Video for Interaction:

My chosen video is Stuart Hall: Race, Gender, Class in the Media. I selected this video because it encourages students to think critically about how the media shapes beliefs about gender and workplace roles. It also has some really cool designs to help students stay engaged. I also think it would fit well with my learning activity, where students analyze advertisements, social media posts, and workplace campaigns before redesigning one to create a more inclusive message.

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

  • The video itself does not require students to respond because they can watch it without taking any action. Chapter 10.6 explains that meaningful interaction depends on thoughtful instructional design rather than the technology itself. By pairing the video with a media analysis activity, students move beyond passive viewing and engage in designed interaction as they critically examine the messages presented in the media.

In what way are they likely to respond to the video on their own (learner-generated)?

  • After watching the video, students will likely begin thinking about advertisements, television shows, and social media they come across in their everyday lives. This learner generated interaction encourages them to reflect on gender stereotypes they may not have noticed or questioned before. It also helps students think more carefully about the messages they see in the media and how those messages can influence the way people think about gender. 

If you selected a video, what activity could students complete after watching it? What knowledge or skills would it develop?

  • After watching the video, students could complete a media analysis activity. They would identify gender stereotypes in advertisements, posters, and social media before redesigning one to create a more inclusive message using Canva or Google Slides. This activity develops critical thinking, media literacy, creativity, and communication skills while encouraging students to challenge socially constructed assumptions about gender.

How would students receive feedback on the activity?

  • Students could share their redesigned media with the class in groups and explain the choices they made. Peer discussion provides opportunities for interaction, while instructor feedback encourages even more reflection and supports student teacher interaction. Chapter 10.6 explains that timely feedback is an important part of meaningful learning and helps students strengthen their understanding.

How much work would this activity cause? Would it be manageable and worthwhile?

  • I think the workload would be manageable because students would also learn through peer discussions and presentations. The activity could easily be adapted for larger classes by having students work in pairs or small groups while still meeting the learning outcomes.

How will you address any potential barriers for your learners to ensure an inclusive design?

  • To make sure all students can participate, I would provide captions and a transcript for the video, allow students to work on their own or with a partner, and give them different ways to complete the activity such as presenting their redesign to the class, write a short explanation, or create a visual design. This follows the ideas of UDLs by giving students different ways to learn and show what they have learned. One of the biggest things I think is that it is not the technology itself that makes learning meaningful, but how it is used to support interaction, feedback, and learning goals.