In a primarily digital age, there are more and more ways for students to interact with the content they are learning, because of the advancements in educational technology, students are able to interact with learning materials, peers, and instructors more easily and in more diverse and adaptable ways. There are 3 main types of interactive learning when using technology: inherent activity, designed activity, and user-generated interactivity. For more information on these three types of student learning interaction, click this link. For this final post, I will be looking at inherent interactivity through the use of eCampusOntario H5P Studio.
My Chosen Interactive Learning Activity
After looking into the brief selection of learning activities, I selected Microaggressions: An Ally’s Guide to Fighting Gender Bias. This activity explores microaggressions both within and outside of the work environment and educates students on how to recognize/confront them. This activity aligns quite well with our interactive learning resource, which is centred around confronting gender bias and stereotypes within the workforce. Feel free to click the link and give the resource a try!
- What kinds of interaction does the H5P activity require from learners? Does it require learners to respond directly (for example, through questions, decisions, or embedded activities), or is the interaction more limited?
This resource requires students to read through a series of explanations and descriptions of what microaggressions are (what they look like, what roles are played, etc.), before being asked to partake in a series of scenarios where learners watch a microaggression and then are asked what the most appropriate solution to the microaggression would be. This would be considered an “interactive activity”, as students are actively engaging with the material and students are required to respond and reflect at the end of each activity.
- How might learners interact with the content beyond the built-in activity? For example, might they take notes, pause to reflect, discuss ideas with peers, or explore additional resources
Beyond the built-in activity, students can interact with the content by taking time before the lesson to discuss with peers what they believe microaggressions to look like within the workforce, as well as taking time after the activity to discuss and reflect on times they have witnessed microaggressions in real life. This would be incredibly beneficial to students because it would allow the instructor time to provide feedback to students and check for understanding within the lesson.
- If you were using this H5P activity in a learning environment, what follow-up activity might you design? What type of knowledge or skill would that activity help develop?
If I were to do this activity in a learning environment, I would create a follow-up activity to further assess students’ understanding of the content. A good way to do this would be through a simple exit ticket that would allow students time to reflect on their learning, as well as process the information that they have learned. The original activity can be slightly overwhelming because of the amount of content it provides, and students may begin to select the correct answers because it matches a pattern, and not because they fully understand the reasoning. Creating an exit ticket allows students to reflect on their own learning, while also providing the instructor with a chance to see where there may be common confusion or lack of understanding. This activity could help students develop critical thinking skills by asking questions such as “Why does this solution work?”
- How could this H5P activity be improved or redesigned to create richer interaction for learners?
This activity could be improved by designing it to be more inclusive. Although this activity touches on important topics, it only targets one specific group, women. This is problematic because gender stereotypes, biases, and microaggressions affect everyone, and it is important to acknowledge how impactful and harmful they are for everyone. This activity could be made more inclusive by having students explore microaggressions and gender stereotypes that they have witnessed or heard of in real life before beginning the activity to make it more gender neutral and inclusive.
Resources:
https://h5pstudio.ecampusontario.ca
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