The theme of our learning pod selection is affordable housing, I am going to play this video for the learners to watch at the beginning of the study. This video introduces the basics of affordable housing with a simple animation.The interactive method provided by this video is ‘reflective’, without any overt actions.

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

The interaction between the learner and the video belongs to Interaction with learning materials. Although there is no multiple choice test in the video, this video can be used as learning materials to help learners understand the topic. At the beginning of the video, a question was posed: what do the learners think of affordable housing? At this time, learners need to think about the problems in the video.

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)?

When this video is played, there will be the intervention of the lecturer. When the video asks questions, we will pause the video to let students think about the problem and collect the answers, and finally share it anonymously, which can also promote interaction between students and students.

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?

In class, after the video is played, we will set up a group discussion to promote interaction between students and learners to communicate with each other. In group discussions, learners can also ask questions to the lecturer.

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 playing this video eases the work of the lecturer. We don’t have to explain the definitions one by one, and the atmosphere of the classroom can be enlivened through Q&A. Questions and answers can also determine the learner’s familiarity with the learning content, so that the lecturer can make adjustments to the learning progress.