Global COVID-19 Prevention
- What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
- The video I looked up on YouTube, it is listed the symptoms of COVID-19 in a very detailed way. It includes how people might be infected while they are living in their lives. This video listed few protections that students can be used to prevent having COVID-19, those protections is mandatory for students and all other people do to everyday.
- 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)?
- After watching this video, ideas will be generating as to keep clean and sterilize every time when students going out to some public environment, communicating with others, and doing all the housecleaning. Such us, having social distancing within 2 meters, washing hands with at least 60% alcoholic sanitizer, wearing masks to prevent you spread the viruses to others, when you have certain symptoms avoid others and call hospital to come check on you.
- 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
- These prevention activities will not take much time for you to prepare and doing it, it just need you to be aware of sterilize and clean all the time. Therefore, even if the coronavirus has been coming out again next time, there will not be a pandemic through self-prevention. Thus, they are worthy activities to do and teach students, and this can be for every age of students from kids in kindergarten to students in undergraduate, and also for adults to protect themselves.
- How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?
- The video I chose, it does not have much bright colors, no speaking but many graphics, it is good for those who has color-blindness, people who has hearing issues and people who has reading disabilities. And sometimes, students who are ESL, English as second language students, feel hard to catch the keywords when they watch a video, because they are not fluent English speaker. Therefore, I used a video that is with least words and more animations which can be easily understand.
Comment on Peer’s Post:
Hi, Victor. I already read some of your posts before, and I think EHR is really a flash and interesting topic. Modern days, we are more approaching to be ecological person, and EHR is using the new technology, which is not wasting any paper and it is much easier to preserve and keep it. Besides, it is an open resource, everyone can be access this resource without any limitation. But, I do have a question, will there has any assistant that can help some ESL people to continue exploring the EHR without any language barriers?
https://victorsblog.opened.ca/
omote1112 June 11, 2020
Hello Yoyo,
Thanks for sharing an informative video regarding COVID-19. I agree that students who are not familiar with a certain language would benefit from this video as it does not use any language. Also, since it is all animated, I believe learners with hearing loss or dyslexia would not have any language barriers learning through this video. However, due to the absence of words or audio, I found there could be some other challenges to learners. For example, the colour orange is for virus and infection while the blue colours are for masks and healthcare providers. When people’s faces turned yellow, I wasn’t quite sure what it was supposed to mean. Panic? Or not infected people? A clear legend on symbols should be present to inform viewers of symbolism.
Thanks,
Seul
victorli June 12, 2020
Hi Iris,
Thank you for sharing your insights on the very informative COVID-19 prevention video! I completely agree with you that the derived activity can be easily scaled to reach many learners and result in a significant impact on the prevention of a future outbreak. Furthermore, I also agree that with your thoughts on how the lack of narration and on-screen text can help learners who are colour blind or ESL students (English language learners) better learn the material. However, in watching the video again, I found that the material is reliant on sound effects/music to bring across its point. That is, there seems to be first an ominous soundtrack (to show the spread of COVID-19 and the public hysteria) and then a transition to a more happier mood (to teach about ways to prevent the spread of COVID-19). As such, I am wondering how this will affect learners who are either hard on hearing or suffering from complete hearing loss? While I do understand that any student can probably make sense of the animations in and of themselves (after all COVID-19 prevention is now “common” knowledge), it makes me wonder how the educational effectiveness of the video will be impacted if individuals are only able to learn from it without sound?
Looking forward to your thoughts!
Victor