What experiences have you had with interactivity in learning environments? How did the interaction (or lack of interaction) affect your learning? Your enjoyment? What impact has technology had on your learning?

When I was in elementary school, the average education environment at that time was not developed and open in my country. We were asked to respect our teachers by keeping quite and listening. We can only raise our hands for questions when we were allowed to. It is interesting that we always had questions when teachers are speaking, and we did not want to raise hands when we were allowed to. It seems that we all did not want others to know we were still confused after our teachers’ lectures. We knew it is not a shame to ask for questions as a student, a learner, but you would not choose to do it when none of your peers did, which can be identified as the limitation of collectivism. I have to say there was little interactivity during my elementary school time.

Things went better when I was in secondary school. I can clearly feel the change of learning environment when I saw multi-media technology was applied in daily lectures. We can see different fonts of words and pictures on the projector instead of blackborad and chalk. And I found the class atmosphere had also changed as those technology were applied. We were free to raise our hands whenever we have questions and confusions, and teachers would answer them as soon as possible. Sometimes we were allowed to go in front of the whole class to make presentations although we were scared to do it at that time.

When I was taking university courses, EDCI courses are one of the most interactive courses I have taken in university. It looks I am using social media. I create blog and make posts then others will view my posts and make comments. The interactivity is more immediate than normal courses. It encourages me to make more comments and create better posts.

Although interactive learning environment has become common in current society. There are still some people who persevere in old-fashioned education. I remember one of my math teacher in high school . He did not like to use the multi-media technology. He always complained about the multi-media technology and he keep using chalk and blackboard to give lectures. He believed that the quality of students matter more than teaching tools. In my opinion, teaching tools can help students understand better and faster especially those who have low talent on studying. He was right but it does not work well on all students.

Distributive Property of Multiplication Digital Interactive Slides – YouTube

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

The video asked students to fill the blank. Yes, they are forced to answer the questions.

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)?

Students will think about the concept and the equation they have learned in order to answer correctly. And the grid next to the question can help students figure out the concept more clearly.

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 suggest students to practice what they have learned to remember the concept. It can train students how to change concept into practical skills in real world. Students can use objects in real world, or they can use calculators and computers to see how it works.

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

I will change the grid into something which has no relationship with math. Students will feel tired when they see grid as examples, which will not be a good motivation for students to continue learning the concept.