The video I have chosen to examine for Post 4 is entitled, “Sit and Stretch (Jaime’s Brain Breaks)” by Cosmic Kids on Youtube. Here is a link to the video: https://www.youtube.com/watch?v=dnwHDN6Dw7Q
In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, think about the topic (learner-generated)?
The video is set up in a way that requires learners to follow along with the movements of the teacher. The teacher instructs the students where and how they should sit and what movements to prefrom and how to preform them.
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?
Due to fact that the video involves step by step instructions on how to participate in the brain break activity it is very user friendly and a great opportunity for the teacher to have a break. Not to mention, the activity requires no equipment other than a chair which students have access to in the classroom setting. Moreover, the activity would be very successful with a large number of students because it is can be projected to suit more people and the activities are independent.
How could the video have been designed to generate more or better activity from viewers or students?
The video was executed well and can be implemented in all classrooms successfully. However, not all teachers have access to a television in the classroom. If a teacher does not have a tv or projector they are unable to participate in the activity. To generate more activity from the audience, the designers should export the content onto more platforms. A podcast would be an example of a possible platform that involves less equipment.
How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?
Overall, the video is very straightforward and easy to follow. The step by step instruction enable learners who have difficulty seeing are able to hear the commands and act accordingly. Additionally, students who have difficulty hearing are able to follow along and preform the movements as the instructor visibly demonstrates the movement. However, there are aspects of the video that make it exclusive for some students. Considering the video relies on the students to be physically active, students with physical disabilities are excluded from the activity. Students with a physical disability that limits there ability to preform the movements are excluded from the activity. So are they unable to have a brain break in the classroom? This should not be the case. By offering breathing exercises or mindfulness strategies to the video, the activity is more inclusive for learners who cannot preform the movement tasks.