Category: BLOG#4

Thanks for sharing your post Wanqin,

It’s important to note that the video you mentioned puts a lot of attention on instructor-led discussion and the Q&A format. There are more interaction activities that could be created and included to improve learner engagement and critical thinking.

One recommendation is to incorporate questions posed by the lecturer specifically for the students. This would encourage deeper critical thinking by allowing students to actively respond and evaluate their information retention in an interactive setting.

Additionally, it can be advantageous to include student-to-student engagement through online group discussions. Topics for discussion might be given by instructors, and they could group students and invite them to report their findings. This kind of engagement encourages collaboration, exchange of various viewpoints, and peer learning.

Video: https://www.youtube.com/watch?v=jsiCft5v2dk

Interaction: Students must actively participate in the video. It might ask or put learners in situations that force them to think critically, choose, or interact with others.

Learner-generated response: Students may react by writing down important points, pausing the video to contemplate or look up relevant information, or debating the material with their peers or the instructor.

After watching the video, students might hold a debate or group discussion about the advantages and disadvantages of the Canadian healthcare system from an economic standpoint. They could examine the effects of various funding models, evaluate it against the systems of other nations, or provide suggestions for enhancements. Their critical thinking, research, and communication abilities would all improve as a result of this activity. To engage in the exercise, students could use online forums or collaboration tools.

Feedback: Several methods could be used to provide feedback on the action. The instructor may evaluate and grade the student’s written report, presentation, or video in which they present their group’s ideas or arguments. Written comments, rubrics, or even an asynchronous or synchronous conversation with the instructor could all be used to provide feedback.

Manageability and scalability: Because the suggested activity involves evaluating group work and giving comments, it may be doable for an instructor. Additionally, it might be scaled for bigger classes of students by putting them in bigger discussion groups or applying peer review techniques. The activity’s instructional value justifies the instructor’s need to spend time for reviewing and giving feedback on each group’s work.