Chosen video: “Growth Mindset” by UNC Learning Center

  • What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
    • For this type of content based on a youtube video, learner-content interaction would be most prominent. In this case, students will be forming their own understanding of concepts as they watch this educational video. Student-student interaction is also possible, however, this would require students to be prompted for discussion – this video does not prompt for discussion, although it should be ideal for our interactive learning resource considering that our learners will be subject to asynchronous learning. This way, a higher engagement of learning can be achieved.
  • 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)?
    • It is expected that students will be creating notes to initially grasp the content of the video. As the video introduces terms such as growth mindset and fixed mindset, they can develop their critical thinking abilities and build an initial conceptual definition of these terms. Based on our group’s learning outcomes, students are expected to define the meaning of a growth mindset, define the characteristics of a growth mindset, and compare and contrast different types of mindsets.
  • 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?
    • Group discussion will be utilized. Students may share examples of a growth mindset and a fixed mindset based on their personal experiences among their peers. Students may also be given scenarios/stories and it will be their task to identify which mindset (fixed, growth, etc.) applies to the scenario as a group. Since our learning context is remote learning for grades 10-12, applications that allow for video/voice calling such Zoom, Discord, Messenger, Microsoft Teams, and Slack are encouraged.
  • How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?
    • One potential limitation for this video is inaccurate subtitles. Currently, the video has auto-generated captions which can confuse non-native English viewers. Since our group is designing for English language learners (ELL) and for individuals who do not have access at home but has a mobile phone with a data plan, it is crucial to have content that is logical and understandable. To address this issue, accurate subtitles should be created for a better learning experience.