- What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
- 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)?
- 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?
- How could the video have been designed to generate more or better activity from viewers or students?
This video is about how AI could “save” education. After watching this video, I believe this speech could give a different view of AI in academic fields and provide a great number of real-life AI applications in which learners can reflect on. Although the speaker in the video easily maintains my attention, it could be a very different case for learners who have to watch it for learning purposes. I would recommend learners to take notes of the sections they consider difficult, intriguing, and confusing. Writing while listening to the same information can help learners strengthen their memory. Even if they keep very brief notes of the speech, it still can encourage them to watch the video more than once to figure out the part they are unsure about. In addition, writing down notes unconsciously makes your brain think about the information you just recorded. If the learners watch the video by themselves, this is a strategy that keeps them actively engaging with the content. It is common that many people would simply listen to the speech, and it can be counterproductive if instructors ask learners to take notes as a task. Instead, instructors can assign tasks about the theme of the video, in which learners may come up with different methods to capture important details. Learners are also encouraged to share their notes and discuss with other learners after they have watched the video. It would be better to connect the learners and share their opinions about a new subject. During or after the group collaboration, learners can complete the corresponding formative learning activities, such as finding out the area of subjects an AI tutor could support students and the limitations of the current AI tutors. The first half of the learning activities ensure learners have comprehended most parts of the speech, and the remaining tasks are to test and potentially improve their critical thinking skills and understanding of the new subject. The video could be better if the speaker asks a question near the end of each section and gives viewers or students opportunities to try the AI tutor themselves. The demonstration should be as cleared as possible.
I really liked the video you chose, Jacob! I’ve seen a few videos of Sal Khan speak before and find him to be a very well-spoken and engaging presenter, which is very impressive considering the complexity of the topics he usually presents. This video was no exception.
I thought it was very interesting how the speaker detailed his own fears regarding the rapid AI development, but still took his time to detail some of the ways it can benefit learning. I agree with your idea of learners writing notes while listening to the video to absorb the material better/stay more interested, as I find this to be helpful in my own learning as well!
I also think that your suggestion of group discussion work after watching this video could be very beneficial to the learner’s learning process, as it will allow them to see how other people may have interpreted the video and gain some more insight. I also think that it will be beneficial in allowing learners to better critique information and develop a more well-rounded opinion on the subject (rather than just accepting one video’s claims with no hesitations). I’d also be curious to see what learners come up with in terms of potential various subject areas that could potentially be tutored on using AI. The speaker mentioned English and Mathematics, but I’d be curious to see how it could help with less traditional coursework, like that of an opinion-based course (i.e. using AI-generated counter-arguments to refine stances, etc.).
Overall, great post! I’m looking forward to using this video and building off of your ideas from this blog in the completion of our Interactive Learning Resource!