For this blog post, I chose a video from YouTube titled “Alzheimer’s disease – plaques, tangles, causes, symptoms & pathology” to use as a learning resource for my learners. The video provides a thorough description of the causes behind Alzheimer’s disease, outlining the functions of neurofibrillary tangles and amyloid plaques. Below, I address several prompts to outline how this video could be used effectively in an educational setting.
Prompts
- What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
The video delivers complex material about the pathophysiology of Alzheimer’s disease, which needs cognitive engagement from the students. Students must focus in order to comprehend the scientific justifications and graphic representations of molecular processes. The video requires attentive listening and comprehension even though it does not force a direct response.
- In what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?
Students may take notes, pause and repeat parts to make sure they grasp important ideas, and even draw diagrams of tau tangles and amyloid plaques to help them remember what they have learned. Students are encouraged to interact fully with the material because of the video’s detailed nature.
- How could the video have been designed to generate more or better activity from viewers or students?
The video could include interactive features like integrated quizzes that pause the video and ask questions regarding the material recently covered in order to encourage more or greater engagement from the students. This would guarantee that students stay interested and give immediate feedback on what they have understood.
- How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?
I would give the video transcripts and subtitles to students who have hearing problems in order to guarantee an inclusive design. For learners who might have trouble accessing or understanding video materials, I would also provide substitute text-based resources that cover the same material.
Conclusion
We may use this video’s in-depth content to help students study actively and interactively while also fostering a deeper understanding of Alzheimer’s disease by including it into a structured learning activity.
References
Anderson, T. (2003). Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction. The International Review of Research in Open and Distributed Learning, 4(2). https://doi.org/10.19173/irrodl.v4i2.149
Assignment #1: Learning Design Blueprint – Group F. https://techwizard.opened.ca/2024/06/03/assignment-1-learning-design-blueprint/
Bates, A. W. (Tony). (2019). 9.6 Interaction. Pressbooks.bccampus.ca. https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/
Interaction – EDCI 335. https://edtechuvic.ca/edci335/interaction/
Osmosis from Elsevier. (2016). Alzheimer’s disease – plaques, tangles, causes, symptoms & pathology. In YouTube.
2 Responses to “Blog #4: Applying Interactive Learning Design in the Context of Alzheimer’s Disease”
Hi Mohammed,
Great video choice. I think it explains the pathological effects of Alzheimer’s really well. I think you made a good decision in choosing a test as the activity to go along with the video. I think with good question design- it could really help test the student’s knowledge gained from watching the video.
I really like the video you selected about your Interactive Learning Design subject. I think the length is good, the explanation is clear, and the visuals help the audience develop a deeper understanding of Alzheimer’s. I really like your idea of embedding interactive quiz questions throughout this video. This could encourage students to think critically and help them understand the content better. I think it is beneficial for students to receive feedback after answering the questions throughout the video to increase interaction, engagement, and understanding. I also really like your idea of including text-based material and resources on the same topic to increase accessibility – this shows your careful consideration of the Universal Design for Learning (UDL) guidelines.