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

    The video does not force learners to respond and does not provide inherent interaction. The video itself would fall under learner-generated interaction between learner and material on the media and student interaction table (figure 9.6.4) in Chapter 9.6 Interaction of Teaching in a Digital Age.
  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)?

    Learners are likely to respond by doing their own internal reflecting and making connections while they watch the video. They may also opt to jot down some notes or explore related videos through the recommended videos that Youtube offers. Additionally, this video mentions the Implicit Associations Test that they will complete later in the module. The video offers arguments for and critiques of this test which may prompt critical thinking around this assessment.
  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?

    We suggest that learners post their thoughts and reflections on the module Padlet we have created. This is an anonymous forum where students can share with each other without fear. They can also read their fellow learners thoughts which might prompt them to consider different ideas and perspectives.
  4. How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

    One of the ways we plan to address barriers for this video, and all other videos is to remind students of the features that Youtube has built. Before the video we will issue a reminder that Youtube offers features such as closed captions, transcripts and playback speed options (slower and faster). This will hopefully help those who have difficultly hear, or playing the video out loud, as well as those who may prefer the video to play at a different speed for a variety of reasons such as being on a time crunch or wanting to watch slower to be about to take better notes. Additionally, we will remind students that they can pause the video at any point and return where they left off. This will be especially important for another video we plan to show which is on the longer side. We will also embed the video into the module so they can watch without having to leave the module web page.