then connect to other lessons regarding bullying or health. 

Question 3: What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skills would the activity help develop? What medium or technology would students use to do the activity? 

Activity idea: Wellness Check-in Toolkit 

Purpose: Gets students to create a digital “toolkit” that outlines how to deal with cyberbullying when it happens to them or others. 

Areas could include: 

  • How to check in with a friend (i.e., how to approach a conversation or possible methods of support) 
  • Signs that someone may need help 
  • How to identify when cyberbullying is happening to them 
  • Available resources at their school or surrounding community

Knowledge and Skills to be Developed: 

  • Emotional literacy 
  • Communication skills for hard/emotional scenarios 
  • Awareness of mental health resources 

Medium/Technology Used: 

  • Google docs or Jamboard for idea/tool creation (possibly collaborate with other on ideas) 
  • Canva to design any visual components 

Question 4: 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? 

There are a variety of ways feedback could be given on this activity, see possibilities below: 

  • Peer Feedback: learners could share their toolkits in small groups where each student reviews and provides feedback for one another (this could be done using a simple piece of paper and a pen) 
  • Instructor Feedback: there could be a rubric that outlines important components to be included in the tool kit. For example, clarity/empathy of “how to check-in with a friend” or thoughtfulness/originally of the toolkit. (this could be marked on paper or given back digitally)