The video I selected for our Interactive Learning Resource is “Cyberbullying – How to Identify and Prevent Cyberbullying”. This video is well-structured, student-friendly, and uses personal stories to encourage reflection and offer practical advice, making it great for teaching use.
1. What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
This video is interactive. The narrator asks viewers questions such as “What does bullying mean to you?” and “How would you feel in my situation?”, which prompted students to pause and reflect. These built-in reflection points are consistent with the inherent interaction because they naturally encourage students to respond either mentally or in writing.
2. 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, write reflections, or connect the narrator’s story with their personal experiences. This response is a user-generated interaction. They engage by connecting the content to personal experiences and emotions, which is very important when dealing with sensitive problems like cyberbullying.
3. 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?
After watching, students can collaborate in small groups using Canva to create an anti-bullying action plan poster, discussing “What would you do if you saw someone being cyberbullied online?” Once complete, each group uploads their poster to Padlet for all classmates to see. Creating posters is a high-touch activity that can develop empathy and creativity through learner-learner interaction.
4. How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?
Feedback can be provided through peer-to-peer and teacher-led interaction on Padlet. Students are encouraged to leave comments on other groups’ posters, highlighting strengths and giving suggestions. The instructor can also provide targeted feedback on communication, creativity, and information clarity. This dual feedback structure supports collaborative reflection and deeper learning.
5. 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?
Students work in groups using Canva to create posters together, so there are not many items to be reviewed. After they uploaded the posters to the Padlet, the teacher could comment step by step. Students can also help each other through peer feedback, so that instructors don’t have to do everything. Moreover, this activity is also good for large classes because students work in teams, and peer feedback helps reduce the teacher’s work. This makes this activity both practical and manageable.