This YouTube video describes six tips for developing French oral, which is beneficial for French students. Watching videos is an excellent example of learning interaction between learner and content. Without the intervention from instructors and other students, computer technology-based teaching connects well with students learning interaction and performance. Different technologies bring several interactivity types: inherent, designed, and user-generated interaction (Bates, 2019). In the watching video activity, students may learn new knowledge voluntarily, which is a user-generated interaction, through imitating oral exercises or taking notes.
This activity aims to develop student’s ability and interest in self-study. K-12, especially high school students, could find a learning method that benefits their learning habits and learning outcomes. Technology-based education can affect the way students achieved knowledge, which might be useful for future study and career (Delgado, 2015). Through interacting with technology, students can gain academic knowledge from not only videos but also the ability to cope with new technology. Expanding the necessary abilities to search for useful video could spur student’s learning motivation, promoting an active learning habit. High school students need to acquire knowledge in different ways, such as online videos, online forums, and e-books. Correctly using a technology-based device is advantageous to students study and future life.
The video is inserted in the first activity, “Basic Instruction,” in the “Intermediate French Oral” project. Students will NOT get grades on this activity because this is not a mandatory exercise. Instructors can provide extra learning tips to students, and it might be useful in the next part. They will not force students to watch videos and grade on their academic performance, which may not decrease students’ learning interests. For students who have a great interest in learning French oral, instructors will create similar conversations as the given video to help students better understand learning tips and avoid making mistakes.
Students are encouraged to make notes and imitate the guest’s pronunciation while watching videos. Instructors will follow the learner-centric theory to promote students more engaged in the class. Followed by cooperative learning, students can exchange their notes and communicate with each other to share their opinions and learning tips. The interaction between students and students is also essential for learning design. Cooperation can bring a positive effect on learning motivations and outcomes.
Technology-based learning design obtains three kinds of learning interactions: learner and learner, learner and instructor, learner and content. In this project, we try to mix different interactions during the class to help the student achieve the desired learning outcomes. Caroline’s post also introduces a video about teaching Japanese, which uses harmonies and associations with other words to help students memorize Japanese. Small quizzes at the end of the video help students to better recognize vocabulary. This kind of self-feedback quiz develops comprehension and understanding of concepts, as a practical tool for course-designer to apply.
Therefore, technology-based or computerized-based education change the traditional education model. Instructional staff should mention the advantages and disadvantages of using a technical tool in course design, improving learning interest and outcomes.
Reference:
Bates, A. (2019). Teaching in a Digital Age – Second Edition. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/
Delgado, A. J., Wardlow, L., McKnight, K., & O’Malley, K. (2015). Educational technology: A review of the integration, resources, and effectiveness of technology in K-12 classrooms. Journal of Information Technology Education, 14.
(Answering questions 1, 2, 3, and 4 of prompt-interaction)
- What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
- 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)?
- 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?
- 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?
Photo retrieved by K8 on Unsplash
